A Haunting Past in Faulkners A Rose of Emily Essay

A Haunting Past In William Faulkner’s short story â€Å"A Rose for Emily† Miss Emily Grierson holds on to the past with a grip of death. Miss Emily seems to reside in her own world, untarnished by the present time around her, maintaining her homestead as it was when her father was alive. Miss Emily’s father, the manservant, the townspeople, and even the house she lives in, shows that she remains stuck in the past incapable and perhaps reluctant to face the present. At the beginning of the story, the reader learns that Miss Emily â€Å"is portrayed as ’a fallen monument,’†¦ because she has shown herself susceptible to death (and decay) after all† (West 264). The house can also be perceived as a â€Å"fallen monument†(Faulkner 81) as the narrator†¦show more content†¦He is seen by the townspeople carrying things in from the market, working around the house now and again, and the only person to have contact with Miss Emily during this time. When the Board of Aldermen visited Miss Emily about the taxes she refused to pay, they were admitted by the old Negro into a dim hall from which a stairway mounted into still more shadow. It smelled of dust and disuse- a close, dank smell. When the Negro opened the blinds of one window, they could see that the leather was cracked, and when they sat down, a faint dust rose sluggishly about their thighs, spinning with slow motes in the single sun-ray. On a tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily’s father.(Faulkner 82) Miss Emily â€Å"just stood at the door listening quietly until the spokesman came to a stumbling halt. Then they could hear the invisible watch ticking at the end of the gold chain†(Faulkner 82). The watch is very symbolic given that Miss Emily does not want to move on with the times, but if the reader will look at the â€Å"idiom of having something or someone in ones pocket, that is, under ones personal control†(Schwab 215) then one might come to the realization that Miss Emily is even trying to control time. â€Å"The watchs placement in her pocket, its unusually loud ticking, and the chain to which it is attached illustrate both her attempts to control the passageShow MoreRelatedCharacterization within A Rose for Emily by William Faulkner1054 Words   |  5 Pagesusing strong characterization and dramatic imagery, William Faulkner introduces us to Miss Emily Grierson in â€Å"A Rose for Emily†. The product of a well-established, but now fallen family, Emily plays common role found in literature- a societal outcast, who earns her banishment from society through her eclectic behavior and solitary background. Often living in denial and refusing to engage with others, Emily responds to her exile by spending the remainder of her life as a mysterious recluse that theRead MoreGothic Literature: A Rose For Emily, The Tell Tale Heart, and Daddy976 Words   |  4 PagesIn William Faulkner’s, â€Å"A Rose for Emily, Edgar Allan Poe’s â€Å"The Tell Tale Heart,† and Sylvia Plath’s â€Å"Daddy†, are endowed with many features that contribute to their gothic form and success. Faulkner’s,† A Rose for Emily† is characterized by a powerful imagery, plot and setting which are interwoven to create a gothic feeling. The story unfolds in Jefferson, the living fragments of a land that is plagued with civil war. Among the remains of Jefferson is Emily’s house which appears to be the summaryRead MoreEssay on The Scrambling of Time in Faulkners A Rose for Emily1504 Words   |  7 PagesThe Scrambling of Time in Faulkners A Rose for Emily In, A Rose for Emily, Faulkner uses the element of time to enhance details of the setting and vice versa. By avoiding the chronological order of events of Miss Emilys life, Faulkner first gives the reader a finished puzzle, and then allows the reader to examine this puzzle piece by piece, step by step. By doing so, he enhances the plot and presents two different perspectives of time held by the characters. The first perspective (the world

The Chrysanthemums Essay - 962 Words

John Steinbeck’s â€Å"The Chrysanthemums†, is a story about a woman struggling with strong inner feelings of loneliness and isolation. Elisa Allen is initially portrayed as a woman who overcompensates and whose tasks are far exceeded by her abilities. She appears content with her life and adores tending to her garden. However, a tinker briefly enters her life and through his power of persuasion and manipulation provides Elisa with hopes of change and excitement. He gives her the much needed attention she is so desperately looking for. As the story continues we learn that these hopes are crushed as we unravel the betrayal the tinker has bestowed upon Elisa. He exploits her and takes advantage of her hunger for company, aspirations, and†¦show more content†¦We get our next glimpse into the struggles she is internally suffering when her house is introduced to us as â€Å"hard swept† (Steinbeck 348). Elisa extends her insecurities and sorrow onto over-compe nsating in tending to the house she shares with her husband. The exchange between Elisa and her husband is cold and uncompassionate as they discuss their plans for dinner and a movie. He stands outside the wire fence which serves as a wall between Elisa and the rest of society. As her husband leaves to herd their cattle she watches and swiftly returns to tending her garden. As Elisa diligently cares for her garden she spots an unfamiliar wagon in the distance. She is approached by a tinker who repairs broken pots, pans, and various household supplies. He eagerly asks Elisa if there is anything he can repair. As she adamantly refuses she implies that she can repair her own pots and pans. She is stern in her refusals and allows us to learn that she desperately wants to be an equal and accepted. Elisa implies that she can repair her own pots and pans and eludes us to However, the tinker observes how loving she is with her flowers and uses that to his advantage. He starts a conversation about her beloved chrysanthemums and implies that an acquaintance has been looking for these specific flowers. The tinker quickly gains Elisa’s trust, gives her hope, and plays on her vulnerabilities. She begins to get a restored sense of self andShow MoreRelatedThe Chrysanthemums973 Words   |  4 Pages Prompt: How do the chrysanthemums as well as other symbols throughout the short story show women’s role in society? A Potential for Equality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Humans, just as flowers, cannot fully live without sunlight. They cannot develop without nourishment, and most of all they cannot flourish if not carefully tended to. Just as the Chrysanthemums fight to stay strong and meaningful in the short story, â€Å"The Chrysanthemums† by John Steinbeck, the main character, Emily, tries to do the same. BothRead MoreEssay on The Chrysanthemums1123 Words   |  5 Pages Everything is everything in the world of short stories. Steinbecks The Chrysanthemums is full of thick rhetoric that raises questions and stirs the mind and imagination. Everything from the title, to the last line needs to be thought about more than once. The story isnt just about a farmers wife who likes pretty flowers. Not in the least! The Chrysanthemums is a story about how Elisa Allen is forced to a life that she feels is trapping her. The story is set in the early twentieth centuryRead MoreThe Chrysanthemums By John Steinbeck Essay1694 Words   |  7 Pages The story â€Å"The Chrysanthemums† by John Steinbeck, like many stories by this author, is loaded with symbolism and concepts about human nature. Each description of characters, places, and physical aspects is written in a way that is simple to understand, but one should not be tricked by his ordinary words since there is always a greater meaning behind them. In this particular story, if one considers the period of time when the story was written, which was the nineteen thirties, is perceived how SteinbeckRead MoreThe Use of Symbols in John Steinbecks The Chrysanthemums720 Words   |  3 PagesIn John Steinbecks short story, The Chrysanthemums, he uses the flower to symbolize his main characters thoughts and ideas. There are many examples of such symbolism in this work. Elisa Allen is a lonely woman who enjoys growing and nourishing her chrysanthemums. Since her husband is always working the cattle in their farm, she never has enough attention or any kind of affection. The result of this dispassionate marriage leads Steinbeck to describe his main character as follows, Her faceRead MoreSymbolism in the Chrysanthemums by John Steinbeck1758 Words   |  8 PagesJohn Steinbecks The Chrysanthemums is a story that is full of symbolism. After the first read, it might seem like an innocent tale about a woman and her garden. However, upon further examination, the reader learns it is actually a story about a womans desires and frustrations in her life. Steinbeck uses many examples, such as the flowers to symbolize the thoughts and ideas of the main character, Elisa, in this story. Elisa Allen is a lonesome woman who gets pleasure from growingRead More John Steinbeck’s The Chrysanthemums Essay572 Words   |  3 Pages In John Steinbeck’s The Chrysanthemums, the reader is introduced to the seemingly timid and shy Elisa Allen. Elisa is routinely planting her yearly sets of Chrysanthemums, which appear to be the sole receptor of her caring and gentle touch, but all the while it is evident that â€Å"the chrysanthemum stems seemed too small and easy for her energy.† Her hidden eagerness seems not only out of place, but out of touch with her dry and wilted surroundings, of which her husband, Henry, abruptly interruptsRead MorePrincess Masako Analysis991 Words   |  4 Pagescommoner that was very studious, outspoken, and she enjoyed playing softball as well as tennis; she experiences the feeling of having no freedom. This story uncovers the harsh reality of Masako’s journey before and after marrying the prince of the Chry santhemum throne, Naruhito Hironomiya, which includes her moving to many places with her family, her efforts in getting a job, and her life as a princess. After Masako and Naruhito got married, the new princess became a puppet controlled by the KunaichoRead MoreOdour of Chrysanthemums964 Words   |  4 PagesA Hint of Death In literature, foreshadowing is a warning or indication of a future event. Foreshadowing can tell you the possible outcome of a work of literature. In D. H. Lawrence’s â€Å"Odour of Chrysanthemums,† he uses the literary technique of foreshadowing to hint to the reader of the tragedy that Elizabeth Bates will soon learn happened to her husband Walter Bates. Throughout the story we follow Mrs. Bates at home with the children and gain knowledge of statements, descriptions, and objectsRead MoreThe Chrysanthemums And The Storm929 Words   |  4 Pagesâ€Å"The Chrysanthemums† vs. â€Å"The Storm† â€Å"The Storm†, was written by Kate Chopin, who was a feminist writer who insinuated that women had an unspoken sexual appetite and longed for independence. She wrote stories that were considerably taboo of her time, including â€Å"The Storm†, which was about a woman in a content marriage, longing for attention and excitement who leans on another man for it. On the other end of the American literature spectrum, there is John Steinbeck, who was also a feminist writerRead MoreEssay on Chrysanthemums1121 Words   |  5 PagesThroughout history, women have been portrayed as the weaker sex. As a result of these unfair social assumptions, women have been working hard to dissociate themselves from this stereotype and become more independent with their lives. In the story â€Å"The Chrysanthemums† by John Steinbeck, he describes Elisa Allens frustration with her marriage, her sense of isolation from the world, and her hidden desires to express herself as a woman and to explore her sexuality by living a more passionate life. The setting

Financial Year Or In End Each Accounting â€Myassignmenthelp.Com

Question: Discuss About The Financial Year Or In End Each Of Accounting? Answer: Introducation The term Impairment loss is defined as the amount by which the carrying amount of the asset or of the cash generating unit is more than the amount that could be recovered when the asset is sold. In respect of identification of the asset that could be impaired, in the end of each financial year or in the end of each of the accounting period, the entity is duty bound to check the conditions for impairment. The management has to check as to whether the asset has been impaired or not (CPA Australia, 2017). This is done mainly when conditions exists that suggest that the asset may have been impaired. The IAS 36 lays down some of the internal and external indicators of impairment. In case, there is an indication of the fact that the asset could have bene impaired, then the recoverable value from that asset would be calculated. The following are the conditions on the basis of which the impairment testing is done: When an intangible asset has an indefinite life When that asset is not available for use When the entity has made some business combination due to which goodwill has been calculated The following are the external conditions that affects the same: The market value of the asset has undergone a change There have been some negative changes in the technology, market, economy and the laws When there has been an increase in the interest rate in the market When there are net assets of the company which are higher than the market capitalisation In case, the recoverable amount from the asset is less than the value at which the same has been stated in the books of accounts, then the asset is stated to have been impaired and the difference between the former and the latter would be termed as an impairment loss (PWC, 2017). This amount of impairment loss would be transferred to the statement of profit and loss. The internal sources include the following: When there is an obsolesce or a physical damage When the asset has been sitting idle as the part of a restructuring or which has been held for disposal(MCA, 2017). When there is an adverse economic performance expected in the market In respect of the investments that takes place in the subsidiaries, in the joint ventures or in the associates, the carrying value would be more than the carrying value in the investees assets and also the amount of the divided is more than the amount of the income in the statement of comprehensive income of the investee. The above stated factors or the market conditions are not exhaustive but are just illustrative. When any market condition has existed which shows that impairment has taken place, then the following would be done: In case, the fair value less the costs of the disposal or the value in use is much more than the carrying amount, then it is not necessary to calculate in the other amount and in such cases, the asset would not be impaired In case, the fair varies less the costs of the disposal are not able to be determined, then the recoverable amount would be considered to be the value in use. For the assets that have been disposed off, the amount that could be recovered would be the fair value less the costs of disposal For the fair value less the costs of the disposal, the fair value would be calculated as per the requirements laid down under the provisions of IFRS 13 which deals with the fair value measurement. The costs of the disposal are the direct costs that have bene added and are not as per the existing costs or the overheads. In respect of the value in use, the calculation of the value in use would go on to reflect the following: The estimate of the cash flows in the future that would flow on to the entity from the asset The expectations of all of the possible variations in the amount and in the timing of those expected future cash flows The time value of the money which is represented by the risk free rate of interest in the market (ACCA global, 2017). The price for bearing the uncertainty which is inherent in that stated asset There are many of the other factors such as the illiquidity wherein the market participants would indicate the pricing of the future cash flows which are expected by the entity in order to derive in the cash flows from an asset. The projections of the cash flows are somewhat based upon the reasonable and the supportable assumptions wherein in the most recent budgets and the forecasts. This accounting standard considered the budgets and the forecasts that are not older than about 5 years. In this, the management is also duty bound to ascertain the reasonableness of the assumptions by the way of examining in the causes of the differences between the projections of the cash flows and also the actual cash flows. The projections of the cash flows relates with the current condition of the asset. There are future restructuring that would improve the performance of an assets and hence, the performance of an asset must not be anticipated. When this estimation is done, then it must be made sure that the cash inflows or the outflows do not include the flows from the financial activities or the payment or the receipt of the income taxes (IAS plus, 2017). When there is a cash generating unit to which the goodwill has been allocated for the purposes of impairment, then any amount of impairment loss that the company has incurred would be first allocated to that goodwill and then the remaining impairment loss would be allocated to the other assets on pro rate basis (Erant and Young, 2017). But the management will have to keep it in mind that the value of the asset would never be reduced to below (the higher of its recoverable value or 0). This amount of loss would be allocated following the same process for any single cash generating unit. References: Cpaaustralia.com.au. (2017).Impairment of assets. [online] Available at: https://www.cpaaustralia.com.au/~/media/corporate/allfiles/document/professional-resources/reporting/reporting-ifrsfactsheet-impairment-of-assets.pdf?la=en [Accessed 17 Sep. 2017]. https://www.accaglobal.com, A. (2017).IAS 36 impairment of assets | ACCA Global. [online] Accaglobal.com. Available at: https://www.accaglobal.com/in/en/member/discover/cpd-articles/corporate-reporting/ias36-impairment.html [Accessed 18 Sep. 2017]. Iasplus.com. (2017).IAS 36 Impairment of Assets. [online] Available at: https://www.iasplus.com/en/standards/ias/ias36 [Accessed 18 Sep. 2017]. www.ey.com. (2017).Impairment accounting. [online] Available at: https://www.ey.com/Publication/vwLUAssets/Impairment_accounting_the_basics_of_IAS_36_Impairment_of_Assets/$FILE/Impairment_accounting_IAS_36.pdf [Accessed 18 Sep. 2017]. www.mca.gov.in. (2017).Accounting standard 28. [online] Available at: https://www.mca.gov.in/Ministry/notification/pdf/AS_28.pdf [Accessed 18 Sep. 2017]. www.pwc.com. (2008).Top 10 tips for impairment testing. [online] Available at: https://www.pwc.com/gx/en/ifrs-reporting/pdf/impairment-10tips.pdf [Accessed 18 Sep. 2017].

Teaching English to a beginner class overseas Essay Example

Teaching English to a beginner class overseas Essay Good Evening William, I will be making my comments in blue tonight. Part One: Question 1 In point one, Marco and Kumiko expect to learn different things in relation to their environment. Marco, the engineer, would expect to learn English for special purposes. This is because he needs to communicate well with the other Engineers on issues of both professional and social nature. By the end of the course, he expects to be able to talk about the details of the project with appropriate English. He should also be able to communicate with his superiors and the clients using fluent English. We will write a custom essay sample on Teaching English to a beginner class overseas specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching English to a beginner class overseas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching English to a beginner class overseas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Kumiko’s interest in English is for academic purposes. She would expect to be able to read write and listen any English related materials without difficulty. Since she is in an English speaking country, her classes will be taught in English. She expects to follow her classes with no difficulty by the time she finishes her course. She will also expect to interact with her peers with ease. I agree with you regarding both students. Here are some other points to consider. Let us assume that Marco is at the Intermediate level of English in all four areas, i.e. reading, writing, speaking and listening. This means that he is already able to communicate fairly well with others in English and can make himself understood as long as the topic, or the task is not to complicated or too technical. Marco is an engineer and is going to China to work with other engineers from other countries. They all have English as a common language. Marco needs to be able to communicate effectively with the other engineers, so he will need to learn: How to read and understand very specific material written in English that is related to the engineering project he will be involved with. ( specific vocabulary and style of writing unique to the genre ) How to prepare and present a report or an update on the work he is doing. How to have a discussion and express agreement or disagreement How to interrupt politely and turn taking in a meeting. How to express an opinion and support it with facts. How to express and resolve a complaint. How to ask and give advice. Kumiko would need to have a very comprehensive level test done in order to determine what kind of English she would need to study. The level test would need to focus on English for Academic Purposes. What level is her reading and writing? Would she be able to do the assignments given to her by her teachers? Is she ahead or behind in the curriculum to be taught? She would need to be tested for Classroom English; her ability to understand instructions, directions and explanations from her teachers. She would also need to have her English speaking ability tested to determine if she could communicate with the teachers and other students. She would benefit greatly if she attended an international school where there were other students in her same situation. The school would have an ESL/EFL program in place in order to help her get up the same level as the other students. The sixth point elaborates on motivational factors. Students in an ideal classroom will most likely perform better as compared to students in an average or a poor classroom (Fayton, 2002). My ideal classroom had walls that were decorated with charts and pictures that were both entertaining and educative. The wall color was cream. The lighting was good (not too bright and not too dull) as the class had large windows that enabled most of the natural light to penetrate. The window blinds prevented the burning rays of the sun from reaching the students. The reading materials brought in a touch of ‘fun’ in what would have otherwise been a dull class. One of my favorite teachers taught me when I was in elementary school. She made one feel as though the topic being taught was the most fascinating topic one could ever learn. If one looked distracted, she would create time for the specific student. This included asking them whether they had any problems outside the classroom. She also went of her way and talked to parents in order to make sure that the students’ environments at school and home were conducive for learning. I thought I would add a few of my own ideas on the subject. My ideal classroom would have bulletin boards on the walls so students could post their work. This would allow other students to see what their friends were doing and hopefully give them new ideas of their own. It would be a version of brainstorming. I would also have one section of the classroom for pictures. Students could draw something that relates to the lesson and put it up for others to see. Visualizing helps students to remember things better. Color also stimulates the brain and makes it easier to remember. I remember a teacher named Mr.Massengale. He was a teacher of mine in junior high school when I was around 13 or 14 years old. He was the first African American I ever met. He was kind, strong and always encouraging. I remember he told me I could be anything I wanted to be, but first I had to decide what that was going to be. He was honest, direct and open. I could ask him anything about anything. He was very relaxed, confident and knew his subject. He taught geography. The seventh point can be used to elaborate on ways of introducing the more communicative approach to students who are used to the traditional approach. Most students will be conservative during the first few lessons. They may just sit there and look at the teacher, fail to understand what the teacher is trying to do, or simply find the class difficult. However, the teacher can start by asking the students which way they were taught in their previous learning experiences (Hinkel, 2004). The teacher can try to illustrate in order to encourage students to interact. In order to introduce the role-play, the teacher may start by asking the students to talk about themselves. This will encourage them to be open. Then he/she can ask simple questions that need direct answers. Instead of approaching the topic directly, the teacher can start by talking about issues relating to the topic thus encouraging students to participate. The students will feel free to think and contribute (Hinkel, 2004). The teacher should make sure that the students are corrected in the right way in case of any mistakes. This particular point to consider applies directly to my own teaching situation so I would like to share a few thoughts with you. A teacher trying to use purely communicative activities for the first time in this kind of class would be greeted with stunned silence. If students have always had a teacher-fronted class, then the teacher has been doing all of the talking and has been the main focal point of the class. In a communicative class students would feel bewildered if they were expected to say or do something. They expect the teacher to be the authority, the source of knowledge in the classroom and expect him/her to do all of the talking and they would feel lost if they were suddenly expected to participate. They would feel shy and embarrassed because they might give the wrong answer. They wouldn’t understand that in a communicative language class, there is no wrong answer, because if you are not making mistakes, it means that you are not trying hard enough. We learn from doing and learn from our mistakes. If you wait until you can say it perfectly, you will never say it. Another point that might inhibit students from speaking is that traditionally, students get into trouble if they talk in class and that is precisely what you are asking them to do in a communicative language class. It would be a good idea to start slowly with simple communicative activities, such as pair work. That way if students make a mistake when they speak, they only say it to their partner. To ease into pair work, the teacher might start the class by presenting the language function for the lesson, let’s say Describing Yourself and then the target language, adjectives, such as tall, thin, pretty handsome, black hair, short hair, long hair etc., the correct use of the verb to be or have, and common nouns such as body parts and clothes. The teacher would go around the class and ask students words that describe themselves. If the class is a low level beginner class, the teacher would supply the adjectives and nouns by looking at students in the class and then writing them under the correct column. Adjectives Verbs Nouns Tall to be hair Short have shirt Black wear nose I am _________________ I have________________ She is________________ He has________________ Tom is wearing______________________ So far the activity has been 70 / 30 teacher fronted. Now the teacher can bring up two students in front of the class and demonstrate how to do pair work. The students can look at the board and find a word or words that describe themselves, e.g. I have black hair. Their partner can say, ‘ I am thin’. The students can take turns until they have described themselves. Now all of the rest of the students can simply turn in their chairs and describe themselves to the person next to them. As time goes on, and students become more comfortable to talking to other student in class, they can move their chairs, or move around the room describing themselves to many students. This can be expanded into asking questions about what their partner looks like as well. Once students have gotten used to pair work, role-plays could be introduced. It would be good for the teacher to present the language focus of the role-play and write it on the board, such as Giving Directions. The teacher would then introduce the target language that students would need in order to achieve the goal, giving directions. The teacher would then hand out pre-made example conversations for students to read to their partner. This would get them more comfortable with how a real conversation is supposed to sound like. On another handout, key words or grammar points could be left out, so that students would have to fill in the blanks. This can be done gradually, removing easy words at first and then moving on to harder ones. Eventually, students could write their own simple conversations, tell them to their partners and later present them to the class. Part Two: Question 1- Students’ Questionnaire Where (Country) are you from? Which is your native language (first language)? What level of English are you currently at? Tick one: (Beginner, Intermediate, Advanced) Why are you in this country? What do you plan to achieve by the end of this course? Have you had any previous learning experiences even in other subjects/courses? If yes, how long was the experience? How did the teacher teach you? Did you have class discussions or did she/he do most of the talking? Describe one of the classes you attended (color of the class, lighting, materials in the class, etc). Describe one of your favorite teachers. What made his/her classes interesting? What interests you most when learning? What motivates you to take this particular course? These are some good questions that would help you determine their learning style and level of English ability. Here are some others to consider. Does your native language interfere with your learning of English? If so, how? ( explain ) What is the most difficult part of learning English? ( be specific and explain ) How many years of English instruction have you had? Have you ever experienced role-plays, pair or group work or made oral presentations in an English class before? If yes, were these methods of learning English helpful? How? How do you currently study English when you are out of class? ( be specific ) How would you rate your English ability? ( poor/fair/good/excellent ) Reading ____________ Writing____________ Speaking___________ Listening___________ Why are you taking this course? ( explain ) What do you hope to learn in this course? ( be specific ) How do you plan to use English in the future? In terms of your career, where do you see yourself in 5 years. ( explain ) How will proficiency in English help you achieve your career goals? ( explain ) In one paragraph, describe the perfect job and why. Part Three: Question 1 The lesson plan on dating is meant for students learning the general English. This can be foe personal or social purposes. This class mostly comprises of teenagers, youths or young adults. Either the students might be mixed in gender or the class could have the girls as the majority. The students are at the intermediate level. The students are from a country that has been influenced by westernization. Dating is very popular among the young and the middle-aged people. It is a social event and a very fascinating topic among the young people. The main need of these students is to learn English for social and interaction purposes. The young people are also particularly fond of pop music. The girls are very fond of the boy-bands. Incorporating the materials brought forth by the teacher will also attract maximum attention and concentration. It will also make the class more interesting as compared to teaching about dating without either of the materials. Since the country has been influenced by westernization, the dating topic is not a taboo and the pop music from the boy band is not considered as inappropriate music. A teacher should be careful in choosing songs they use to study because some pop songs use ‘bad’ language, glorify sex and violence, and can be racially insulting. Some cultures find this kind of music offensive. The last thing a teacher needs is to get into trouble with the school for teaching students something culturally unacceptable. Having said that, if a teacher can find a song that is suitable and acceptable. I think that it would be useful to pre-teach slang words that are in the lyrics, as well as idiomatic expressions. The teacher could also show how song lyrics are modern day poetry in that they have rhyming words and rhythm. In the election lesson plan, the students are from learning English for special purposes. They are at the advanced level. The students in this class are from the age of thirty years. The students may have more men than women. This is because the political interest is more in men than it is in women. The national elections and the recent CNN extracts will enable students to discuss the issue professionally. They may be learning English in order to carry out a particular survey in the host country or they may be learning it in order to follow up on the political issues of the host country. Since this class is full of professionals and adults of an advanced age, the materials to be used are of a professional nature. These extracts will enable the advanced learners to enhance the vocabularies, and they will enable hem to communicate professionally better. It would be extremely important to make sure that discussing politics is acceptable in the country you are teaching in. In any class, you will have students who take political issues and their candidates very seriously. Discussions could get very heated. The teacher must also be careful not to take sides or express their own personal views on the issues and candidates for fear of alienating students who disagree. The lesson on the little red riding hood is for a class that is at the beginners’ level. Most of the students in this class are below the age of ten years. The English being learnt at this level is for academic purposes. The students expect to read, write, listen and speak using the Enlish language. The students may also take and English exam so their interest would also be to pass their exams. The song is meant for young children. It helps the children to learn basic vocabulary while enjoying the lesson. It is also meant to build up the basics of the English language in these students. Through this lesson plan, the students will also know how to use the language to entertain others as they remember the basic things they have been taught. Younger students like to hear and read stories about characters their own age. The stories are interesting and entertaining. Stories like this one can be read aloud to the students or students can read it silently. Students can be pre-taught key vocabulary items as well as how to use simple conjunctives and temporal markers as these help move a story along. They can be taught how verbs change to talk about different periods of time, in this case the past tense or past continuous. Students can be encouraged to write their own short stories or draw picture stories. Part Three: Question 2 â€Å"HIV and AIDS condition†- We could discuss what this means or what they stand for. We could also discuss the causes of the condition, its prevention and the condition’s cure. If not, we could discuss its control. We could also discuss the people whose bodies are at risk of acquiring this condition. Language functions would include cause and effect (It is caused by†¦because of†¦). Another function is communicating opinions (I think, maybe). â€Å"Literature†- We could read a story from a book and then tell to summarize the story verbally and then ask the students to summarize each character in the story. After this exercise, we would come up with the best character in the story. Language functions would include relating/retelling the events (use of past tense). The other describing function (good, evil, merciful). â€Å"The internet†- We could discuss both aspects of it in form of a debate. We could talk about its effect on the society. We could also discuss what effect the internet has on the young people. Language functions may include expressing of possibility (may, could). There could also be comparative function (It is good†¦unlike, it is better than). It would be important to make sure that this topic would be acceptable to the DoS. Some cultures do not approve of open discussions of homosexuality and it could cause some serious problems for the teacher. William, please scroll down to the end of the module and read my comments for Part 4 Q1-Q3. Part Four: Question 1 By the end of this course, the class will have improved on their weak areas. They will also have developed good vocabulary in order to express themselves in a clearer manner. This having the proper knowledge of the language functions in reading, writing and in speech. Activities such as explaining the culture differences between the students’ culture and the host country’s culture can be used. Job description, resolving conflicts between co-workers, talking about the current affairs in the host country or the home country, interviewing and hiring, amongst other activities can be used in order to develop their interaction and their professional vocabulary using the language functions. Part Four: Question 2: Language Functions Explaining/Describing- The students can describe the areas the areas that are most suitable for putting up the project. They can pick the two most suitable sites. Each should give reasons that make one site better than the other does. For example, site A is in an area that is not economically active. Clarifying/asking questions- students should engage in the ‘what’ questions, focusing on work related areas. For example, what can be done in order to reduce the overwhelming costs being incurred? What are the chances of failing to complete the project? Cause and Effect- The students should be to express the cause of something and then explain the effect as far as work is concerned. For example, delaying the project will lead to an increase in the project related costs. Evaluating- The students should be able to use this language function in order to evaluate certain things at the workplace. For example, what are the pros and cons reporting to one manager as compared to reporting to diverse managers? Expressing likes/needs – Students should be able to express their preferences. I like to work with co-workers who communicate. Drawing conclusions- the students should be able to draw conclusions from the presented issues at the work place. For example, This site is the best because†¦ Describing actions – The students should be able to describe the various activities that might take place in a site or office. For example, the structure will first be built up to the sixth storey within the first six months and then the rest will be finished later. Making predictions – The students should be able to make predictions in anticipation of future results related to the project. For example, the cost of materials will have increased by the time we are half through to finish the project. 1. Change – develop. Maybe have them try to persuade each other as to which location is best suited for the project and why. 2. Change- develop You need to have a work related lesson focus. Questions about what? You need to drop the part about ‘social questions’. They can already perform that language function. 3. Change –replace. Select a new lesson topic and a new language function if you use ‘Persuading’ in #1. 4. Change – replace. This one is OK, but develop it further. 5. Change – replace. It is not work related. 6. Change – replace They can already perform this language function. 7. Change – replace It is not work related. 8. Change-replace. Making predictions is a good language function, but how does it relate to their needs on the project? Part Four: Question 3 Class: Engineers (Tuesday 4- 5.30 p.m.) Lesson: 1 of 8 Level: Upper-Intermediate Target Language: Explaining/Describing Activities: Introduce scenario: possible sites that the project can be put up. Describe each site stating its pros and cons. Give handouts with sentences of a descriptive nature. For example, site one is on wet, flat land. Site two, is too hilly, etc. By the end of the discussion, the students should be able to come with the best site for the project. Materials: Three sites appropriate for the project Class: Engineers (Tuesday 4- 5.30 p.m.) Lesson: 2 of 8 Level: Upper-Intermediate Target Language: Clarifying/asking questions Activities: Introduce scenario: Students to form two groups. They should discuss on the things that can be done in order to make sure that the project runs smoothly (e.g. What can be done in order to make sure that the costs are reduced? What are the managers doing in order to increase efficiency? What can be done in order to ensure that each worker performs his/her role?). The necessary corrections will be done by the other group. Materials: The two groups, each member taking up a character (e.g a head engineer, a worker, a human resource manager, etc). Class: Engineers (Tuesday 4- 5.30 p.m.) Lesson: 3 of 8 Level: Upper-Intermediate Target Language: Cause and Effect Activities: Introduce scenario: The students should pick up a number of actions and then explain their cause and effect. For example, the students can discuss issues such as uncorporating workers, poor human resource management, poor site, amongst others. They may also choose to discuss the opposite of each issue. For example, cooperating workers, good human resource management, a good site, etc. Materials: A chart containing the diverse issues. Class: Engineers (4- 5.30 p.m.) Lesson: 4 of 8 Level: Upper-Intermediate Target Language: Evaluating Activities: pick a major project in the host country that is of interest to students. Ask the students to evaluate the project, stating the compliments, the weaknesses and recommendations. Materials: the site with the project of interest. Class: Engineers (4- 5.30 p.m.) Lesson: 5 of 8 Level: Upper-Intermediate Target Language: Expressing likes/needs Activities: Introduce scenario: the site of the project. Students can come up with different activities that might take place in a site. For example, there might be a group of engineers evaluating the grounds, the might be other workers looking at the project charts. The students should use phrases and terms that express their feelings (e.g. I like efficient workers. I wish the human resource department could appoint more managers.) Materials: The site of the project can be introduced in form of a picture. The people might be doing different activities. Class: Engineers (4 -5.30 p.m.) Lesson: 6 of 8 Level: Upper-Intermediate Target Language: Drawing Conclusions Activities: Introduce scenario: Students should come up with different activities taking place while people are working on a project. The students should then make conclusions from these actions. For example, if the workers are not increased, the project will take longer than expected. The project will not become a success if the manager will not be changed. Materials: Chart with activities. Class: Engineers (Tuesday 4- 5.30 p.m.) Lesson: 7 of 8 Level: Upper-Intermediate Target Language: Describing Actions Activities: Introduce scenario: The students can watch a short documentary incorporating workers/engineers working on a different project. The students will be asked to describe the activities taking place in the documentary. They can also describe the activities that are more popular than the others are. Materials: A documentary Class: Engineers (Tuesday 4- 5.30 p.m.) Lesson: 8 of 8 Level: Upper-Intermediate: Target language: Making predictions Activities: Introduce scenario: The students can evaluate a project of interest and make predictions of what would take place if certain actions were taken. Words such would, can or may, should be used. The costs may reduce if the efficiency is improved. Materials: A project of interest. References Feyton, C. M. (2002). Teaching ESL. Upper Saddle River, NJ: Merrill Prentice-Hall. Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, N.J: L. Erlbaum Associates. Part 4 Q!-Q3 William, many of my students have a problem with this part of the module. The key is being aware of their level of English (upper – intermediate) and making sure that what you would teach them would be relevant for a group of engineers going overseas where the common language will be English. This group of students is at the upper-intermediate level of English. As such they can already have discussions about international politics, the world economy and a variety of social issues. For this reason, the lessons must be at an appropriate level and they must also be relevant to work. Here are a few ideas other students have used to develop great lessons. Take a look. 1. Describing jobs and discussing the role of each person on the project. 2. Cultural differences – the do’s and don’ts in the host country. 3. Conflict resolution between co-workers. 4. Current affairs in the host country that might impact the project. 5. Interviewing and hiring local workers for the project. Please go back and make changes to the following lessons for both Q2 and Q3. They must match. Also make sure you also change Q1 so that the ‘outcomes’ cover the target lessons in Q2 and Q3. 1. Change – develop. Maybe have them try to persuade each other as to which location is best suited for the project and why. 2. Change- develop You need to have a work related lesson focus. Questions about what? You need to drop the part about ‘social questions’. They can already perform that language function. 3. Change –replace. Select a new lesson topic and a new language function if you use ‘Persuading’ in #1. 4. Change – replace. This one is OK, but develop it further. 5. Change – replace. It is not work related. 6. Change – replace They can already perform this language function. 7. Change – replace It is not work related. 8. Change-replace. Making predictions is a good language function, but how does it relate to their needs on the project? The, overall, you have done an excellent job on this module. I am very pleased with your work. Your writing is clear and to the point. You have a solid understanding of what the module is trying to get across to you and present your ideas in a thoughtful and well organized fashion. I just need you to go back and make the changes I have requested for Part 4 Q1-Q3. Remember, keep the lessons focused on the students’ work related needs. I’ll keep an eye out for your resubmission. Keep up the good work. You are doing a great job. Really! Cheers, Scott Grade: None yet ( As with all ICAL assignments, a pass mark is 16/20. If you grade less than this you are allowed to re-work and re-submit assignment as many times as you wish to reach a pass mark. If your grade 16 or above then you move automatically on to the next module.)

A Briefer History of Time Report

A Briefer History of Time Report Free Online Research Papers At the end of the first chapter, Hawking ends with a thought provoking statement; â€Å"Someday these answers may seem as obvious to us as the Earth orbiting the sun – or perhaps as ridiculous as a tower of turtles. Only time (whatever that may be) will tell.† He illustrates the elusive ambiguity of science – what we are determined to prove true today, we may laugh at tomorrow. In the first two chapters, Stephen Hawking describes what we live in to be a â€Å"strange and wonderful universe,† introducing his topic with contrast to the old fashioned theory of the flat world resting upon a tower of turtles, quoted earlier. What can we really prove, and how can we determine if the theories we have today are legitimate or if they are as ridiculous as a pile of turtles? He brings up and then disproves various past ideas of the world and the galaxy, like the world being flat; if the world was flat, the Greeks had reasoned, you would see a ship to appear first as a dot and then, as it got closer, you would gradually be able to make out more detail. However, the first thing you see are the ship’s sails, and then later you see it’s hull, and â€Å"the fact that a ship’s masts, rising high above the hull, are the first part if the ship to poke up horizon is evidence that the Earth is a ball.† He also introduces Newton’s la ws, his ideas of gravity, and the elliptical orbits of the planets. In the third chapter, Hawking defines the nature of a scientific theory, and the process of abandoning or modifying these theories. He gives us a brief understanding of the general theory of relativity and quantum mechanics, while explaining that the two theories are inconsistent with each other; they cannot both be correct. The fourth chapter, entitled â€Å"Newton’s Universe,† talks about how gravity is proportional to mass. Although an object with twice the weight will have twice as much gravity pulling it down, it will also have twice the mass, thus it will only have half the acceleration per unit force. These two effects cancel each other out; therefore, every object has the same acceleration when falling. Another idea introduced in this chapter was the ambiguity of time and space. Hawking uses the example that if a person were on a train, bouncing a ping-pong ball, it would appear to them as if it was going straight up and down, whereas someone standing besi de the track would see the two bounces as forty meters apart, because the train would have raveled that far down the track between the bounces. In the fifth chapter, the fact that light travels at a very high yet finite speed is explained. Danish astronomer Ole Christensen Roemer observed that the eclipses of Jupiter’s moons were not evenly spaced. If Jupiter remained the same distance from the Earth at all times, the delay would be uniform for every eclipse. Because light has a farther distance to travel when Jupiter moves away from the earth, the light we would normally see is late. In addition, when Jupiter is closer to the earth, and the â€Å"signal† from each eclipse has les distance to travel, it arrives earlier. Ether is defined as a substance present everywhere, even in the vacuum of â€Å"empty† space. It is believed that light waves go through ether as sound waves do through air, and that, although different observers could see light coming toward them at different speeds, the light’s speed relative to the ether remains fixed. Hawking explains that â€Å"we must accept that time is not completely separate from and independent of space but is combined with it to form an object called space-time.† It is understood that position is relative; it is nothing unless compared to something else. In chapter six, a geodesic is explained as the shortest (or longest) distance between two points. The shortest distance between two points on the globe is along a great circle, or a circle around the globe (one of the largest circles you can draw on the globe) whose center coincides with the center of the earth. Therefore, although a straight line would be considered the shortest distance between two points, a curved geodesic is actually the shortest distance between two points on the globe. Some interesting topics in this chapter are the predictions of general relativity. General relativity predicts that gravitational fields should bend light. This means that the light from a distant star that passes near the sun would be deflected, appearing in a different position to someone on the Earth. Another prediction of general relativity is that time should appear to run slower near a massive body, such as the Earth. This prediction was tested in 1962 with a pair of very accurate clocks, mounted to the top and bottom of a water tower. The clock at the bottom was found to run more slowly, in exact agreement with general relativity. Our biological clocks are equally affected by this change in the flow of time. Throughout this chapter, the idea of absolute time was disproved. Chapter seven contains another discovery about the universe, that it is the same in every direction. It also introduces the method of parallax, using the change in relative position to plot locations. It was not possible to use this method for Edwin Hubble because the distances he was trying to find appeared fixed, because they were too far away. Instead, he catalogued the brightness of each star, dependant on the luminosity. The same types of stars have the same luminosity, and the types and luminosities of nearby stars could be determined, so Hubble was able to calculate the distance to that galaxy, eventually working out nine different galaxies. After this, he spent his time tracking where the galaxies were moving to, as most people expected them to be moving around quite randomly. He was surprised to find that every galaxy was moving away from us. This means that the universe could not be static or unchanging in size, rather it is expanding. This can be described by the e xpanding balloon model: â€Å"The situation is rather like a balloon with a number of spots painted on it being steadily blown up. As the balloon expands, the distance between any two spots increases, but there is no spot that can be said to be the center of the expansion. Moreover, as the radius of the balloon steadily increases, the farther apart the spots on the balloon, the faster they will be moving apart. For example, suppose the radius of the balloon doubles in one second. Two spots that were previously one centimeter apart will now e two centimeters apart (as measured along the surface of the balloon.)† In chapter eight, the big bang is explained, using reference to extreme temperatures, like one second after the big bang, when â€Å"the universe would have expanded enough to bring its temperature down to about ten billion degrees Celsius. This is about a thousand times the temperature at the center of the sun.† In addition, a black hole is explained as a collapsing star with a gravitational field so strong that light cannot escape. Therefore, these â€Å"black holes† are just black voids in space, stars massive enough where the escape velocity is higher than the speed of light. According to the theory of relativity, nothing can travel faster than light. Therefore, if light is not able to escape, how could anything else be able to? Black holes are very common – one satellite discovered fifteen hundred black holes in just one small area of the sky. If an astronaut was on the surface of a collapsing star, the change in gravity between his feet and the one o r two meters up to his head would literally â€Å"stretch him out like spaghetti or tear him apart before the star had contracted to the critical radius at which the event horizon formed.† Sometimes, when a very massive star collapses, parts of the star may be blown off in an explosion called a supernova. A supernova explosion is so gigantic that it can radiate more light than all the other stars in its galaxy combined. In chapter nine, quantum mechanics are used to describe the unavoidable element of unpredictability or randomness into science. The particles in this uncertainty behavior behave in some respects like waves. They do not have a definite position but are â€Å"smeared out† with a probability distribution. A nice way of visualizing this wave/particle duality is the â€Å"sum over histories† introduced by Feynman. Instead of a particle moving in one single path, it is supposed to go from point A to point B by every possible path. With each path between point A and point B, Feynman associated a couple of numbers – one represents the size of a wave, the other represents the position in the cycle. Quantum theory has been an outstandingly successful theory and underlies almost all of modern science and technology. Chapter ten, titled â€Å"Wormholes and Time Travel,† touches on the science-fiction aspects of true science. It is stated that traveling to the future is possible, if one accelerates to the speed of light. The first indication that traveling to the past might be possible was when Gà ¶del discovered a new solution to Einstein’s equations; that is, â€Å"a new space-time allowed by the theory of general relativity.† His space-time had the curious property that the universe was rotating. There is a problem, however, with breaking the speed-of-light barrier. The theory of relativity states that the rocket power needed to accelerate a spaceship gets greater and greater the nearer it gets to the speed of light. Particles so far can be accelerated up to 99.99% of the speed of light, but they cannot get them beyond the speed-of-light barrier. There is a possible way out of this predicament – a wormhole, which is a think tube of space-time that connects tw o nearly flat regions far apart. In chapter eleven, force-carrying particles are grouped into four different categories, the first being the gravitational force. This force is universal, and every particle feels the force of gravity according to its mass or energy. The second is electromagnetic force, which interacts with electrically charged particles, and is much stronger than the gravitational force. The third category is called the weak nuclear force. We do not come in direct contact with this force, however it is responsible for radioactivity – the decay of atomic nuclei. The last category, and the strongest of all forces, is the strong nuclear force. This is another force with which we don’t have direct contact, yet it is responsible for holding most of our everyday world together. Without the strong force, the electric repulsion between the positively charged protons would blow apart every atomic nucleus in the universe (except those of hydrogen gas.) This chapter also touches on the str ing theory. In string theories, the basic objects are things that have length but no other dimension, and they either have ends (open strings) or they may be joined up with themselves in closed loops (closed strings.) String theories lead to infinities, but it is thought that in the right version they will all cancel out (though this is not known for certain.) Also, these theories seem only to be consistent if space-time has either ten or twenty-six dimensions instead of the usual four. There are many problems with more than three space dimensions. In four dimensions, the gravitational force would drop to 1/8th, in five to 1/16th, and so on. The orbits of planets around the sun would be unstable. People have searched for the underlying theory, but so far, it has been without success. In Newton’s time, it was possible for an educated person to have a grasp of the whole human knowledge; today that clearly is not true. The goal of science is to get a complete understand ing of the events around us, and of our own existence. Research Papers on A Briefer History of Time ReportThe Hockey GameEffects of Television Violence on ChildrenMind TravelThree Concepts of PsychodynamicCapital PunishmentThe Spring and AutumnHarry Potter and the Deathly Hallows EssayRelationship between Media Coverage and Social andUnreasonable Searches and SeizuresLifes What Ifs

Brecht and Epic Theatre essays

Brecht and Epic Theatre essays Clearly Defining What Brecht Meant By Epic Theatre Show How He Sort To Achieve His Aims Through His Production Methods Brecht was reacting against the theatre of the time; this was because traditional theatre had a fantastic set, elaborate costumes, sentimental music and sloppy emotion. He thought this type of theatre was aesthetically wrong as he felt a good story had been taken and made sentimental. He also believed this type of theatre was morally wrong, as the plays did not portray a truthful picture of everyday life. For example a poor person would have rosy cheeks and look well fed, which was not the case. It was also the events of the time that also inspired Brecht to create Epic theatre and that was the nazi movement. In the rallies people became so emotionally involved that they would lose control of their bodily functions but also did not have the ability to stand back and look at it analytically to realise what was going was wrong and how to stop it. From this Brecht wanted a change to take place in the theatre. His aims for this new type of theatre were firstly to entertain, because he knew only then could he change people's minds and in turn change society. Theatre in Brecht's view was that not only should it entertain but also educate and teach people. This is why he wrote the 'Leherstuck' (Learning Plays) which at first were didactic but after having lessons in the Marxist theory around 1927 they became more dialectical, this is obvious in all his works. Brecht believed the way to teach was to reject emotion as he said 'one mustn't congeal them in emotional jelly', although later he changed his mind. Brecht basically wanted a new type of theatre for the 'scientific' age. Dramatic theatre was the traditional form at the time but Brecht along with Piscator created the first Epic theatre. Epic theatre took Brecht years to formulate and was not firmly established until the 1940's-50's. Both forms of theatre had a di...

Evolution of Gender Norms Essay Example | Topics and Well Written Essays - 1500 words

Evolution of Gender Norms - Essay Example The first wave of liberation, which has been named feminism led to the allowance of women to vote. The success, however, was not achieved in all the other demands. The start of the industrial revolution led to discrimination based on sex, and despite the role accomplished by the women in the earlier slavery struggles, they were not allowed to assume offices. They were given positions that did not require decision making. The mistreating and discrimination based on sex resulted in the creation of and start of second liberation. The second liberation started in the 1960s addressed issues relating to employment discrimination and other social injustices that were not addressed in the earlier revolution. The urge for second liberation was brought about by the discriminatory laws passed by their male counterpart that barred discrimination in the basis of race originality, religion, color and not sex. This law did not address the feminine problems thereby forcing women to start lobbying, f or recognition and change of laws to cover them against discrimination. The resultant effect of their liberation was the inclusion of sex in the anti-discrimination law. The women's liberation movements were marked by the struggle against certain issues that needed to be addressed. Despite their involvement in the liberation wars and the Second World War, women were not respected in the society leading to the creation of the new approach in the fight for their right. Minority groups worked with them in the process of liberation. Several issues were highlighted as the major reasons for the liberation movement. Among the conspicuous ones are; equity, employment inequalities, freedom of choice and the ability to vote in the elections. The liberation movement witnessed in America was marked with several issues but the main focus of the liberation movement was the protection and development of women rights. The challenge of the liberation was the role of women in the society and the chan ging trends in the development of the various issues including change in marriage. In addition, the involvement of women in the social issues contributed to the increased awareness of the need for freedom (Davis, 1999, p. 135). Several authors have written articles based on personal experience and events that caused or propelled women liberation movement. Several events affected the speed and effectiveness of women liberation movement. These events include the Second World War, the tradition and culture of the different races. The liberation movement and trends The Victorian era was marked with several discrepancies, especially the rights of women. The women of that time were not allowed to own property, sue, and did not have suffrage rights. The Victorian England was distinguished by a strict social hierarchy (Drewnowski & Specter, 2003, p. 14). The explanation of the complicated nature of class social system is depicted by the position of the governesses. Additionally they were ex pected to participate in the labor as paid workforce during the era following the industrial revolution. Beginning after the industrial revolution in 1948, the revolution did face several changes and challenges. Women's liberation started as a result of the discussion in a small friendly meeting, where Elizabeth Stanton wrote the eighteen injustices facing women, resulting in the start of a

Accounting for Anguish Essay Example | Topics and Well Written Essays - 250 words - 1

Accounting for Anguish - Essay Example When fraudulent activity and misappropriation occurs in a company such what was occurring at WorldCom and an accountant discovers the scheme the only option for the accountant is to become a whistleblower. A whistleblower can be defined as a person that reveals any wrong doings or malpractices that are taking place within an organization (Bainbridge). When Kim Emigh acted as a whistleblower in the WorldCom scandal she revealed to the Security and Exchange Commission and other governmental agencies that WorldCom was attempting to change labor that was supposed to be part of capital projects into an expense in order to misguide the government and lower profits to pay less taxes. The effect of the directive by WorldCom would have turned $35 million of capitalized items into expenses (Reaves). The courage of Kim Emigh was instrumental in bringing the WorldCom executives to justice and to uncover one of the biggest financial frauds in U.S.

Voluntary Active Euthanasia Research Paper Example | Topics and Well Written Essays - 1500 words

Voluntary Active Euthanasia - Research Paper Example 2). Which elements would proposed legislation need to possess in order to safely permit and suitably regulate VAE? It is clear to observe that the reluctance to legalize VAE is based primarily on fears of abuse (Keown, 2002, p. 74) combined with fears that terminally ill patients would â€Å"feel under pressure to agree to an assisted death† (Smartt, 2009, p. 100). However, such apprehensions can be eased and overcome by properly drafted and implemented legislation which would precisely prevent abuse and strike an appropriate balance between the right to life and the right to die. The public perception of VAE is clear: studies suggest that a huge majority of the public stands in favor of legalizing VAE, and those who were against it expressed the very aforementioned fears of abuse (Chapple et al, 2006). The legalization of euthanasia would have a difficult task ahead of it, but such legalization would not be impossible, and would also be beneficial to society as a whole. The l aw generally protects the autonomy of individuals in several areas of life, yet the ability to choose between autonomy and life when the two conflict is an issue that the law has been rather reluctant to delve into (Callahan and Keown, 1995, p. 208). Some question the point of the assessment of whether some have a more ‘worthy’ life than others, thus rendering them with a greater right to life: the issues rather turns on the fact that â€Å"doctors have never been under a duty to preserve life at all costs† (Keown, 2002, p. 58). There is an obvious stigma which is closely linked to allowing others to enact VAE, however. It is arguable that there can safely exist a social duty to end the pain of a person who expressly declares a wish to end their life, and that this duty can override the fears and apprehensions of society as a whole (Hooker, 2002, p. 26). Very little evidence exists to provide foundations for the argument that legalization of VAE would gradually b e interpreted as a positive duty to end the life of suffering individuals in all cases; its very restriction to ‘voluntariness’ would overcome such fears. Some argue that the value of human life cannot be overridden by any conflicting theory, thus rendering VAE morally incorrect because the sanctity of life should never be actively legislated against (Keown, 1997, pp. 482-484). Such arguments approach the issue of VAE on simplistic notions of good versus bad, and this is not a realistic approach; it is suggested that ethics should be approached as a science allowing notions of good and bad to be balanced against one another in specific situations. This would enable the argument surrounding VAE to escape irrelevant and frustratingly complex analyses of morality and enable legal drafters to approach the issue on an objective level. The most potent arguments against VAE are based on the assumption that such a law would be applied equally to all individuals, resulting in th e requirement that terminally ill individuals have their life prematurely taken. This is described by Laing as a situation in which â€Å"disability may be ruthlessly eliminated and some perceived form of perfection imposed’ (1997, p. 4). This argument is however unrealistic. It would be extremely easy to draft the law in a manner that would expressly forbid the extension of VAE to involuntary euthanasia. Careful drafting could safely ensure that it would not be mandatory for every terminally

The Problems And Prospects Of Tourism In Bangladesh Tourism Essay

The Problems And Prospects Of Tourism In Bangladesh Tourism Essay Bangladesh is home to numerous flora and fauna and possesses many panoramic beauties but most of them are unexplored. Having all the minimum requirements, the tourism industry could not develop adequately in the country due to the unwillingness of the governments. Currently, minimum infra-structural arrangement is developing, role of government is now positive, private and public organizations have step forward side by side to attract the local and foreign tourists, researchers, dignitaries and foreign delegates. The aim of the research is to identify the challenges and future prospects of the industry. This study will facilitate the decision makers to assess the intensity of the problem and to plan accurate measures for the development of tourism industry in Bangladesh which might contribute a big share in the GDP of Bangladesh. The researcher has chosen this research topic out of his personal interest: Bangladesh is his homeland and is blended in his blood and flesh. Apathy of the previous governments led the researcher to explore the challenges and future possibilities of the tourism sector in Bangladesh. The researcher expects to emphasize the future development of tourism here in comparison with other regional and global tourist destinations. Research Question Located on the north-eastern side of the South Asian subcontinent, Bangladesh a flat alluvial plain, criss-crossed by the worlds three mighty river systems, is bordered by India in the east, west and north; Myanmar in the south-east and by the bay of Bengal in the south. The land mass of 144,000 sq.km is home to nearly 140 million people. Covered with virgin forests, the slopes and valleys of the country are home to numerous flora and fauna. The worlds largest mangrove forest and the habitat of the Royal Bengal Tiger, the Sundarbans is located in the south. In the south-east, the country has a 120 km long, perhaps the worlds longest beach of soft silvery sand in a Riviera-like setting with crescent-shaped low hills overlooking the Bay of Bengal. Bangladesh is endowed with natural resources and the potential for a tourism industry. The main focus of this research aims to answer the question: What problems does Bangladesh face and what might be the prospects as a tourist destination? In order to analyse the terminology, problems and prospects, the researcher is not only required to explore both positive and negative aspects but also to highlight the past scenario along with the future assessment of tourism in Bangladesh. For answering the research question efficiently, the following aims are set. Aims To identify the challenge tourism industry currently facing. To explore the future possible development. To illustrate the role of the public and private sector in developing tourism in Bangladesh. In order to successfully conduct the research, the above stated aims require precise objectives. That is why the researcher has applied the following objectives. Objectives To review academic literature relating to tourism development. To examine secondary documents relating to the challenges and development of tourism in Bangladesh. Suggest recommendation for the future development of tourism industry in Bangladesh based on the literature and stakeholders views. The researcher has adopted a qualitative methodology for conducting this research most effectively. This research includes the view of the representatives from government bodies and private sector business-owners. Data from such organizations and freelance journalists and their opinions on tourism planning, problems and prospects are analysed in conducting the research paper which has helped the researcher to offer recommendations at the destination. Tourism is not associated with aristocracy any more rather every person can afford now. With the passage of time, it has grown to such dimensions that it is considered as an important industry. The promotion of tourism as an industry serves multi-pronged interest which includes preserving cultural heritage, protecting arts and culture, interaction of different religion, exchange of views, and generation of foreign exchange and so on. For last couple of years, Bangladesh has been highlighted as an attractive destination for tourists. Sundarbans and Coxs Bazar have been included in the worldwide New7Wonders of Nature campaign among more than 440 candidate locations from 220 countries. World leading publisher of travel guides and guidebooks, Lonely Planet, last year recommended Bangladesh as one of the top ten interesting travel destination in 2009 (Views On Tourism, 2008). Therefore, the aim of the researcher is to explore the challenges and opportunities relating to the development of tourism in Bangladesh. The areas of literature in this paper include tourism in the developing world, tourism in South Asia and sustainable tourism planning and development. A context chapter on tourism industry in Bangladesh is also included to provide more detailed information. The researcher has tried to depict the scenario of current challenges and future opportunities of tourism industry in Bangladesh through his research paper but it does not reflect the entire picture of the emerging industry. Thus, future researchers can be conducted considering the research paper as a case study. Literature Review The Tourism Industry Tourism comprises the activities of persons travelling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes not related to the exercise of an activity remunerated from within the place visited. (UNWTO) According to Mathieson and Wall, tourism is the temporary movement of people from their natural places of living or work to destinations, their activities, and the amenities and services to meet their needs. Each and every destination has impact on the area or the country. A Destination opens the door to demonstrate cultural heritage, exchange views, generate foreign exchange, develop the employment scenario, and strengthen the revenue reserve of the government and so on. Negative impacts include loss of cultural identity, environmental damage, and spread of infectious disease. Figure 1: Butlers Tourist Lifecycle (Source: Destination Recovery Services, 2007) Butler, in his article proposed a widely-accepted model of the lifecycle of a tourist destination. The basic idea his model is that a destination begins as a relatively unknown and visitors initially come in small numbers restricted by lack of access, facilities, and local knowledge. As more people discover the destination, the word spreads about its attractions and the amenities which results into rapid development and expansion of business. Future of the destination fluctuates very much depending on the discovery, more improved amenities of another destination. Demand of any destination is related to more and more investment because tourists wish to experience new and exceptional facilities and ambiences. Popularity of a destination depends on a number of factors and the tourism industry is very uncertain (McElroy Albuquerque, 2002). Without frequent renovation, a destination cannot draw the attention of the tourists. Political unrests, financial turmoil, natural disasters, epidemic diseases, terrorist threats and lack of security can turn down the popularity of a destination. Tourism in the Developing World and in South Asia Tourists now find European and North American destinations less attractive and intend to travel to LDCs (Telfer and Sharpley, 2008). One of the reasons is rapid emergence of tourism in LDCs and another is financial advantages than the traditional destinations from the first world. Tourism operations by MNCs in LDCs create new opportunities and different kind of arrangement which the tourists always look for. Most of the South Asian countries are booming in their tourism sectors. Among all the South Asian nations, India and the Maldives receive the most foreign currencies. Sri Lanka is not behind the race and the policy makers of the country declared 2010 as the year of tourism. They are promoting their twelve different components throughout the year. The Maldives is one of the sensual and honeymoon destinations of the world. Each and every state of India is also promoting their own state in every way possible. The authority of Bangladesh at last realised the importance of tourism development to add extra revenue to the GDP of the country. Ministry of Civil Aviation and Tourism along with PPP has agreed to bring the tourism industry of the country forward. GoB has already declared to observe 2011 as the year of tourism and allocated Tk. 2.83 billion for the FY 2010-11 (Ministry of Finance), the highest ever allocation in tourism sector. Private sectors are more concerned in building infrastructures i.e. hotels, motels, resorts, amusement parks. Sustainable Tourism Four types of stakeholders including government authorities, the local business community, the local community and visitors remain involved in tourism at any destination (Bushell, 2001). For developing a successful tourist destination, the stakeholders are required to formulate an integrated plan. If all stakeholders do their part accordingly and remain responsible for their own actions, the sector of tourism will surely flourish. Sustainable tourism should make optimal use of environmental resources that constitute a key element in tourism development, maintaining essential ecological processes and helping to conserve natural heritage and biodiversity. (UNWTO) For successful sustainability programme awareness, understanding and commitment to sustainability goals from management and staff are required (Speck, 2002). According to Butlers (1980 cited in Weaver, 2006) Destination Life Cycle, unmonitored and unplanned tourism development resulting into ultimate weakness which may shake the foundation of tourism. Proper facilities and accommodation is one of the first conditions for implementing sustainable tourism. It also requires assurance of booming of a destination and continuous investment to keep the pace of development. It also need be ensure the ecological balance, conservation and biodiversity. Sustainable tourism should not change or spoil the cultural resources, national and social values. Context Chapter Tourism in Bangladesh Figure 2: Map of Bangladesh (Source: Lonely Planet, 2010) Now-a-days, traditional tourist interest on some selected countries has changed. They now intend to explore new areas avoiding the over-crowded destinations. By identifying this changing behavior and trend in global tourist movement, many countries have developed their own tourism industry. Bangladesh is holding high potentiality for tourism. This sector might result multiplier effect on the countrys economy by not only earning foreign currencies but also creating new job opportunities for the huge unemployed population. Realising the fact, GoB has decide to observe 2011 as the year of tourism to acquaint the people with the countrys tourist resources. Bangladesh Geographical Coordinates 24 00 N, 90 00 E Area 56977 sq. miles or 147570 sq. km. Capital Dhaka Currency Taka (TK) Local Time GMT + 6 Population 156,118,464 (July 2010 est.) Weather Tropical; mild winter (October to March); hot, humid summer (March to June); humid, warm rainy monsoon (June to October) Visitor Arrivals (in 2005) 207,662Table 1: Bangladesh Statistics (Bangladesh Pocket Year Book, 2009; The World Factbook) Tourism sector in Bangladesh is mainly supervised by public sector. Government regulates the tourism sector through Bangladesh Parjatan Corporation (BPC), the National Tourism Organization (NTO). With the twofold responsibility of development and promotion of tourism, BPC was established in the year 1972 and commenced business as a Corporation in January 1973. BPC, a semi-autonomous organization is responsible for providing tourism services to construct and run hotels, restaurants, operate duty free shops, transportation and car rental, establish and administer tourism training institution. NTO, on the other hand, is mainly a tourism service provider and promoter of tourism product. To foster the rapid growth of the tourism industry, GoB declared the National Tourism Policy in 1992. Figure 3: Foreign Exchange Earnings from Tourism Other Travels (1996-2005) [Source: Bangladesh Parjatan Corpotation] The tourism industry of Bangladesh has received around Tk. 550 million between 1972 and 2006 while PPP has invested Tk. 1.8 billion on twenty tourism projects FY 2010-11. However, the GoB has realized the importance of tourism sector and shifted from their previous position since FY 2009-10. GoB has allocated Tk. 2.28 billion in the national budget of FY 2009-10 while allocation in 2010-11 amounts Tk. 2.83 billion (MoF, 2010) for the tourism sector. World class accommodation is one of the highest priorities to boost the tourism industry of any country. That is why, nearly 500 hotels, 40 resorts and 15 amusement parks (New Age, 2005) have been built at popular tourist destinations, including Dhaka, Coxs Bazar, Chittagong, Sylhet, Bogra and Khulna during the last two years. Bangladesh possesses the Sundarbans the mangrove forest in the world, Coxs Bazaar the longest natural beach in the whole planet, the exotic tea gardens in Sylhet, the beautiful hills in Rangamati and Bandarban, the wonderful sights and sounds in the Chittagong Hill Tracts, the brilliant natural scenery in Foys Lake, the centuries old Buddhist monasteries and so on. Such places of interest in have managed to attract tourists to Bangladesh from each corner of the world which is reflected in the increasing number of tourist arrival in the country. A total of 165,887 tourists arrived from more than 76 countries in 1996 which increased to 207,662 in 2005 (Appendix 1). Moreover, foreign exchange earnings from tourism has increased from Tk. 33.59 million in 1996 to Tk. 69.91 million in 2005 (Appendix 2). Methodology A theoretical approach provides a guiding framework for analyzing and interpreting the data (Finn, 2000). It helps a researcher to remain consistent while collecting data and knowledge form them (Jennings, 2001). There are a number of theoretical approaches for research but only very few are appropriate (Veal, 2006). Conducting the research, the researcher has mainly used secondary data and qualitative methodologies. Qualitative methodologies are associated with the interpretive approach of research (Veal, 2006). Jennings (2001) mentions researcher-participants subjective relationship as well as the participants considering the researcher as an insider. Unstructured research design, data displayed in textual form, highlighting key themes and a specific study setting are other qualitative features (Veal, 2006). The advantage of using secondary data is the freedom from arbitration by the interaction between the researcher and researched (Jennings, 2001). Data from MoF, BPC, MoCAT, SB, and NTO mainly helped to have a clear idea about the condition of tourism in Bangladesh from governments view. Future suggestions for sustainable tourism in Bangladesh by the authorities of Jamuna Resort, Padma Resort, Foys Lake Resort and Motel Atlantis have helped the researcher in conducting the research successfully. The data collected from different sources has been analysed to assess the future growth of the economy of Bangladesh. One major problem in collecting data on tourism in Bangladesh is that there is no updated database in any authorities of the government nor the private sector has any recent statistics on the sector. Government bodies are rather non-cooperative rather than the private tourist operators. Jamuna Resort, Padma Resort, Foys Lake Resort and Motel Atlantis authorities only provided their suggestion for creating a tourism friendly environment in the country. As most of the government bodies in Bangladesh have linked to internet in 2010 and most of the officials do not have email address, they could not be reached. Data from BPC and MoCAT have covered most of the data collected on the present scenario of tourism in Bangladesh. Most of the tourist facilities are offered by the private sector but do not posses any data on tourism in Bangladesh as they are only concern about their business. However, suggestions provided by the private sector tourist operators have also been added in the research paper so that the policy makers can consider them while formulating future policies for sustainable tourism in Bangladesh. Result and Analysis For conducting the research successfully, primary and secondary data has been compiled and sectioned into several themes. The challenges and opportunities of tourism in Bangladesh have been identified through the analysis of data. It not only identifies the possibilities of tourism sector in Bangladesh but also forecasts the tourism potential of the country. The outcomes of the analysis are enlisted here: Tourists visiting Bangladesh Data from BPC and SB reveals the nationality and real purpose of the tourist visiting Bangladesh. Tastes of the tourists vary from person to person, even region to region; so, it is better to understand the tourist pattern of the country. Types of Tourists Analysing the data it is found that tourists visit Bangladesh mainly on three purposes. However, higher percentage of 42 visits on business purpose while 23 percent visit for pleasure. Representative of BPC stated that the percentage of tourist visiting for pleasure is increasing day by day as the tourism products of the country are improvising rapidly. Figure 4: Purpose of the tourists for visiting (Source: BPC) Nationality of Tourists Arrivals Africa 1730 America 18673 E/A Pacific 35976 Europe 48961 M/East 2861 A/Asia 99459 Table 2: Foreign Visitor Arrivals by Region 2005 (Source: BPC)Data analysis of the year 2005 shows that 48 percent tourists visiting the country are from the Asian nations while visitors from Europe hold the second position with 24 percent. Percentage of tourist arrival from Asia Pacific, America, Africa and Middle East are 17, 9, 1 and 1 percent respectively. The number of tourists from SAARC countries total 99010 which means only 449 tourists from the rest of Asian nations have visited the country in 2005. Tourism Products in Bangladesh Tourists naturally compares the products a destination is offering with another one for ensuring the proper utilization of both money and time as well as peace of mind, relaxation, perfect ambience, improved accommodation and so on. Therefore, it is the duty of the policymakers of a destination to take necessary action for providing the tourism products to the tourists according to the demand. Accommodation World class accommodation is one of the highest priorities to boost the tourism industry of any country. In the previous years both the public and private sector have realised the need of accommodation of higher standard in the country. That is why, nearly 500 hotels, 40 resorts and 15 amusement parks (New Age, 2005) have been built at popular tourist destinations, including Dhaka, Coxs Bazar, Chittagong, Sylhet, Bogra and Khulna during the last two years. Even the government run BPC has increased their area of coverage to 16 regions with 5 hotels, 17 motels and one cottage. Tourism Product Bangladesh with three World Heritage Sites Mahasthangarh, Mosque City of Bagerhat and the Sundarbans, has a lot to offer to the tourists. Worlds longest 120 km long sandy beach of Coxs Bazar along with Patenga, Parki, Teknaf, St. Martin Island and Kuakata beach will definitely quench the thirst of beach lovers. The beauty of the largest mangrove forest in the world, the Sundarbans, can amaze anyone while travelling in steam boats and experiencing the diversity and ecosystem of the forest. The lake district of Rangamati, the lake town of Kaptai, the hilltop town of Khagrachhari and the roof of Bangladesh: Bandarban will bring the tourists close to nature they may not have gone before. Archeological sites of Buddhists monasteries, Hindu temples and Muslim mosques and palaces can educate the tourist seeking archeological knowledge of South Asia and Bangladesh. Besides these, there are many places of interest in the country which might draw the attractions of the tourists. Impacts of Tourism National and global impacts of tourism influence the overall situation of a country concerning its economy, socio-economic condition, ecology and environment. Tourism enriches economy, exchanges social and cultural values, and conserves nature; however, it has some negative impacts as well. Economic Impact Tourists contribute to sales, profits, jobs, tax revenues, and income in an area or a country. Tourism activity normally focuses on changes in sales, income, and employment in a region. Thus, the economic benefits of tourism are well documented. In case of Bangladesh, contribution of tourism in the economy of the country is gradually increasing. The contribution of the sector is expected to get higher in the forthcoming years due to gigantic investment of public and private sector. The contribution of travel tourism to GDP is expected to rise from 3.9% (Tk. 265.9 billion) in 2010 to 4.1% (Tk. 788.4 billion) by 2020 (WTTC, 2007). It is also anticipated to create an employment opportunity of 2,373,000 in 2010 which might increase to 3,114,000 by 2010. In the current year, an estimated amount of Tk. 64.0 billion is expected to be invested in travel tourism sector. It is not necessary that tourism has all positive impacts. Tourism is closely associated with uncontrolled, unsustainable and massed tourism growth. With a purpose of making money by selling experiences, tourism is mainly dominated by private enterprises. Market led planning can fail to achieve the objectives of sustainable tourism. Like all industries, impacts do occur, but the extent to which impacts are negative can be minimised. Socio-Cultural Impact An interface for cultural exchange, tourism facilitates the interaction between communities and visitors. As travels means to discover those things unknown or forgotten within ourselves, people want to interact with other cultures, learn about traditions and even confront themselves with new perspectives on life and society. Tourism can serve as a supportive force for peace, foster pride in cultural traditions and help avoid urban relocation by creating local jobs. The society can take the valuable aspects of another society vis-Ã  -vis culture through tourism. The more one knows and learns about a destination, the more fulfilling the experience would be. As tourism involves movement of people to different geographical locations, and establishment of social relations between people who would otherwise not meet, cultural clashes can take place as a result of differences in cultures, ethnicity, religion, values, lifestyles, languages, and levels of prosperity. The interest shown by tourists also contributes to the sense of self-worth of the artists and helps to conserve a cultural tradition, cultural erosion due to the commoditization of cultural goods. Environmental Impact Tourism has beneficial effects on the environment by contributing to environmental protection and conservation. It raises the awareness of environmental values and can serve as a tool to finance protection of natural areas. Most of the national parks are now conserved by the public administration due to the rising demand of tourism. The GoB has decided to conserve all the forests, places of natural beauties and build a marine park at Coxs Bazar to draw the attraction of the tourists from the each corner of the world. Development of tourism can gradually destroy the environmental resources on which it depends. Land and water witness the most negative impacts of tourism in the country. For the development of the sector, more and more lands are used to build infrastructure to create facilities for the tourists resulting to the shortage of land and water as well. Sewerage littering, deforestation, air and noise pollution are some of the many negative impacts of tourism on environment. Conclusion Destinations interested in attracting foreign visitors and in developing sustainable tourist industries depend heavily on traveller perceptions of safety and peace (Sonmez, 2002: 176). The aim of the research is to identify the challenges that the sector of tourism is facing currently and to asses the future as well. Tourism of Bangladesh has not flourished yet due to the unwillingness of the previous government. MoCAT has the highest allocation of Tk. 2.83 billion since the independence of the country in 1971. PPP is also working efficiently for fostering the growth of tourism with the financing from MNCs. Bangladesh as a tourist destination has many things to offer: beaches, hillside, forests, waterfall, historical and archeological sites, amusement parks and many more. The country is now on the track to enrich the tourism sector like the other nations for a better contribution on the GDP. The lack of world-class accommodation near all places of interests is now under construction which may result into more tourist arrival in the country. If tourism is to be successful in the future, public and management must strive for all four goals: enhanced visitor satisfactions, improved economy and business success, sustainable resource use, and community and area integration. (Gunn with Var, 2002: 105) All the forecast during the research indicate the rapid growth of tourism in Bangladesh. Now, the question is whether the growth will be sustainable or not. It is the responsibility of the government as well as the private sector to emerge the tourism for sustainability so that it can conserve the environment, socio-cultural structure and contribute revenue to the economy to make Bangladesh a middle-income country by 2021 (year of silver jubilee of independence). Suggestions for the Future Development of Tourism The four private tourism operator of Bangladesh have provided the following recommendations for the future development of tourism in the country. Improved transport system Infrastructural development of tourism industry Uninterrupted power supply Development of human resources in the sector of tourism Preservation of places of natural beauty Improved marketing strategy of the government Proper planning of the government for ensuring sustainable tourism References Bangladesh Bureau of Statistics (2010) Statistical Pocket Book 2009 [Online] Available: http://www.bbs.gov.bd/WebTestApplication/userfiles/Image/SubjectMatterDataIndex/pk_book_09.pdf [November 23, 2010] Bangladesh Parjatan Corporation (2010) Foreign Exchange Earnings fron Tourism Other Travels (1996-2005) [Online] Available: http://www.bangladeshtourism.gov.bd/2006_resource_center_foreign_sh3.php [November 21, 2010] Bangladesh Parjatan Corporation (2010) Foreign Visitor Arrivals by Region 2005 [Online] Available: http:// http://www.bangladeshtourism.gov.bd/2006_resource_center_foreign_sh6.php#2 [November 21, 2010] Bangladesh Parjatan Corporation (2010) Visitor Arrivals by Nationality (1996-2005) [Online] Available: http://www.bangladeshtourism.gov.bd/2006_resource_center_foreign_sh8_vistorArriaval.php#3 [November 21, 2010] Bangladesh Parjatan Corporation (2010) Foreign Exchange Earnings from Tourism Other Travels (1996-2005) [Online] Available: http://www.bangladeshtourism.gov.bd/2006_resource_center_foreign_sh3.php [November 21, 2010] Bushell, R. 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(Eds) (2002) Sustainable Tourism: a global perspective, Oxford: Elsevier Science Ltd UNWTO, World Tourism Organization Definition of Tourism [Online] Available: http://www.linkbc.ca/torc/downs1/WTOdefinitiontourism.pdf?PHPSESSID=ugcfjttizdv [November 20, 2010] UNWTO, World Tourism Organization Sustainable Development of Tourism [Online] Available: http://www.unwto.org/sdt/mission/en/mission.php [November 20, 2010] Veal, A. (2006) Research Methods for Leisure and Tourism: a practical guide, 3rd Edition, Essex: Pearson Education Limited Views On Tourism (2008) How to develop the Bangladeshi tourism sector [Online] Available: http://www.viewsontourism.info/2010/how-to-develop-the-bangladeshi-tourism-sector/ [November 21, 2010] Weaver, D. (2006) Sustainable Tourism, Oxford: Elsevier WTTC, World Travel Tourism Council (2007) Travel Tourism Economic Impact: Bangladesh 2010 [Online] Available: http://www.wttc.org/bin/pdf/original_pdf_file/bangladesh.pdf [November 20, 2010] Appendices Appendix 1 Email to Private Operators Dear Sir/Madam, I am conducting a research study as part of a Bachelors degree in International Tourism and Hospitality Management at EThames Graduate College in London, England. My research exa