Frankenstein Comparison Essay - 1499 Words

Mary W. Shelley’s brilliant gothic story, Frankenstein, is one that emits the prevalent theme of light versus dark, in which possesses obvious characteristics of a novel written during the romantic era. The novel tells the account of the overambitious Victor Frankenstein, who created a monster in hopes that he’d be known for crafting something human from the body parts of corpses with physical and mental advantages in society, basically playing the part of God on Earth, but through the auspices of science. Instead of creating a â€Å"normal† human, his creation ended up being a disfigured creature who he then neglects. Upon his abandonment, the monster seeks revenge on Victor after being cast away by society due to harsh physiognomy in which†¦show more content†¦Shelley), the monster relates himself to both Adam, a creation of God, and Satan, a rebellion of God: like Adam, he seeks his creators approval and care, even though he’s been discarded, a nd like Satan, who loathes God for being cast away, he not only begins to loathe Victor, but everyone around him who rejects him as victor does. The monster believed that Victor would accept him, but after he realized that not only did Victor not want to assume his position in the monster’s life, but society also rejected him, it became a transitory thought, and instead became replaced with his bloodthirst towards Victor and his loved ones, which he knew would hurt way worse than just killing him; making him lonely like himself. Both Victor and the monster partook in horrid acts, in which held horrendous actions; the main one being Victor creating the monster in the first place which in result caused the both of them heartbreak, loneliness, and pain. If Victor wouldn’t have created the monster, then his life would not be filled with so much grief and emptiness; Victor is the true monster, although they are both the primal protagonists as much as they are the antagonist s because of the display of the emotions they both portray as lamenting humans/monsters, and the power they give to nature in order to destroy one another. Victor used nature to his advantage, although it was wrong; Victor used nature to create and destroyShow MoreRelatedEssay on Frankenstein and the Tyger Comparison798 Words   |  4 PagesGood Versus Evil Frankenstein , by Mary Shelley, is a novel that tells the story of a mans scientific endeavors and how through his knowledge bestows life into a lifeless matter which comes to be feared and hated by all. The Tyger, by William Blake, is a poem composed of a series of questions about a tiger that depicts the issues of creation, innocence and experience, and ultimately good and evil . Both pieces of literature describe misunderstood creatures who struggle to define themselvesRead MoreEssay about A Comparison of Frankenstein 1994 to Frankenstein 1957520 Words   |  3 PagesA Comparison of Frankenstein 1994 to Frankenstein 1957 Over the past hundred years, Mary Shelley’s novel, Frankenstein has been read worldwide, by many different audiences. 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In Mel Brooks Frankenstein the purposeRead More A Comparison of Vistor Frankenstein and Henry Jekyll Essay1167 Words   |  5 PagesA Comparison of Vistor Frankenstein and Henry Jekyll Mary Shelleys Frankenstein and Robert Louis Stevensons Dr. Jekyll and Mr. Hyde are two horrific tales of science gone terribly wrong. Shelley?s novel eloquently tells the story of a scientist, Victor Frankenstein, who creates a living monster out of decomposed body parts, while Stevenson?s novel describes the account of one, Henry Jekyll, who creates a potion to bring out the pure evil side to himself. Although the two scientists differRead MoreAnalysis Of Mary Shelley s Frankenstein And Caleb Williams 1168 Words   |  5 PagesIn A.D Harvey’s article â€Å"Frankenstein and Caleb Williams,† he explains that Mary Shelley’s famous work, Frankenstein; was not intended to be of any actual scientific evidence, but rather written just only with the intention of a gothic horror piece â€Å"we will each write a ghost story† (Frankenstein Author’s introduction vii). Harvey’s target is to reach out to the science community and to sway them to look past the mechanics of how Frankenstein’s monster is created and focus on other points of interestRead MoreHarold Blooms Analusis of Frankenstein Essay693 Words   |  3 PagesAmerican critic explores Mary Shelleys Frankenstein to find true meaning. Throughout his essay, he gives answers to the lingering question of who the real monster is. He also paints a clear picture of a major theme in the novel, the Romantic mythology of the self. Through reading his essay, it opens up new light to Mary Shelleys novel. It gives new meaning to the monster and his creator. Basically Harold Bloom begins his essay by explaining how Frankenstein to most of us is the name of theRead MoreFrankenstein essay 2 672 Words   |  3 Pagesï » ¿ Frankensteins Monster and Miltons Satan An Essay on Paradise Lost and Frankenstein By Chris Davidson Almost all great works of literature contain allusions to other great works of literature that enhance the meaning of the work. Mary Shelly’s Frankenstein is an excellent example of a major literary work that contains a sustained allusion to another major work. Frankenstein contains many references to Milton’s Paradise Lost, and the two stories are parallel in many aspects. In Shelly’s

History of the Microsoft Corporation Essay - 745 Words

Microsoft, one of the largest corporations in the world today, employs over 93,000 people and is a public, multinational company that manufactures, licenses, and supports a wide range of software products for computers and is most widely known for its Microsoft Windows operating system. Microsoft not only markets computer hardware products such as the Microsoft mouse and the Microsoft Natural keyboard, but it also manufactures and sells home entertainment products including, the Xbox, Xbox 360, and Zune. It also holds assets in other markets including the MSNBC cable television network, the MSN Internet portal, and the Microsoft Encarta multimedia encyclopedia. The company was founded in 1975 by William Henry Gates III -- currently the†¦show more content†¦In 1980, Steve Ballmer, joined Microsoft and eventually succeeded Bill Gates as the CEO. DOS, Disk Operating System, became the first operating system to bring the company its initial success and in the mid-1980s, Micro soft began to dominate the home computer operating system market with MS-DOS. The companys initial public stock offering was in 1986. The great increase of the companys stock price has made four billionaires and about 12,000 millionaires to date. In 1989, Microsoft introduced its Microsoft Office, which included Microsoft Word and Microsoft Excel and then expanded to include PowerPoint, Publisher, Access, and Outlook, which are computer applications that have revolutionized the way that people work and organize information technologically in schools, offices, and libraries. With the release of WIndows 95, Microsoft launched a new start button with the famous multi-colored, window-shaped icon and incorporated the recent rise of the Internet into its software by releasing a new web browser, Internet Explorer. More than one million copies of Microsoft Windows 95 were sold in the first four days after its release. As the corporation grew larger over time, expanding to other countries ar ound the world, it also released newer versions of Windows operating systems: Windows 98, Windows XP, Windows Vista, and most recently Windows 7, which included newer versions of Microsoft OfficeShow MoreRelatedCompany History : Microsoft Corporation1614 Words   |  7 Pages1. Company History: Microsoft Corporation was founded by Paul Allen and Bill Gates on April 4, 1975. The company s 1986 initial public offering, and subsequent rise in its share price, created three billionaires and an estimated 12,000 millionaires among Microsoft employees. Since the 1990s, it has increasingly diversified from the operating system market and has made a number of corporate acquisitions. 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Water Quality and Contamination Free Essays

string(144) " the H2O intervention experiment is that the intervention procedure in relationship to the natural filtering system would ensue in useable H2O\." Water Quality and Contamination Abstraction The quality of H2O is indispensable to our ecosystem and all life animals. In this study I will reexamine three experiments in which I performed. The first experiment was of the effects of groundwater taint, the 2nd experiment was H2O intervention procedure and the last was imbibing H2O quality. We will write a custom essay sample on Water Quality and Contamination or any similar topic only for you Order Now The intent of first experiment is to demo the effects of when ordinary family points such as oil, acetum and laundry detergent are mixed into our H2O supply and foul our H2O system. The consequences of this experiment were that the H2O became oily, smelly and unserviceable. The intent of the 2nd experiment is to demo how our planet of course filtrates drinkable imbibing H2O. The method used required potting dirt, sand, wood coal and crushed rock to of course filter the H2O. The experiment resulted in drinkable H2O. The last experiment is to prove the quality of regular pat H2O compared to bottled H2O. The trial consequences showed that the quality of tap H2O is equal to, and in some instances were better than, commercialized bottled H2O. The purpose of all three of these experiments is to raise consciousness of the necessity of holding quality H2O supply. Introduction Water is one of the most of import resources on Earth. Water covers about 70 % of the earth’s surface and the human organic structure ranges from 50 to 70 % of the human organic structure. The quality of H2O is really of import to our environment and for our ingestion. We use H2O for many things like irrigation, medical intents and to cleanse. Therefore, the quality of H2O is of import because it plays a critical function in our ecological system. If our planet does non hold acceptable H2O quality it would destruct our flora, ocean population, carnal life and/or human life. The absence of quality H2O in our universe would impact our manner of life and interrupt our ecological system. In this category we conducted many three different H2O experiments. The intent of the experiments was to larn about functional H2O, land H2O, surface H2O, H2O contaminates, H2O intervention and the quality of different imbibing Waterss. The intent of my survey is to raise consciousness to the readers of this survey the importance of quality H2O for our environment. â€Å"Surface H2O quality has increasing importance worldwide and is peculiarly relevant in the semiarid North-central Chile, where agribusiness and excavation activities are enforcing heavy force per unit area on limited H2O resources† ( Espejo A ; et al. , 2012 ) . One experiment was to larn the effects of groundwater taint. These contaminations are points that we use in our places every twenty-four hours, but we ne’er realize what effects they have on our H2O system once they are assorted in to our H2O supply. Another experiment was conducted to demo the assortment of common pollutants that enter our H2O supply system because of mundane human activity. The experiment used similar processs that wastewater intervention workss use to filtrate and handle and sublimate H2O so that it is drinkable. The intent of the last experiment was to prove the quality of tap H2O compared to two separate name trade name bottled imbibing Waterss. Tap H2O is believed to be merely every bit safe as bottled imbibing H2O. â€Å"Bottled H2O is n’t any safer or purer than what comes out of the pat, † says Dr. Sarah Janssen, scientific discipline chap with the Natural Resources Defense Council in San Francisco, which conducted an extended analysis o f bottled H2O back in 1999. â€Å" In fact, it ‘s less well-regulated, and you ‘re more likely to cognize what ‘s in tap H2O. † Bottled and tap H2O come from basically the same beginnings: lakes, springs and aquifers, to name a few. In fact, a important fraction of the bottled H2O merchandises on shop shelves are tap H2O — albeit filtered and treated with excess stairss to better taste† ( Conis, 2008 ) . My hypothesis for the effects of groundwater contaminated with oil, acetum and laundry detergent is that the H2O would be oily, smelly and bubbly but that the filtering system would be able to keep the soil contamination. My hypothesis for the H2O intervention experiment is that the intervention procedure in relationship to the natural filtering system would ensue in useable H2O. You read "Water Quality and Contamination" in category "Essay examples" My hypothesis for the last experiment, proving imbibing H2O quality, is that I believe that tap H2O will hold the most contaminations compared to that of bottled H2O. Materials and Methods The type of stuffs that were used in the effects of groundwater taint experiment consisted of eight beakers in which 100 milliliter of tap H2O was used to make full four of the eight beakers. I numbered each beaker 1 through 8. After make fulling the beakers with H2O, I added 10 milliliter of vegetable oil to beaker # 2, so added 10 milliliter of acetum to beaker # 3 and 10 milliliter of liquid wash detergent to beaker # 4. Beaker # 1 contained merely H2O, no contaminations. After adding the pollutants to beakers 2 through 4, I stirred the contents with a wooden stick to guarantee that the H2O and the pollutant were assorted together good. Each beaker that contained a pollutant, I recorded the odor and or visual aspect of it when assorted with the H2O. Then I placed cheesecloth into a funnel and added 60 milliliter of potting dirt. I poured the contents of beaker # 1 ( apparent H2O ) through the dirt-filled funnel into an empty beaker, beaker # 5, and allow the H2O drain for about 5 proceedingss. I so recorded what I observed from the filtered H2O that was poured into beaker # 5. After entering my findings, I discarded the dirt and cheesecloth from the funnel. Finally, I repeated the old stairss for beakers # 2, # 3 and # 4 ( beaker # 2 was filtered into beaker # 6, beaker # 3 was filtered into beaker # 7 and beaker # 4 was filtered into beaker # 8 ) . In the H2O intervention experiment, I used 100 milliliter of potting dirt, two 250 milliliter beakers, two 100 milliliter beakers, a 100 milliliter graduated cylinder, 40 milliliter of sand, 20 milliliter of activated wood coal, 60 milliliter of crushed rock, one wooden splash stick, alum, a funnel, cheesecloth, bleach, a stop watch and regular pat H2O. Using one of the 250 milliliter beakers, I poured 100 milliliter of dirt and so filled it with mater to the 200 mL grade of the beaker. Then, utilizing the 2nd 250 milliliter beaker, I poured the contents of the first beaker back and Forth about 15 times between the two beakers to blend the solution, making contaminated H2O. Then take about 10 milliliter of the new mixture into a clean 100 milliliter beaker. I used this sample at the terminal of the experiment to compare it to the filtrated H2O. Then I added 10 gms of alum to the 250 milliliter soil-solution, stirring it with the wooden stick for no more than two proceedingss so I all owed the solution to sit for about 15 proceedingss. Meanwhile, I took a piece of cheesecloth and lined the funnel. Then utilizing one of the 100 milliliter beakers, I poured 40 milliliter of sand, 20 milliliter of activated wood coal and 40 milliliter crushed rock into the funnel that is lined with the cheesecloth. I so to indurate the filter, I poured fresh pat H2O through the filter four times ( throwing out the rinse after each fill ) . I allowed the funnel to sit over the beaker for 5 proceedingss to run out. I so poured about 3/4Thursdayof the contaminated H2O into the deposit ( hardened sand/charcoal and crushed rock ) . After about 5 proceedingss of filtering, I added a few beads of bleach to the filtered H2O and stirred it for about a minute utilizing the wooden stick. The concluding experiment, imbibing H2O quality, I used Dasani bottled H2O, Fiji bottled H2O, ammonia trial strips, chloride trial strips, 4 in 1 trial strips, phosphate trial strips, Fe trial strips, three 250 milliliter beakers, a lasting marker, a halt ticker, Parafilm, pipettes, three foil packages of cut downing pulverization and tap H2O. First I labeled each beaker, one as pat H2O, the 2nd as Dasani and the last as Fiji. Then I poured 100 milliliter of each type of H2O into its corresponding beaker. I took an ammonia trial strip, and one at a clip, I placed an ammonium hydroxide strip into the H2O, traveling it up and down for about 30 seconds while doing use the strip does non come out of the H2O. After the 30 seconds, I shook of the extra H2O and leveled the strip with the tablet side up for 30 seconds. After about a minute, I matched the trial strip with one of the colourss from the Color Test Strip Key Chart and recorded my consequences. ( I repeated the exact same stairss for the staying two water-filled beakers and recorded those consequences ) . With the chloride trial strip I wholly immerged the trial strip into the H2O guaranting that each reaction zone of the strip has made contact with the H2O for one second. I shook off the extra H2O and after about a minute compared the strip the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) . The 4 in 1 trial strip, I dipped the trial strips ( one at a clip ) into each H2O filled beaker for approximative 5 seconds. Then I shook off the extra H2O, waited about 20 seconds and so matched the consequences with the Color Test Strip Key Chart to the pH. Alkalinity, Cl, and hardness. ( I repeated the same stairss for the staying H2O filled beakers ) . The phosphate trial strip, I dipped it into one of the beaker filled Waterss no more than five seconds. Then, without agitating the extra H2O off, I placed it in a horizontal place for about 45 seconds. Then I compared the consequences to the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) . The before I performed the concluding trial, the Fe trial strip, I removed approximative 70 milliliter of the H2O from each beaker go forthing merely 30 milliliters each type of H2O in at that place labeled beakers. I poured the power from the defeated package into the first H2O filled beaker, covered the beaker with the Parafilm and shook it up for approximately 15 seconds. Then I tipped the Fe trial strip ( traveling it about ) into the H2O for about 5 seconds. Then I shook off the extra H2O and waiting about 10 seconds, so matched the trial strip to the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) . Consequences The undermentioned tabular arraies were used to document the consequences of the experiments: Experiment 1: Effectss of Groundwater Contamination Table 1: Water Observations ( Smell, Color, Etc. ) Beaker Observations 1 100 milliliter ( field ) H2O is clear 2 Water looks oily due to adding the 10mL vegetable oil. 3 Water appears clear but has an olfactory property due to adding the 10 milliliter acetum 4 Clear H2O with little bubbles due to adding 10 milliliter of liquid wash detergent 5 Water is brown with little atoms of soil on the underside 6 Slightly brown H2O with minimum soil residue on the underside 7 Discolored H2O with acetum olfactory property and minimum soil residue on the underside of beaker 8 Very dark brown colored H2O with soil residue on the underside of the beaker Experiment 3: Drinking Water Quality Table 2: Ammonia Test Results Water Sample Trial Consequences Tap Water 0 Dasani ® Bottled Water 0 Fiji ® Bottled Water 0 Table 3: Chloride Test Consequences Water Sample Trial Consequences Tap Water 0 Dasani ® Bottled Water 0 Fiji ® Bottled Water 0 Table 4: 4 in 1 Trial Consequences Water Sample pH Entire Alkalinity Entire Chlorine Entire Hardness Tap Water 7 4.0 80 0 Dasani ® Bottled Water 3 0 0 0 Fiji ® Bottled Water 9 10.0 0 0 Table 5: Phosphate Test Consequences Water Sample Trial Consequences Tap Water 25 Dasani ® Bottled Water 0 Fiji ® Bottled Water 100 Table 6: Iron Test Results Water Sample Trial Consequences Tap Water 0 Dasani ® Bottled Water 0 Fiji ® Bottled Water 0 The consequences of the first experiment, the effects of groundwater taint ( Table 1 ) , resulted in the contaminations oozing through the filtering system. â€Å"Levels or tendencies in H2O quality that may be hurtful to sensitive H2O utilizations, including imbibing, irrigation, and farm animal lacrimation have been noted with mention to well-established guidelines† ( Quagraine A ; Adokoh, 2010 ) . The consequences of the 2nd experiment, the H2O intervention procedure ( Table 2 ) , was that the H2O intervention processed appeared to work in the same manner/process that is used by the big H2O filtrating companies. The H2O looked, smelled and visibly appeared drinkable. The consequences of the concluding experiment, the imbibing H2O quality ( Table 3 ) , required testing of tap H2O versus bottled H2O, which determined that tap H2O is equal if non better than bottled H2O. Discussion The first experiment proved my hypothesis incorrect. The H2O was non merely oily, smelly and bubbly it was besides contaminated with soil. The filtering system did non keep parts of the soil from oozing into the H2O system. The 2nd experiment, the H2O intervention procedure, proved my hypothesis right. I expected the filtering intervention procedure, which emulated the procedure of a intervention works, would ensue is useable H2O. The concluding experiment proved my hypothesis incorrect. My outlooks were that tap H2O would hold more contaminations compared to bottled H2O. In fact, tap H2O measured equal if non better than that of bottled H2O. While carry oning the first experiment, I did non recognize that some of our H2O is filtered through a natural procedure. When the H2O is in a watercourse or a lake, the workss and water-creatures around it filters the H2O for us. â€Å"Consider the predicament of wetlands—swamps, fens, fens, bogs, estuaries, and tidal flats. Globally, the universe has lost half of its wetlands, with most of the devastation holding taken topographic point over the past half century. The loss of these productive ecosystems is double harmful to the environment: wetlands non merely shop H2O and conveyance foods, but besides act as natural filters, soaking up and thining pollutants such as N and P from agricultural overflow, heavy metals from excavation and industrial spills, and natural sewerage from human settlements† ( Turk A ; Bensel, 2011 ) . What impressed me most about these experiments were that tap H2O is merely every bit good, if non better, than expensive bottled H2O. Whether you are a tenant or a householder, you have to pay a monthly measure for the usage of tap H2O. Alternatively of passing 1000s of dollars on bottled H2O it would do more sense to utilize tap H2O because it goes through a really strict filtrating procedure in order to do it drinkable. â€Å"Sales of bottled H2O have increased dramatically in recent old ages, with world-wide gross revenues of more than $ 35 billion, mostly because of the public perceptual experience of pureness and safety and public concern about the quality of pat water† ( Raj, 2005 ) . Tap H2O is required to run into the EPA imbibing H2O criterions. Decision In decision, land H2O taint experiment displayed what happens when our H2O system is contaminated. With points that we use on a day-to-day footing, our system can easy go contaminated if we are non cognizant of what we pour down the drain or pollutants that enter into our oceans. Everyday activities like rinsing down an oil private road, run outing pool H2O, which contains Cl, into the public sewerage and even giving your house pet a bath outside and leting the detergents to come in our H2O supply, which will do injury to our H2O supply. But with todays engineering there are big H2O filtrating corporations. Water treating workss can take contaminated H2O and turn it into drinkable H2O. There are assorted types of trial and needed ordinances that each province must stay by refering public imbibing H2O. So alternatively of purchasing these expensive bottled H2O, we can imbibe tap H2O because it is no different, if non better, than most bottled H2O. â€Å"The ends of environmental stat ute law and associated ordinances are to protect public wellness, natural resources, and ecosystems. In this context, supervising plans should supply seasonably and relevant information so that the regulative community can implement statute law in a cost-efficient and efficient mode. The Safe Drinking Water Act ( SDWA ) of 1974 efforts to guarantee that public H2O systems ( PWS ) supply safe H2O to its consumers. As is the instance with many other federal environmental legislative acts, SDWA monitoring has been implemented in comparatively unvarying manner across the USA† ( Brands, Rajagopal, 2008 ) . Mentions: Trade names, E. , A ; Rajagopal, R. ( 2008 ) . Economicss of place-based monitoring under the safe imbibing H2O act, portion III: Performance rating of place-based monitoring schemes. Environmental Monitoring and Assessment, 143 ( 1-3 ) , 103-120. Department of the Interior: hypertext transfer protocol: //dx.doi.org/10.1007/s10661-007-9961-2 Conis, E. ( 2008, October 13 ) . Bottled versus pat: Which is safer? The Los Angeles Times. Retrieved from hypertext transfer protocol: //articles.latimes.com/2008/oct/13/health/he-nutrition13 Espejo, L. , Kretschmer, N. , Oyarzun, J. , Meza, F. , Nunez, J. , Maturana, H. , Oyarzun, R. , et al. , ( 2012 ) . Application of Water Quality Indices and Analysis of the Surface Water Quality Monitoring Network in Semiarid North-Central Chile. Environmental Monitoring and Assessment, 184 ( 9 ) , 5571-88. Department of the Interior: hypertext transfer protocol: //dx.doi.org/10.1007/s10661-011-2363-5 Quagraine, E. K. , A ; Adokoh, C. K. ( 2010 ) . Assessment of Dry Season Surface, Ground, and Treated Water Quality in the Cape Coast Municipality of Ghana. Environmental Monitoring and Assessment, 160 ( 1-4 ) , 521-39. Department of the Interior: hypertext transfer protocol: //dx.doi.org/10.1007/s10661-008-0716-5 Raj, S. D. ( 2005 ) . Bottled Water: How Safe Is It? Water Environment Research, 77 ( 7 ) , 3013-8. Retrieved from hypertext transfer protocol: //search.proquest.com/docview/216066348? accountid=32521 Turk, J. , A ; Bensel, T. ( 2011 ) . Contemporary Environmental Issues. San Diego, CA: Bridgepoint Education, Inc How to cite Water Quality and Contamination, Essay examples

Music in the Middle Ages Essay Example For Students

Music in the Middle Ages Essay Middle Ages; I would a discussion based on the development of sacred and secular music throughout this time period. Please identity key genres that developed composers of the time and civic life that surrounded the music of this time. Music in The Middle Ages made great advancement through the centuries which many are still evidence. The Christian church affected the development of music greatly during the middle ages. People used music for different things as entertainment, in the church and through their bedtime. The main form of music during The Middle Ages was the Gregorian Chant, named for Pope Gregory l. This music was used in the Catholic Church to enhance services. It knew as sacred music of Latin text, sung by monks without instrumentation. The Chant is sung in a monophonic texture, which means there is only one line of music. It has a flowing rhythm with little or no set beat. At the end of The Middle Ages, about 12th and 13th centuries, music began to move outside of the church. French nobles called troubadours or troves were the first to have written secular songs. Music of this time was contained among the nobility, with court ministers performing for them. The monophonic melodies of these musicians to which may have added improvised accompaniments were often rhythmically lively. Secular song text focused on idealized love in all manifestations of Joy and pain. Composers of The Middle Ages were rarely identify by name, however as polyphony developed were credited for their innovations. Gilmore De Mach was the most important French composer of the late Middle Ages. He compose the miss Notre Dame which is historically important because was the first polyphonic setting of the entire mass ordinary. Hildebrand of Binge from Germany is noted for her expressive chants and hymns. Leonine and Pertain from France worker in the Notre Dame Cathedral and are noted for developing and early type of Polyphonic called organ. Music in The Middle Ages had significant impact on culture and the way of life for many people. Music was the way for generations of families to keep their long standing traditions. Today music has become part of society because of recording, radio broadcast, and the ability to mass print copies of music for anyone to play in the convenience of their home.

BELOVED BY TONI MORRISON Essays (4379 words) - Beloved,

BELOVED BY TONI MORRISON Beloved begins in 1873 in Cincinnati, Ohio, where Sethe, a former slave, has been living with her eighteen-year-old daughter Denver. Sethe's mother-in-law, Baby Suggs, lived with them until her death eight years earlier. Just before Baby Suggs's death, Sethe's two sons, Howard and Buglar, ran away. Sethe believes they fled because of the malevolent presence of an abusive ghost that has haunted their house at 124 Bluestone Road for years. Denver, however, likes the ghost, which everyone believes to be the spirit of her dead sister. On the day the novel begins, Paul D, whom Sethe has not seen since they worked together on Mr. Garner's Sweet Home plantation in Kentucky approximately twenty years earlier, stops by Sethe's house. His presence resurrects memories that have lain buried in Sethe's mind for almost two decades. From this point on, the story will unfold on two temporal planes. The present in Cincinnati constitutes one plane, while a series of events that took place around twenty years earlier, mostly in Kentucky, constitutes the other. This latter plane is accessed and described through the fragmented flashbacks of the major characters. Accordingly, we frequently read these flashbacks several times, sometimes from varying perspectives, with each successive narration of an event adding a little more information to the previous ones. From these fragmented memories, the following story begins to emerge: Sethe, the protagonist, was born in the South to an African mother she never knew. When she is thirteen, she is sold to the Garners, who own Sweet Home and practice a comparatively benevolent kind of slavery. There, the other slaves, who are all men, lust after her but never touch her. Their names are Sixo, Paul D, Paul A, Paul F, and Halle. Sethe chooses to marry Halle, apparently in part because he has proven generous enough to buy his mother's freedom by hiring himself out on the weekends. Together, Sethe and Halle have two sons, Howard and Buglar, as well as a baby daughter whose name we never learn. When she leaves Sweet Home, Sethe is also pregnant with a fourth child. After the eventual death of the proprietor, Mr. Garner, the widowed Mrs. Garner asks her sadistic, vehemently racist brother-in-law to help her run the farm. He is known to the slaves as schoolteacher, and his oppressive presence makes life on the plantation even more unbearable than it had been before. The slaves decide to run. Schoolteacher and his nephews anticipate the slaves' escape, however, and capture Paul D and Sixo. Schoolteacher kills Sixo and brings Paul D back to Sweet Home, where Paul D sees Sethe for what he believes will be the last time. She is still intent on running, having already sent her children ahead to her mother-in-law Baby Suggs's house in Cincinnati. Invigorated by the recent capture, schoolteacher's nephews seize Sethe in the barn and violate her, stealing the milk her body is storing for her infant daughter. Unbeknownst to Sethe, Halle is watching the event from a loft above her, where he lies frozen with horror. Afterward, Halle goes mad: Paul D sees him sitting by a churn with butter slathered all over his face. Paul D, meanwhile, is forced to suffer the indignity of wearing an iron bit in his mouth. When schoolteacher finds out that Sethe has reported his and his nephews' misdeeds to Mrs. Garner, he has her whipped severely, despite the fact that she is pregnant. Swollen and scarred, Sethe nevertheless runs away, but along the way she collapses from exhaustion in a forest. A white girl, Amy Denver, finds her and nurses her back to health. When Amy later helps Sethe deliver her baby in a boat, Sethe names this second daughter Denver after the girl who helped her. Sethe receives further help from Stamp Paid, who rows her across the Ohio River to Baby Suggs's house. Baby Suggs cleans Sethe up before allowing her to see her three older children. Sethe spends twenty-eight wonderful days in Cincinnati, where Baby Suggs serves as an unofficial preacher to the black community. On the last day, however, schoolteacher comes for Sethe to take her and her children back to Sweet Home. Rather than surrender her children to

The Phonogram WH

The Phonogram WH The Phonogram WH The Phonogram WH By Maeve Maddox A reader commenting on Wile vs While wrote: Modern speakers and writers have a problem with W words such as while and wile (another example: whale, wale, and wail) because there is no longer a distinction made between the way wh and w are pronounced. Not all American speakers distinguish between the sounds of whine and wine, but many still do. There are advantages to teaching the distinction, even in regions where the difference has been lost in the local dialect. Wh represents the sound one makes when blowing out a candle: [wh]. The number of English words that begin with wh is not large, and even speakers who distinguish between the initial sounds of Wales and whales do not pronounce wh as [wh] in every word that begins with the wh spelling. For speakers of dialects that still distinguish between the pronunciation of which and witch, the following words begin with the aspirated sound [wh]: whack whale wharf what wheat wheel wheeze when where whet whether which whiff Whig while whim whimper whip whirl whisk whisker whisky whisper whit white whoop why In the following words, the spelling wh represents the sound [h]. who whom whole whose wholly whore What linguists call the â€Å"wine-whine merger† is no doubt destined to prevail in the United States. Nevertheless, teaching the aspirated sound of wh is an aid to spelling mastery. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:12 Types of LanguageWhat is Dative Case?50 Plain-Language Substitutions for Wordy Phrases

Country analysis Essay Example | Topics and Well Written Essays - 1500 words

Country analysis - Essay Example sser powerful sections of the society are prone to expect and accept a powerful autocratic force which acts in paternalistic format and is not in favor of democratic rights of the lesser powerful. b) Ranking2 – The ranking of Mexico 81 suggests that Mexican society experiences lesser degree in distribution of power and wealth. The general mass of the society expects and accepts the superiority of few and has to live with the socio-cultural set-up of the society that has the concentration of power and wealth in few hands. d) Analysis of the difference in ranking – Over 40 ranks differentiates USA from Mexico which means that while in Mexico workplace there is a marked difference between superiors and subordinates and both consider themselves different from one another. While in USA the process of work tends to be bit more democratic and subordinates are expected to provide their views to management. a. Definition3 – individualism outlines the degree of integration of groups among individuals of the society. Individualistic societies are marked by higher degree of stress put on individualistic nature and personal achievements. On the other end of individualistic societies, we find collective societies which are dominated by individuals who remain part of a common group, which are generally marked by huge extended familial ties and relations. b. Ranking4 – The ranking of Mexico 30 which clearly outlines the state of individualism in the Mexican society which is marked by higher degree of collective groups than reliance on the achievements of individuals. d. Analysis of the difference in ranking – The work culture and business systems of individualistic society tend to do business on performance basis contracts whereas in collectivistic society like Mexico the business is usually carried out through family links. a. Definition5 - This defines the society’s tolerance or the lack of the same for uncertainty and ambiguity. It is reflective of the degree

Conservation of state and national parks Research Paper

Conservation of state and national parks - Research Paper Example are under the National Parks Conservation Association (NPCA). This association has remained on the lead as the voice representing the American people since 1919; they focus mainly on the protection and the enhancement of the nation’s National Park System which is in place11. They are responsible in ensuring that the natural, historic and the cultural resource are not interfered with so that it can remain intact for the future generations. This is possible since the association works together with its partners, and members towards this common goal. NPCA greatly depends on the research done by its Center for State of the Parks (CSOTP). Lately, (CSOTP) mainly focuses on the general issues that affect the National Park System. As a result, its name was changed into the  Center for Park Research  (CPR). The key role of the  Center for Park Research is to provide scientific information concerning various systematic issues that affects the national parks and the appropriate sol utions. The rich national heritage of the United State is symbolized by various majestic national parks; the rugged Maine shores and the active volcanoes which are located in the Hawaiian Islands. All this have inspired the rest of the world to establish protected zones. In 2016, the U.S. national park service will be celebrating its 100th anniversary. The National Park Service (NPS) in the US has expanded rapidly. The country began with the Yosemite in 1864 and Yellowstone in 1872. Today there are several parks in the country with the units of park system being approximated to be over 390 in whole nation. Its coverage is estimated to be 83 million acres. Today, the national park system in America has much to share with countries who want to establish system of parks that are unified. However, the national parks in the US face a greater challenge of erosion of their unique and world class resource values in the coming century. It requires an appropriate policy to be implemented in o rder to prioritize on the various places that has to be preserved for the generations to come. Regardless of the superior image of the US national parks, they still face various challenges which include that of constant flow of anthropogenic works. This mostly is brought about by different visitors who want the park experiences to be commercialized to wide range of exciting recreation sports which can be destructive. The International Union for Conservation of Nature (IUCN) clearly states that the national parks remain to be its category II type in the classification of its protected areas. IUCN highlights that the Northeast Greenland National Park remains to be the largest national park worldwide. It was founded in 1974. IUCN estimates the national parks to be close to 7000 all over the world. In 1969, national parks were declared by the International Union for the Conservation of Nature and Natural Resources (IUCN), to be a fairly extensive area with specific characteristics used to define it. It was considered to be a place comprising of a number of ecosystems which are not interfered with by different human development and livelihood. A place with scientific benefits and interests that is educative and recreative. All these can be gained from the species of plants and animals and from the geomorphological sites. In addition to these, it was also described as a beautiful natural landscape. Secondly, it was defined to be an area where individuals with the most effective

A Crime and a Punishment According to the Justice System Essay

A Crime and a Punishment According to the Justice System - Essay Example The justice system that was once trusted to offer justice is now criticized and looked down upon by many. The question is what exactly went wrong with our judicial system. Jeffrey Rosen in his article the wrongful convictions as a way of life also seem to ask the same question. He writes of instances where the appellate judges termed the evidence of the innocent people’s guilt as overwhelming and also instances where the Supreme Court dismisses a request to review cases without even giving reasons for their decisions. Brandon L.Garrett, in his book convicting the innocent also points out how the courts have in many instances, failed to take their time to properly consider the evidence of innocence of the suspects before they convict them. Many of our justice systems are also characterized by greedy and corrupt judges and officers. Judges who would set a criminal free at a fee. Judges who would convict an innocent person just because a client who is offering them a good amount of money has asked them to do so. Some of the judges and the officers no longer have their countries best interest in their hearts but are working hard for their own benefits and personal interests. Our justice system is quickly turning out to be the place where a lot of injustices actually occur. The craving for power has also been a common phenomenon affecting our justice system. Judges no longer make objective judgments but make their decisions and judgments according to the political wave in order to find favour with the high and mighty.

Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.

Crash Course In Density :: essays research papers

Crash Course in Density   Ã‚  Ã‚  Ã‚  Ã‚  As flight 143, a twin engine 767, was passing over Red Lake on its was to Edmonton, Canada, the left front fuel pump warning light went on. There were a few possibilities for this to happen, such as the fuel pump failing, a fuel line clogging, or a empty fuel tank. The former two were easily dealt with, since the plane could fly without one fuel pump. However, the last possibility was horrifying. After a few minutes, the second fuel pump in the left wing began to blare. It would be too much of a coincidence for two fuel pumps to independently fail, or two fuel lines to independently clog, so it was apparent that the left tank was out of fuel. Quickly, the pilots decided that getting to Edmonton was out of the question. The nearest large airport was at Winnipeg, so they radioed ahead and changed their course. In a few minutes, all four of the fuel pumps had failed. The worst possible news, they were out of fuel. In a few more minutes the engines stopped running, and all of the high tech instruments became useless.   Ã‚  Ã‚  Ã‚  Ã‚  They realized that they could not even make it to Winnipeg. Their only chance was an abandoned to a abandoned Air Force airstrip. Unfortunately, the airstrip had been converted to a race track, complete with race cars, fences, and spectators. The 767 crash landed, and, fortunately, no one was killed.   Ã‚  Ã‚  Ã‚  Ã‚  Their were many contributing factors that made this plane run out of fuel. First of all, the computerized fuel gauge was not working, and a maintenance worker said , incorrectly, that the plane was still certified to fly. To measure the amount of fuel remaining, they use a drip stick method. They discovered that their was 7 682 liters in the tank. However, they had always measured fuel in the past as pound, while the 767 consumed fuel in kilograms. The drip sticks did not express the amount of fuel in pounds or kilograms, but in liters. It seems to be a simple matter of conversion to arrive a the answer.

Resort Operations and Management

RESORT OPERATIONS AND MANAGEMENTSurname, Name, M. I. Student Number Lecture no. 1 A resort is a planned vacation business that is designed to attract, hold and satisfy its guests so they can become repeat visitors and/or goodwill ambassadors.To achieve these objectives require a management strategy that can operate a variety of scales and with a selection of target markets, but its constant must be the creation of a valued experience Gee (1996) considers resorts differ from other sorts of tourism destination in that they: †¢ Cater primarily to vacation and pleasure markets The average length of stay is longer, so hotel rooms need to be larger and better equipped †¢ Because most resorts are isolated they must be self contained †¢ The recreational bias of resorts makes them highly seasonal †¢ Resort management must be â€Å"visible management†, that is everyone must be infused with the idea of total hospitality, warm relationships, and unstinting round the cl ock service to guests Mill (2001) consider resorts have a combination of elements that make them distinctive.These are: †¢ The recreation attractions that draw guests to the resort †¢ Activities to occupy the guests during their stay Within these description of resorts and their management needs certain commonalities can be identified. Resorts are distinctive in that they: †¢ Are established as tourism businesses †¢ Convert visitors into guest †¢ Attempt to hold their guests on site †¢ Attract guest and hold them with superior quality facilities †¢ Cosset guests with superior serviceManagement consideration in a resort 1. Capture through differentiation 2. Attempt to be self contained 3. Deliver fabulous facilities and super service 4. Determine the appropriate target market scales 5. Range of resort operation scales a. Micro-scale of a single facility, a resort hotel needs to encompass internal activities that will hold the guest all day and in co mbination with quality rooms, gastronomic opportunities and entertainment provide no reason to leave the establishment . . Meso- scale of an integrated resort complex, where several hotels and ancillary functions support the prime function and differentiator of the resort component parts should work together to hold and satisfy the guests within the complex. c. Macro-scale of a resort destination, such as Las Vegas all the above considerations are in play, but within the broader context of a multi-purpose community with multiple planning and development goals. 6. Varying levels of control Analytical framework for resort management with a seniors market example | |Description and |Explanation (external and internal |Prediction ( risk management) | |definition |challenges | | |Attract |Competitive market |Health and wellness | | |Differentiate |Light exercise and recreation | | |Branding |Second or retirement homes | |Hold |Attractive Setting |Independent to dependency | | |Critical M ass of activities |Flexible delivery | | |Supportive staff |Security | |Satisfy |Skilled staff |Caring services | | |Service profit chain |Rest home component | | |Value creation |Hospital links | LAWS REGULATING RESORTSA resort is any place with pleasant environment and atmosphere conducive to comfort, healthful relaxation and rest, offering food, sleeping accommodation and recreational facilities to the public for a fee or remuneration. Resorts maybe categorized into (Chapter III, Classification of and Standard Requirements for Resorts, Section 7) i) Beach resorts – located along the seashore ii) Inland resorts – located within the town proper or city iii) Island resorts – located in natural or man-made island with the internal waters of the Philippine archipelago iv) Lakeside or riverside resorts- located along or near the bank of a lake or river v) Mountain resorts- located at or a mountain or hill vi) Theme parksResorts are classified into (Chapter III, Cla ssification of and Standard Requirements for Resorts, Section 8) a. Class AAA b. Class AA c. Class A Classification of resorts is based on a. Location and environment b. Parking facilities and room accommodation c. Sports and recreational facilities d. Conference and convention facilities e. Employee facilities f. Food and beverage outlets g. Lounge and reception centre and furnishing Forms of Business Organization Business entities engaged in the operation of tourist accommodation establishments may be organized as a single proprietorship, a partnership or a corporation, These are legal requirements for the organization and licensing of these businesses.Governmental Regulations Several government agencies take part in the process of organizing and licensing business entities which intend to engage in the operation of tourist accommodation establishments. Securities and Exchange Commission Businesses intending to be organized as a partnership or a corporation must register their art icles of partnership/incorporation and by-laws with the Securities and Exchange Commission (SEC). For entities intending to engage in the business of operating tourist accommodation establishments, prior clearance from the mayor of the place where the principal office is located must be submitted together with the incorporation documents.The SEC has a periodic reportorial requirements, such as the: 1. Submission of general information sheets 2. Financial statements Which must be complied with by corporations and partnerships engaged in the business of operating tourist accommodation establishments. Department of Trade and Industry Business establishments using business names other than their SEC-registered name must be register said business names with the Bureau of Domestic Trade under the Department of Trade and Industry (DTI) before using said business names in contacts, advertisements and other purposes and before engaging in any business transaction. Bureau of Internal RevenueB usiness entities engaged in the operation of tourist accommodation establishments must register with the Bureau of Internal Revenue and keep books of account wherein all transactions and results of operations are shown and from which all taxes due the government may readily and accurately be ascertained and determined any time of the year. Social Security System Business entities engaged in the operation of tourist accommodation establishments must report all their employees who are not over 60 years of age to the SSS for compulsory coverage and pay the employers contribution for each employee. They must also collect their employees contribution and remit the same to the SSS. Department of Tourism DOT merely undertakes accreditation of tourism business and only on a voluntary basis. There is a pending bill in Congress to make accreditation with the DOT a mandatory requirement prior to the issuance of a mayor’s permit or business license by LGU’s.Accreditation is a cert ification by the department as having complied with its minimum standards in the operation of the establishment concerned which will ensure the safety, comfort and convenience of the tourist. Bureau of Immigration and Deportation If business entities employ alien personnel, valid working visa must be secured from the Bureau of Immigration and Deportation Department of Labor and Employment In addition to a valid working visa, any alien seeking admission to the Philippines for employment purposes and business entities desiring to engage an alien for employment must obtain employment permit from the Department of Labor and Employment. Department of Environment and Natural ResourcesBusiness entities desiring to operate tourist accommodation establishments will have to undergo environmental impact assessment and obtain as environmental compliance certificate from DENR before they can commence operations and any kind of construction. Operation and Management of Resorts Due to complexity o f facilities available in resorts, unlike in hotels and other types of accommodation establishments, the standard of operation and management of resort is relatively more stringent. Resorts are required to adopt sanitation measures in accordance with the standards prescribed under PD no. 856, also known as the Code on Sanitation of the Philippines.All resorts have to provide the services of a sufficient number of well-trained lifeguards duly accredited by either the Philippine National Red Cross, the Water Life Saving Association of the Philippines or any recognized organization training or promoting safety objectives. They must also provide adequate security whenever there are guest . Medical services, fire fighting facilities and signboards will have to be provided by all resorts. There must be placed on a beach or lakeside resort an adequate number of buoys, which must be spread within the area by the resort owner or keeper incompliance with existing government regulations and/or local ordinance on the placing of such buoys.Prohibited Acts Keepers, manager or operators of hotels, resorts, tourist, inns, motels, apartels and pension houses are required to exert effort not to allow any form of gambling, drunkenness or disorderly conduct of any kind by anyone in said establishments and their immediate premises. They must also exert all possible efforts not to permit any person whom they know or have reason to believe to be either a prostitute a paedophiles or of questionable character to occupy a room or to enter the premises Environmental Laws affecting Tourism Tourism projects are required to comply with the Philippine Environmental Impact Statement (EIS) System.The EIS System was established by virtue of Presidential Decree No. 1586 issued by former President Ferdinand E. Marcos in 1978. The EIS System requires all government agencies, government owned or controlled corporations and private companies to prepare an Environmental Impact Assessment (EIA) for a ny project or activity that affects the quality of the environment. An EIA is a process that involves evaluating and predicting the likely impacts of the project (including cumulative impacts) on the environment and includes designing appropriate preventive, mitigating and enhancement measures to protect the environment and the community welfare.An entity that complies with the EIS System is issued as Environmental Compliance Certificate (ECC), which is a document certifying that, based on the representations of the project proponent, the proposed project or undertaking will not cause significant negative environmental impacts and that the project proponent has complied with all the requirements of the EIS System. To strengthen the implementation of the EIS System, Administrative Order (AO) No. 42 was issued by the Office of the President of the Philippines in 2002. It provided for the streamlining of the ECC application processing and approval procedures. Pursuant to AO No. 42, the Department of Environment and Natural Resources (DENR) promulgated DENR AO No. 2003-30, also known as the Implementing Rules and Regulations for the Philippine EIS System (IRR), in 2003. Under the IRR, in general, only projects that pose potential significant impact to the environment shall be required to secure ECCs.In determining the scope of the EIS System, two factors are considered: |Category |Description |Example | |Category A Environmentally |Projects that have significant |Golf courses | |Critical Projects (ECPs) |potential to cause negative | | | |environmental impacts | | |Category B |Projects that are not categorized as |Hotels and resorts that | |Environmentally Critical |ECPs , but which may cause negative |are located in ECAs | |Areas (ECAs) |environmental impacts because they are| | | |located in Environmentally Critical | | | |Areas (ECAs) | | |Category C |Projects intended to directly enhance |Other tourism projects | | |environmental quality or address |not locate d in ECAs, but| | |existing environmental problems not |would likely have | | |falling under Category A or B |impacts on the | | | |environment | |Category D |Projects unlikely to cause adverse |Small tourist shops or | | |environmental impacts |handicraft stores | i. The nature of the project and its potential to cause significant negative environmental impacts ii. The sensitivity or vulnerability of environmental resources in the project area Specifically, the criteria used for determining projects to be covered by the EIS System are as follows: a. Characteristics of the project or undertaking- i. Size of the project ii. Cumulative nature of impacts vis-a-vis other project iii. Use of natural resources iv. Generation of wastes and environmental-related nuisance v. Environmental-related hazards and risk accidents b. Location of the Project i.Vulnerability of the project area to disturbances due to its ecological importance, endangered or protected status ii. Conformity of the propo sed project to existing land use, based on approved zoning or on national laws and regulations iii. Relative abundance, quality and regenerative capacity of natural resources in the area, including the impact absorptive capacity of the environment. c. Nature of potential impact i. Geographic extent of the impact and the size of affected population ii. Magnitude and complexity of the impact iii. Likelihood, duration, frequency and reversibility of the impact The categories of projects under the EIS System are as follows : Small Scale Tourism ProjectsUnder the 1996 Philippine EIS System Guide, tourism projects are classified into small-scale and large scale projects. Small-scale tourism are considered projects in ECA’s. An ECA is an area considered projects as environmentally sensitive such that significant environmental impacts are expected if certain types of proposed projects or program s are located, developed or implemented it. Under the EIS system, proponents of small-sca le projects must prepare a project description (pd) The pd reviewed and evaluated by different entities . The following entities take part in the process. 1. Project proponent- prepares the pd or EIS documents, complies additional information, prepares and submits period compliance reports; 2.DENR Regional Executive Director- issues certificate of exemption, issues or denies ECC, issues closure, suspension, cessation order or impose fines and other penalties. 3. DENR Regional Technical Director- Environmental Management Protected Areas Services (EMPAS) determines need foe and facilitates public consultation. 4. DENR Regional Office EIA Division ( Ad hoc) evaluates pd or EIS document, chairs regional EIA Review Committee, inspects proposed sites, investigates ECC-related complaints, initiates public hearing, conducts and reports on compliance monitoring; 5. Regional EIS Review Committee- provides technical review of pd document, advises DENR regional offices on ECC issuance; 6. EMB E IA Group- supports DENR regional offices; 7.Provincial Environment and Natural Resources Office (PENRO)- coordinates local government units (LGUs) and other local parties, conducts public awareness, assists in on-site inspection and monitoring; 8. LGUs- participate in multi-sectoral monitoring team; 9. NGOs and public- participate in multi-sectoral monitoring team. After review and evaluation of the pd and other pertinent documents, the RTD- EMPAS in coordination with the DENR Regional Office EIA Division, makes any of the following decisions. 1. Recommends the issuance of an ECC with conditions 2. Recommends that the proponent prepare a full EIS for the proposed project 3. Recommends the denial of the ECC Large Scale Tourism ProjectsUnder the 1998 Philippine EIS System Guide, large-scale tourism projects, like resort and hotels are considered ECPs. As such, it is required that an EIS be prepared. The EMD takes the lead in reviewing and processing EIS. The following entities partici pate in the process of review and evaluation of EIS; 1. Project proponent- prepares the pd or EIS documents, complies additional information, publishes notice of and makes presentation in public hearing, prepares and submits period in compliance reports, establishes Environmental Guarantee Fund; 2. DENR Secretary- issues/ denies ECC, issues cessation order 3. EMB Director- calls for a public hearing, appoints hearing officer, endorses the ECC or letter of denial to the DENR Secretary 4.EMB EIA Group- evaluates documents, serve as secretariat to EIA Review Committees, asks for additional information, initiates public hearing, solicits input from relevant government agencies, recommends issuance or denial of ECC and sometimes conducts compliance monitoring activities . 5. EMB EIA Review Committee- provides technical review EIS documents, advises EMB in need for public hearing and ECC issuance 6. DENR Regional Office- inspects proposed site, investigates EIS-related complaints, conduct s and reports on compliance monitoring 7. PENRO- coordinates local government units (LGUs) and other local parties, conducts public awareness, assists in on-site inspection and monitoring; 8. LGUs- participate in multi-sectoral monitoring team 9.NGOs, affected communities and public- participate in public hearing and in multi-sectoral monitoring team. Violation of ECC Conditions An ECC is a document issued by the DENR Secretary or the Regional Executive Director certifying that , based on the representation of the proponent and the preparers, the proposed project or undertaking will not cause a significant negative environmental impact; that the proponent has complied with all the requirements of the EIS system; and the proponent is committed to implement its approved environmental management plan in the Environmental Impact Assessment or mitigation measures in the Initial Environmental Examination. Once a project is issued an ECC, certain conditions go with it.These conditions will have to be strictly followed; otherwise, non compliance with the conditions will result suspension or cancellation of the ECC and/or fine not exceeding (50,000) pesos for every violation thereof, at discretion of the EMB. Lecture No. 2 Objectives 1. Explain the guest activity and programming model and its significance to successful resort operation. 2. Explain how knowledge of cultural differences and individual needs can be used by resort managers to design guest activities 3. Identify how cluster or activity analysis can help meet the objectives of a guest activity program 4. Describe the steps required to effectively plan a guest activity program 5.Identify the approaches and measuring instruments used in evaluating the effectiveness of guest activity programs 6. Resorts Management and Operations, Mill, Robert Christie 2008 References: Resorts Management and Operations, Mill, Robert Christie 2008 Tourism Law Philippine Setting 2nd edition , Javier, Nancy Joan 2008 Good programmi ng does not just happen; it is carefully planned for, thought about, and learned Farrel and Lundegren When guest are at a resort or on board ship for several days or weeks, they expect the facility to cater to their need for something to do. At resorts, this need is met by guest activity programs. What guest actually do is called recreation.Recreation is an activity that take place during ones free time, is enjoyable, freely chosen, and benefits the individual emotionally, socially, physically, cognitively and spiritually. The activity should be fun, it is something the guest chooses to do, and the guest will not fully enjoy the activity and their stay will be less enjoyable than it could be. Benefits of Guest Activity Programs The impact of a recreational or guest activity can extend far beyond the immediate benefits. Consider a couple hiking along a trail. They may experience one or more of the following benefits: †¢ Feeling good about getting exercise †¢ Enjoyment of th e sights and sounds of nature †¢ Mental relaxation Learning something about the natural environment †¢ Feeling closer to their partner To be satisfying, an activity must include: 1. Freedom- guest must be free to select the activities in which they want to participate 2. Perceived competence- guests must be able to match their skill level to the activity such that they feel they can successfully participate. 3. Intrinsic motivation-truly satisfying activities are those that are chosen to satisfy an inner drive rather than to satisfy or impress others. 4. Locus of control- guest need to have some degree of control over the experience, be it in the selection of teammates or when or where the activity 5.Positive effect- the result of a satisfying activity is that guests enjoy the experience after participating in it. Recreation programs are purposeful interventions which are deliberately designed and constructed in order to produce certain behavioural outcomes. Guest activity programming involves five steps: 1. Assess needs of guest 2. Define objective for the activities that will meet guest needs. 3. Perform cluster or activity analysis designed to meet the objectives 4. Administer the activity 5. Evaluate the experience with respect to its success in meeting guest needs Evaluation of the activity might lead to reassessment of any of the earlier steps.Development and operation of any program occurs within the context of, and is influenced by external factors: †¢ Historical influences- the tradition and philosophy of the resort †¢ Environmental influences- time of the year, weather, etc †¢ Cultural influences- ethnicity, age and religion of the guests †¢ Social influences- fads, trends, news †¢ Organizational influences- values and mission of the company Finally, guests, staff, equipment, and facilities are brought together to deliver the guest experience. The key to understanding guest motivation is to see the activities they e ngage in as satisfiers of needs and wants. Guests do not participate in guest activity programs just to relax and have fun.They do so in the hope and belief that these activities will satisfy, either wholly or partially, needs and wants important to them. Needs Assessment Needs assessment is â€Å" a systematic inquiry about needs, attitudes, behaviours, and patterns of both participants and non-participants† . Its purpose is to identify what is important to guests in order to better design and deliver guest activity programs that leave guests satisfied with the program and consequently, in the resort. Constraints should be noted. 1. Needs are infinite- the resort cannot totally satisfy the needs of every guest 2. Conflicts between different segments of the market are inevitable- teens want different activities than seniors. Several techniques an be used to conduct a needs assessment 1. Existing guest are asked what interests them or what interests them or what activities the y currently undertake. 2. People who do not use the programs and who do not take part in the activities might also be surveyed as to their reasons. 3. National figures are available on trends in recreation. Resort amenities can have primary and secondary uses. As an assist in thinking about secondary uses for facilities and areas, in addition to implementing the multi-use concept, list all of the facilities and areas on the property and note the possible activities for which they could be used. Goals and ObjectivesThe goals and objectives of the guest activity programs nest within those set for the resort itself. Goals are broad, general, final outcomes. The overall goals of the resort might be to produce profits by satisfying guests. The guest activity goal might be: a. Provide satisfying experiences for guests b. Aid in skill development c. Increase guests health and well-being d. Encourage social interaction among guest Objectives are much more specific and short-term. The resort might set objectives relative to occupancy, rate and percentage of guests who return. Objectives should be set for the overall guest activity program as well as for every individual program and activity offered. Cluster and Activity AnalysisThe next step in the process is to identify activities that can help guests meet the stated objectives. Two ways of doing this are activity analysis and cluster analysis. Activity Analysis Activity analysis involves determining how each part of an activity can contribute to meeting goals and objectives. Each activity can be broken down according to the following criteria: †¢ Behavioural domain †¢ Skill level, from low to high †¢ Interaction patterns, from individual to group †¢ Leadership required, from minimum to maximum †¢ Equipment required, from none to required †¢ Duration, from a set of time through a natural end to continues †¢ Facilities required, from none to required Participants, from one to any numb er †¢ Age appropriateness Cluster Analysis Cluster analysis clusters activities that yield similar benefits. Each activity becomes a variable, the correlation between participation in two variables is computed, and the cluster is based on the correlation that results. The following criteria are used to determine clusters: †¢ Degree of skill required †¢ Level of activity †¢ Nature of the group needed †¢ Amount of risk or danger †¢ Special facilities needed The implication is that people can be typed based on their choice of activity. From existing levels of participation, staff can identify which complimentary activities might be popular. Group A |Group B |Group C |Group D | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Beach resorts: The Impact of Development on Operation A variety of recreational activities utilize water as the major attractions: ? Natural beaches, which can be used for sunbathing, swimming a nd beach combing.Very popular, they may require little development, though maintenance can be high. Beaches allow for a variety of complementary activities, including snorkelling and scuba diving. ? Open space and trails, typically found around lakes and wetlands. They can be used as sites for fishing or camping or for observing wild life, and fit well into the ecotourism movement ? Golf courses, many U. S. resorts exploit ocean front settings to highlight their golf facilities ? Residential development, as home site on the waterfront generate premium prices. Care must be taken to balance preservation of the often sensitive ecology and obtaining an economic return on the investment. Commercial development, such as hotels, retail stores, and restaurants. This most intense type of waterfront development must be approached carefully because of environmental concerns. ? Cruise ship, which after all, are nothing more than floating resorts/hotels/restaurants ? Spas Beach Development Six i mportant aspects warrant consideration with respect to beach development: the sea, seashore, beach, back beach, coastal stretch and surrounding community/country. SeaA variety of factors related to sea affect the attractiveness of the site: Air temperature, there is a high correlation between swimming and maximum air temperature and a fairly high correlation between beach use and maximum air temperatureAmount and intensity of the wind and sun, there is a weak inverse relationship between both swimming and beach use and wind. There is a straight line correlation between sunshine hours and both swimming and beach use. The correlation is higher than that of maximum air temperature for beach use and lower for swimming. Water temperature, including temperature range Currents, tides, and waves, including their direction, strength and seasonality. Wave action and the corresponding erosion, is greater when beaches are exposed to the main channel of a lake. On the other hand, beaches develop ed on lakes are subject to less erosion when placed on the side of a bay Ecology, including seaweed and fishPollution, state-of-the art sewage treatment plants use ultraviolet light radiation to destroy bacteria and microorganisms before they passed into the surrounding environment. Clarity of the water, passed germ test for bathing waters Possible attractions, such as islands, coral and conditions for water recreation. Seashore The seashore consists of the surface under the water, extending out to a depth of 6 feet. Mud bottoms have to be stabilized with crushed rocks as a base and a coarse sand layover. Bathers should be able to walk into the water a sufficient distance to allow them to engage in play activities without risk of danger from tidal movement. Beach People do not want to walk too far to get into water, neither do they want to feel too crowded.Lifeguard platforms are the only service facility in this zone. Back BeachThe back beach offers views to both the sea and inland . Vegetation and the effect of the microclimate must be considered because of the fragile nature of the resource. Coastal Stretch The coastal stretch consists of the beach environment. This is where service facilities and access roads are placed. Surrounding Community/ CountryThe country surrounding the beach development provided the setting for the attraction. Natural attractions, the extent of development, surrounding infrastructure, and the opportunity for excursions all need to be considered. Beach Resorts: Profile of the Beach Resort GuestBeaches and Islands, according to the Travel Industry Association of America, people who travel to beaches on vacation take longer holidays and spend more money compared to the average vacationer. They are most likely bring the children along, to fly to the destination, and to rent a car when they arrive. A person-trip is defined as one person travelling at least 50 miles one way from home. The top states that benefit from coastal tourism are the following: ? California ? Florida ? New Jersey ? Hawaii Scuba Travel, scuba diving is a $2. 6 billion annual business in the US alone. Approximately $640 million a year is spent on equipment with the remainder going to travel, dining, lodging and boat hire. In terms of snorkelling and diving the top spots are: ? Cayman Islands ? Mexico Australia ? Hawaii Romance Related, according to TIAA, more than 42 million Americans take at least one trip a year to attend wedding, go on honey moon, or celebrate an anniversary. The top honey moon beach locations are: ? Hawaii ? Mexico ? Jamaica ? Tahiti ? Cayman Islands Managing the Resource In 1987, the Blue Flag concept began as an eco-lab â€Å" certifying beaches as meeting quality standards relating to water quality, safety, environmental management and environmental education. The following are specified for beaches: Water Quality, it is vital that beaches meet water quality standards for microbiological and physical-chemical parameter s.The quality of the water in terms of physical-parameters are the following: †¢ The pH should be between 6. 5 and 8. 5 (in Caribbean and South Pacific) or 6 to 9 (Europe) †¢ There should be no visible oil film on the water and no odour †¢ The beach should be monitored for oil pollution deposits †¢ Nothing floating on the surface (plastic articles, bottles, etc. ) †¢ Water should be transparent †¢ There should be no abnormal change in the color of the water †¢ No specific odour from phenols should be present Environmental Management, a beach management committee must be established to be in charge of instituting environmental management systems and conducting regular environmental audits of the beach facility.Safety and Services, providing information to and educating beach users about safety concerns should be additional elements of a safety strategy. Life saving equipment includes such things as life buoys, torpedo buoys, hook, life vest, life ra fts, etc. First aid can be made available in several ways: ? A lifeguard on site ? An attended first-aid station with trained personnel ? Equipment located in a shop or other beach facilities at the beach ? Directly available to the public on the beach Development of Spas The original spa was a mineral hot springs place in Belgium in a village called Spau. Taking the waters, became popular with the upper classes for reasons of health.The promotion of a healthy lifestyle based on a combination of exercise, weight loss and pampering. The following definitions are widely used: Resort spa- the resort spa is located on the property of a hotel , normally in a resort where other sports and activities are offered besides the spa program itself. Amenity spa- similar to the resort spa, the amenity spa is added as an amenity to a hotel or resort. Destination spa- the destination spa is a hotel property targeted to the spa guest and focusing on specific health and fitness programs. Outside gues ts are not part of the program. Benefits Having a spa at a resort seems to have economic advantages for the property.Resort general managers indicate that the spa enhances the following aspects of their business: ? Room rate ? Perceived value for money ? Occupancy ? Length of stay ? Marketing advantage ? Revenue per occupied room ? Number of people per occupied room Benefits for the guest ? Stress reduction and relaxation ? To look good/appear young ? To feel more sexy and attractive ? Pursuing a spa lifestyle Spa regulars dislike: ? Having to appear naked for treatments ? Treatments derived from chocolates ? Any evidence of lack of cleanliness or poor hygiene ? Pretentious spas ? Finding a hotel spa fully booked The cost structure of a spa, as a percentage of revenue, can be: ? Payroll ? Payroll with benefits ? Operating expenses Net operating income, when spa is responsible for all expenses excluding rent ? NOI, when the spa is responsible for payroll and products only Revenue bre akdown for the hotel spa department: ? Massage ? Spa treatment ? Club membership dues ? Salon treatments ? Clothing/merchandise Layout and Design The basic component of a spa include ? Reception area ? Separate men’s and women’s locker room and facilities ? Men’s and women’s steam rooms ? Lounge which include a juice bar and small cafe ? Dry treatments ? Wet treatments ? Staffed fitness studio with exercise machine ? Retail store ? Salon The equipment in a spa 1. Facial equipment 2. Basic body treatment 3. Hydrotherapy Swimming PoolsThere are a number of different types of pools that can be part of the resort amenities: 1. Lap pools with lanes for swimmer 2. Sports pools for exercise and games 3. Reflecting pool to compliment picturesque landscaping 4. Traditional diving pool for safe diving 5. Splash pool for family fun Maintenance According to some expert, an attractive pool is one of the most visible and cost effective amenities. Keeping the pool attra ctive requires constant maintenance 1. Know your chemistry- to extent=d the life of the pool and reducing repairs is keeping the water chemistry in balance. 2. Renovation 3. Starting over- there comes a time when it’s cheaper to tear out the pool and start over rather than to repair it. SafetyThe liability concerns the presence of pools represents a difficult challenge for management. Management has to be particularly concerned with: 1. Responsible adult supervision 2. Diving 3. Electrical hazards 4. Ladders, steps and hand trails 5. Drowning prevention 6. Water clarity 7. Water chemistry 8. Heaters Reference: Resorts Management and Operation, 2nd edition, Mill, Robert Christie ———————– Historical Influences Environmental Influences Organizational Influences Cultural Influences Social Influences Assess Guest Needs Develop Objectives Cluster/ Activity Analysis Activity Experience Evaluation GuestEquipment/ Resources Guest Activity Facilities Staff