Tuesday, November 26, 2019
Cognitive Coaching Essay Example
Cognitive Coaching Essay Example Cognitive Coaching Essay Cognitive Coaching Essay The Effects of Cognitive Coaching on Education and in Supporting Teacher Leadership Creating a profession of instruction in which instructors have the chance for continual acquisition is the likeliest manner to animate greater accomplishment for kids. particularly those for whom instruction is the lone tract to survival and success ( Sumner. 2011. p. 10 ) . Educators today are required to hold a different set of accomplishments to efficaciously fix pupils to be planetary rivals in the workplace. Educators can non do these changes in learning methodological analysis and instructional bringing without support. Coaches support and encourage instructors. better instructor schemes. advance teacher contemplation. and concentrate on coveted results ( Sumner. 2011 ) . A cardinal ingredient for bettering pupil accomplishment is high quality leading. Although leading accomplishments may come of course for some. most pedagogues need some signifier of pattern and training to go high quality leaders ( Patti A ; Holzer. 2012 ) . What is Cognitive Coaching? Cognitive coaching is a relationship that is learner-centered. where the individual being coached is an active participant in their acquisition procedure. The manager is responsible for making an environment that is sensitive to the participant’s demands. supplying ample chance for self-reflection which enables the participant to larn from their ain alone experiences. Garmston ( 1993 ) stated: Cognitive Coaching is a procedure during which instructors explore the thought behind their patterns. Each individual seems to keep a cognitive map. merely partly witting. In Cognitive Coaching. inquiries asked by the manager reveal to the instructor countries of that map that may non be complete or consciously developed. When instructors talk out loud about their thought. their determinations become clearer to them. and their consciousness additions ( p. 57 ) . The relationship that evolves through cognitive coaching is based on a journey of self-discovery for both the manager and the coached person. The manager is every bit responsible for reflecting and larning from their ain experiences in an attempt to supplying the best counsel to the coached person throughout their coaching relationship. If wise mans are to ease acquisition of their mentees. they can outdo Begin by being in touch with the forces in their ain lives ( Zachary. 2000 ) . The acquisition that takes topographic point in phases is the focal point of cognitive coaching. Cognitive coaching uses a three-phase rhythm: pre-conference. observation. and post-conference. These rhythms are used for the exclusive intent of assisting the instructor better instructional effectivity by going more brooding about learning ( Garmston. 1993 ) . Cognitive Coaching asserts that instructional behaviour is a contemplation of beliefs ; instructors must analyse and alter their beliefs in order to alter their behaviours. Coaches ask instructors to reflect on their beliefs about the schoolroom to ease devising alterations or betterments ( Patti A ; Holzer. 2012 ) . Cognitive Coaching in Education The most valuable plus in the instruction profession is its human capital – instructors and decision makers. Unfortunately. these professionals are typically given limited chances throughout their calling to heighten their cognition and accomplishments enabling them to be more effectual instructors and leaders. Newly hired recruits into the profession normally receive training for a few months during their first twelvemonth of employment. but the bulk will derive experience through their ain test and mistake. Harmonizing to Patti A ; Holzer ( 2012 ) : Professional development chances for instructors and decision makers who function in a leading capacity are frequently excessively scarce or narrow in focal point to cultivate lasting and effectual betterment. Most school systems on a regular basis provide teacher pedagogues with merely two or three yearss per twelvemonth of professional development. typically aimed at bettering literacy and mathematics tonss. Effective professional development happens when the grownup scholar connects personally to the new acquisition. When pedagogues participate in brooding patterns that cultivate self-awareness. emotion direction. societal consciousness. and relationship direction. they are in a better place to present high quality direction and leading ( p. 264 ) . The instruction profession can profit from implementing cognitive coaching as a manner of assisting instructors and decision makers expand their professional development through self-observation. self-reflection. and self-feedback. An analysis of the findings from these factors will assist the professional to go cognizant of their ain self-imposed restrictions. In instruction. coaching has traditionally supported instructors in the acquisition of cognition. accomplishments and abilities that target pupil accomplishment ( Patti A ; Holzer. 2012 ) . The effects of cognitive coaching on instructor efficaciousness has been positively correlated to increased pupil public presentation. Sumner ( 2011 ) offers: Coaching is a cardinal method for assisting instructors better pupil accomplishment and school civilization. Much of this possible school betterment comes from educating instructors in how to be brooding about their pattern and in larning how to set up an equal relationship based on common desire to better. Possibly most significantly. ?a civilization of training improves learning and improves pupil acquisition ( p. 47 ) . While the ultimate end of cognitive coaching is to assist further alteration in the thought forms and behaviours of the coached single – the terminal consequence of this enterprise is improved pupil public presentation. Professional development can merely work if it is focused on both pupil and instructor acquisition and a civilization of support for and valuing of choice staff development is present ( Sumner. 2011 ) . Cognitive Coaching Supporting Teacher Leadership Cognitive coaching allows instructors to take ownership of their professional development by promoting them to be accountable of their cognitive acquisition procedure. The self-reflection that is involved in cognitive coaching coupled with professional vision enables instructors to go a accelerator of alteration both in the schoolroom and beyond. Patti A ; Holzer ( 2012 ) stated: The coaching relationship provides a safe oasis for aware attending to self-change in the countries of self-awareness. self-management. societal consciousness. and relationship direction. It is through this single procedure that the instructor and administrative leader positively impact the civilization and clime of the schoolroom and school ( p. 270 ) . Every instructor has the capablenesss to better their cognition and accomplishment and cognitive coaching affords the chance of geographic expedition into one’s ego. disputing old beliefs and wonts. emerging a better. stronger leader. Leadership is non mobilising others to work out jobs we already cognize how to work out. but to assist them face jobs that have neer yet been successfully addressed ( Fullan. 2007 ) . The contemplation learned through cognitive coaching helps develop problem-solving accomplishments as instructors examine their experience. generate options. and evaluate actions. Educators need to pattern hazard taking. open-mindedness. and uninterrupted larning to make schools that are communities of scholars ( Garmston. 1993 ) . Conclusion Effective leaders work on their ain and others’ emotional development. There is no greater accomplishment needed for sustainable improvement ( Fullan. 2007 ) . Cognitive coaching enables pedagogues to develop undiscovered potency. while spread outing their repertory of learning methodological analysiss. The execution of cognitive coaching additions pupil accomplishment and instructor efficaciousness. bring forth higher order teacher thought. and provides teacher support ( Sumner. 2011 ) . Great schools grow when pedagogues understand that the power of their leading lies in the strength of their relationships. Strong leading in schools consequences from the engagement of many people. each taking in his or her ain manner ( Donaldson. 2007 ) . Cognitive coaching is the key to educators’ unlocking their interior power to deeply impact students’ acquisition.
Friday, November 22, 2019
Ue o Muite Arukou by Kyuu Sakamoto †Sukiyaki Song
Ue o Muite Arukou by Kyuu Sakamoto – Sukiyaki Song Listening or singing a song is a great way to learn a language. With a melody, it is easier to mimic words and sing along even you dont understand the meaning. Here is a great song called, Ue o Muite Arukou by Kyuu Sakamoto released in 1961. The title, Ue o Muite Arukou translates into, I look up when I walk. However, it is known as Sukiyaki in the United States. The title Sukiyaki was chosen because it is easier to pronounce for Americans, and it is a word that they associate with Japan. Sukiyaki is a kind of Japanese stew and has nothing to do with the song. The song topped the pop charts for three weeks in 1963. It is the only Japanese language song to hit #1 in the US. It sold over 13 million copies internationally. According to recent news, the British singer, Susan Boyle, will be covering the song as a bonus track for the Japanese version of her third album. Tragically, Sakamoto was killed when Japan Airlines Flight 123 crashed in 1985. He was 43 years old. All 15 crew and 505 out of 509 passengers died, for a total of 520 deaths and only 4 survivors. It remains the worst single airline disaster in history. Japanese Lyrics Ue o muite arukou ä ¸Å ã‚’å ‘ã „ã ¦Ã¦ ©Ã£ “ã †Namida ga koborenai youni æ ¶â„¢Ã£ Å'㠓㠼ã‚Å'㠪ã „よ㠆㠫Omoidasu haru no hi æ€ ã „å‡ ºÃ£ â„¢ æ˜ ¥Ã£ ®Ã¦â€" ¥Hitoribocchi no yoru ä ¸â‚¬Ã¤ º ºÃ£ ¼Ã£ £Ã£ ¡Ã£ ®Ã¥ ¤Å" Ue o mute aurkou ä ¸Å ã‚’å ‘ã „ã ¦Ã¦ ©Ã£ “ã †Nijinda hoshi o kazoete 㠫㠘んã 星をæ• °Ã£ ˆã ¦Omoidasu natsu no hi æ€ ã „å‡ ºÃ£ â„¢ Ã¥ ¤ 㠮æâ€" ¥Hitoribocchi no yoru ä ¸â‚¬Ã¤ º ºÃ£ ¼Ã£ £Ã£ ¡Ã£ ®Ã¥ ¤Å" Shiawase wa kumo no ue ni Ã¥ ¹ ¸Ã£ ݋ ¯ é› ²Ã£ ®Ã¤ ¸Å ã «Shiawase wa sora no ue ni Ã¥ ¹ ¸Ã£ ݋ ¯ ç © ºÃ£ ®Ã¤ ¸Å ã « Ue o muite arukou ä ¸Å ã‚’å ‘ã „ã ¦Ã¦ ©Ã£ “ã †Namida ga koborenai youni æ ¶â„¢Ã£ Å'㠓㠼ã‚Å'㠪ã „よ㠆㠫Nakinagara aruku æ ³ £Ã£ 㠪ã Å'ら æ ©Ã£ Hitoribocchi no yoru ä ¸â‚¬Ã¤ º ºÃ£ ¼Ã£ £Ã£ ¡Ã£ ®Ã¥ ¤Å"(Whistling) Omoidasu aki no hi æ€ ã „å‡ ºÃ£ â„¢ ç §â€¹Ã£ ®Ã¦â€" ¥Hitoribocchi no yoru ä ¸â‚¬Ã¤ º ºÃ£ ¼Ã£ £Ã£ ¡Ã£ ®Ã¥ ¤Å" Kanashimi wa hoshi no kage ni æ‚ ²Ã£ â€"㠿㠯星㠮å ½ ±Ã£ «Kanashimi wa tsuki no kage ni æ‚ ²Ã£ â€"㠿㠯æÅ"ˆã ®Ã¥ ½ ±Ã£ « Ue o muite arukou ä ¸Å ã‚’å ‘ã „ã ¦Ã¦ ©Ã£ “ã †Namida ga koborenai youni æ ¶â„¢Ã£ Å'㠓㠼ã‚Å'㠪ã „よ㠆㠫Nakinagara aruku æ ³ £Ã£ 㠪ã Å'ら æ ©Ã£ Hitoribocchi no yoru ä ¸â‚¬Ã¤ º ºÃ£ ¼Ã£ £Ã£ ¡Ã£ ®Ã¥ ¤Å"(Whistling) Here is the translation of the Japanese lyrics. The English version of Sukiyaki recorded by A Taste of Honey doesnt have a literal translation. English Version I look up when I walkSo that the tears wont fallRemembering those spring daysBut I am all alone tonight I look up when I walkCounting the stars with tearful eyesRemembering those summer daysBut I am all alone tonight Happiness lies beyond the cloudsHappiness lies above the sky I look up when I walkSo that the tears wont fallThough the tears well up as I walkFor tonight I am all alone(Whistling) Remembering those autumn daysBut I am all alone tonight Sadness lies in the shadow of the starsSadness lurks in the shadow of the moon I look up as I walkSo that the tears wont fallThough the tears well up as I walkFor tonight I am all alone(Whistling) Grammar Notes Muite is te-form of the verb muku (to face). The te-form is used to connect two or more verbs. In this sentence, the verbs muku and aruku are connected.Arukou is volitional form of the verb, aruku (to walk).Koborenai is the negative form of the verb, koboreru (to fall, to drop) ~ youni. ~ youni means, in order that ~. Nai youni means, in order not to ~. Here are some examples.Gakkou ni okurenai youni hayaku okiru. Ã¥ ¦Ã¦ ¡Ã£ «Ã© …ã‚Å'㠪ã „よ㠆㠫æâ€" ©Ã£ è µ ·Ã£ る。- I get up early so that Im not late for school.Kaze o hikanai youni ki o tsuketeiru. ã ‹ã Å"を㠲㠋㠪ã „よ㠆㠫æ °â€"を㠤ã ‘㠦ã „る。- Im taking care of myself so that I dont catch a cold.Nijinda is informal perfective ending for the verb, nijimu (to blot, to blur). It modifies the noun, hoshi (star). It means with teary eyes the stars looked blurry.~ nagara of nakinagara indicates that two actions are taking place simultaneously. Here are some examples.Terebi o minagara, asagohan o taberu. ãÆ'†ãÆ' ¬Ã£Æ'“ã‚’è ¦â€¹Ã£ ªÃ£ Å'ら〠æÅ" ã â€Ã£ ¯Ã£â€šâ€œÃ£â€šâ€™Ã© £Å¸Ã£ ¹Ã£â€šâ€¹Ã£â‚¬â€š- I watch television while I eat breakfast.Ongaku o kikinagara, benkyou suru. éŸ ³Ã¦ ¥ ½Ã£â€šâ€™Ã¨ žã 㠪ã Å'ら〠勉å ¼ ·Ã£ ™ã‚‹ã€‚- I listen to music while I study.
Thursday, November 21, 2019
Environmental science Research Paper Example | Topics and Well Written Essays - 750 words
Environmental science - Research Paper Example Nowadays, 10% of the world is legally protected in one way or the other. In conservation practice, private fundraising is insufficient to pay for the effective management of so much land with protective status hence government assistance should intervene. This paper discusses in depth some environmental issues that negatively affect the Galapagos Island. Galapagos Islands have unknown waters surrounding the famous volcanic archipelagos that consist of natural wonders of a realm that is truly a living natural laboratory. These islands portray a range of mysteries of the deep, caverns buried beneath the earth and primitive wildlife entirely unknown to humanity. These islands remain as hosts for biological mysteries to date. They extensively portray unique geographical features, organisms, and locales. Scholarly research depicts that quite a range of animal species found on these islands seem so unreal to human beings. Charles Darwin, who once visited the islands, formulated a theory embarking on natural selection due to the curious unique species he came across. He used the theory to refer to the evolutionary changes that enables both plants and animals to adapt to the environment. For instance, different environments in the islands have different characteristics that the inhabitants have to get adapted to them. Moreover, Charles Darwin’s perception of natural selection based its argument on the feeding habits of different animal species, climate of the environment and genetic inheritance. Some of the animal species observed from these islands include Blue-footed booby, Waved albatross, Flightless cormorant, Galapagos tortoise, and Galapagos penguin. Although these beautiful sceneries act as tourist attraction sites, they are pessimistically affected by humanity. For instance, several environmental issues such as fishing, poaching of both plants and animals, and introduction of foreign species of plants and animals to the environment
Tuesday, November 19, 2019
Management Essay Example | Topics and Well Written Essays - 500 words - 3
Management - Essay Example 2005). This phenomenon creates an integrated world economy where production, trading and selling of goods and services reach beyond national and territorial boundaries. More than 40 years ago, economist and managers all over the world have been highlighting the vital role of state in the process of economic development. Most of them pointed out that unregulated markets, left to their own devices would polarize the distribution of income where small and medium size companies will be suck-up into corporate giants. To some extent, this would create confusion, panics, crises, recessions, and depressions. Along this same line of framework, in order to survive, corporations and businesses would need to find more innovative strategies to cope with the emerging industrialization and economic developments. The pressure is now on the hands of international managers as how they can strengthen their companies in order to face the difficult changes of a highly competitive and open market. A key factor that often puts companies out of business is competition. This is a major headache among business managers and planners. However, on the positive side, competitors are essential to spur companies to strive to do better. Although competitors have a potential of derailing a business, they are also indispensable learning tools for managers who want to get ahead of the competition-both today and for the future. By replicating and enhancing the strategies of the opponent, one can beat the other in their own game. Before a manager takes a move, an inventory of competitors should be taken. In order to gain an upper hand, it is not enough that we study the competitor. We have to learn to anticipate their responses to certain situations through the use of game theory, simulations, scenario planning and conjoint analysis. This would broaden your range of options for reacting to moves of the competitor. Also, a deep understanding on how changes in technology and public policy can
Saturday, November 16, 2019
How I Learned to Drive Analysis Essay Example for Free
How I Learned to Drive Analysis Essay In Paula Vogel’s â€Å"How I Learned to Drive†, we follow our protagonist nicknamed â€Å"Lil Bit†on a gut wrenching, and downright disturbing journey through her adolescence, told as a series of narrations, monologues, and flashbacks with the occasional interjection of a PSA like voice over. The play recounts the physical and emotional abuse Lil Bit encountered from the ages of eleven to eighteen at the hands of her uncle Peck, while he teaches her to drive. The main flaw I saw in Lil Bit was that she is too smart for her own good. You see this characteristic throughout the play as she manipulates Peck. For example, it was most obvious for me when their roles of adult and child are reversed, and Peck is explaining to Lil Bit what a good boy he has been for not drinking. Knowing how much Peck lusts after her she offers him a reward for his good behavior in the form of undoing her bra. Another great example is when prior to her and peck going on a road trip and Lil Bit’s mother indicates that she has a sense of what Peck has on his mind, she responds by saying â€Å"I can take care of myself. And I can certainly handle uncle Peck.†At this point in the story she is only eleven. It’s hard to imagine a child of that age so grown up emotionally. Overall, most of the characters had likeable qualities, with the exception of the grandmother. I didn’t really like the way she meddled in the Parenting of Lil Bit. I liked â€Å"Big Papa†the best. He’s a crabby old timer who speaks anything that comes into his head with reckless abandon. It brought me some levity in an otherwise melancholy play. The climax of the play occurs on Lil Bit’s eighteenth birthday. She and Peck are in a hotel room, and she’s been ignoring peck for some time leading up to this meeting as he’s been sending her cards counting down to her birthday. Lil Bit is obviously conflicted about their relationship now that she has gotten older, but Peck is looking forward to a time when it’s not illegal for them to be together. This is creepy enough on its own, but when Peck drops the marriage bomb, the creep factor skyrockets. I was honestly disgusted at the idea of a man leaving his wife to be with his niece whom he has known since birth, blood related or not. Prior to the climax, one major event occurs and that is in the monologue that Aunt Mary delivers indicating that she knows what’s going on between Peck and Lil bit. The words used during this monologue, indicate to me a couple of key points about this character. First of all she is very intelligent. Her thoughts are well put together and the words she uses indicates to me that she has some sort of education. She is also very intuitive, she picks up on the subtle, non-verbal signals that peck gives off when he’s got something on his mind and presumably when he’s around Lil Bit. Also, the words used by Lil Bit in her different flashbacks have a direct correlation to her age. It’s obvious as you read them, that during the later ones she is forming more complex thoughts and emotions, which is indicative of growth. For the music in this play, Paula Vogel suggested period correct music spanning two generations. She mentions Motown several times, as well as Roy Orbison and the Beach Boys. Most of this music is romantic and happy with little hints of sexuality and sometimes-pedophilic references. For some weird reason the voice of the announcer in my head was played by the Moviephone guy. The car in the play was described as a Buick Riviera, but in my mind it was more like a Camaro or GTO. The main reason for this is the obvious relationship between Peck and his car. The way he describes the way the aggressive way men are taught to drive and the feeling of a cars’ response to your touch, just makes me think of those fast nimble sports cars. Taking place in the 1960’s, the costumes in my mind were bell-bottoms and flowered shirts, polyester leisure suits, and fringes all over the place. This was your typical 1960’s attire. I believe the overall theme of this play is about the effect of time on relationships. The relationship between Peck and Lil Bit starts out strong, for her and fragile for him. She has a strong male figure giving her attention while he is nurturing a relationship that he knows is illegal and immoral. As time progresses, the roles ultimately reverse leaving Peck with much confidence in the relationship while Lil Bit comes to realize the truth about it which leads to its demise. It just goes to show that time will always change relationships, jus not always in the way you imagined.
Thursday, November 14, 2019
Exposing Boundaries in Wilsons Fences :: Wilson Fences Essays
Exposing Boundaries in Fences Fences is a play that deals with boundaries that hold people back and the trials and tribulations of those who try or wish to cross them. The characters are African-Americans in a time before the civil rights movement, living in an industrial city. The main character, Troy Manxson, is a talented baseball player who never had the chance to let his talent shine, with restrictions on race and his time in jail as the main obstacles that held him back. He is now hard working and loves his family. However, he tends to exaggerate and has his faults, most prevalent a wandering eye when it comes to women. His wife, Rose, is younger than him and loyal, but she may not have known about all of his faults when she married him. At the beginning of the play, Troy has a son from a previous marriage, Lyons, and a son with Rose, Cory. Also appearing are Bono, Troy’s drinking buddy, and Gabriel, his brother. All of the characters are "fenced in," by various barriers. Troy is working in a job where African Americans can get the lowest and most difficult tasks. On the home front, he has responsibilities to his family. Rose has chosen life with Troy as an alternative to "a succession of abusive men and their babies, a life of partying, or the Church." Troy’s son, Lyons, is supposedly a musician but is going nowhere. Cory has potential but has his dream of playing college football extinguished by both protective and jealous Troy. The characters must deal with hardships of daily life, racial discrimination, straining relationships with each other, and the feeling that this is all their lives are: somewhat of a confined space with no escape; fenced in. Troy’s brother Gabriel, although minor, is important to the play for many reasons. The most important is that while Gabriel perhaps has highest and most impassable fence around him, he is the only one who ignores it; he is not bounded, at least not in his own mind. Gabriel is seven years younger than Troy. They were both in a large family with a frustrated and abusive father. Gabe is the only family Troy speaks with now. Injured in World War II, Gabriel had part of his head blown away. He now has a metal plate and is confused and somewhat delusional.
Tuesday, November 12, 2019
Aviation questionnaire Essay
This assessment consists of 30 multiple-choice questions. The questions cover aviation subjects studied for the issue of the commercial pilot’s licence and general aircraft handling. The questions are answered by pointing and clicking the required answer using the mouse. To move to the next question click on the ‘next’ button. To go back to a question click on the ‘previous’ button. To change your answer point and click at another answer. The assessment is not timed. You should expect to take about 20 minutes to answer all the questions. 1)Jet airliners like the 737 or A320 have swept wings. The reason for this sweep back is? To reduce drag at the design cruise mach number.†/> To enable these aricraft to use less space when parking at airport gates.†/> To counter the aerodynamic pitch down effect at high mach numbers.†/> 2)Airbrakes are most effective†/> On the runway immediately after touchdown†/> In the landing configuration [Wheels down / full flap]†/> In a rapid descent from high altitude†/> 3)Some modern airliners are fitted with slotted flaps. The purpose of these slots is to†/ Enable the flaps to be curved into an aerofoil section†/> Re-energise the upper surface airflow to prevent flow separation at high angles of attack†/> Increase the wing area and reduce the wing loading on takeoff and landing†/> 4)Dutch roll at high altitude is prevented in modern airliners by? Fitting full time yaw dampers†/> Automatically decreasing the rudder authority above 250kts IAS†/> Fitting swept up winglets at the wing tips†/> 5)If an airliner is flown faster than its MMo.? The handling characteristics may change above Mmo†/> The drag rise due to compressibility will slow the aircraft down†/> The aircraft must be slowed immediately as any speed in excess of Mmo will overstress the airframe†/> 6)When calculating takeoff performance speeds†/> Vmcg should be greater than V1†³/> Vmcg should be less than or equal to V1†³/> Vmcg must be greater than V1 by 30%†/> 7)On the runway taking off in a strong crosswind from the right a swept wing jet airliner will tend to†/> Yaw (weather vane) to the right†/> Yaw (weather vane) to the left†/> Drift off the centreline downwind†/> 8)Immediately after takeoff in a swept wing airliner such as the 737 the left engine fails. The aircraft will tend to†/> Yaw and roll to the right†/> Yaw right and pitch nose up†/> Yaw left and roll left†/> 9)After landing in rain on a runway promulgated as ‘Slippery when wet’ your aircraft starts to diverge from the runway centreline. What action do you take to stop the drift?†/> Cancel reverse thrust†/> Use full opposite rudder to control the drift†/> Use differential reverse thrust until the nosewheel steering becomes effective†/> 10)After landing on a dry runway which is the most effective retardation device?†/> The airbrakes / spoilers†/> Reverse thrust†/> The antiskid brakes 11) To accelerate from idle to full thrust a typical turbofan engine will take about†/> 4 seconds†/> 8 seconds†/> 12 seconds†/> 12)The use of high pressure bleed air from the compressor for anti-icing will†/> Decrease engine operating temperatures and thrust†/> Increase fuel consumption†/> Have no effect on jet engine performance†/> 13)Engine icing is most likely to occur†/> At any time when the outside air temperature is 1 degrees celsius or below†/> When flying if visible moisture such as rain or fog is present†/> When visible moisture is present and the total air temperature is 10 degrees celsius or below†/> 14)Ice Contamination of the wing upper and lower surface may cause†/ A reduction in stall margins and possible poor lateral control on takeoff†/> A loss of lift and pitch control on the ground†/> An increase in the calculated thrust setting required for takeoff†/> > 15)The symptoms of windshear may include†/> Loss of altitude, airframe buffet, a high rate of descent combined with excessive pitch attitudes†/> A significant change of airspeed, divergence from the required flight path, normal control inputs insufficient to maintain the flight path†/> Loss of airspeed, increasing rate of descent and pre-stall buffet†/> 16)An aircraft flies through the base of an active cumulonimbus cloud. The pilot might expect it to experience†/> A strong updraught only under the cloud base†/> A downdraft followed by an updraught and then another downdraft†/> An updraft followed by a downdraft and then another updraft†/> 17) In calm winter conditions in NW Europe dense fog is cleared most effectively by†/> A change of airmass†/> Solar radiation†/> An increase in wind speed†/> 18)Flying at 33000 feet the aircraft cabin rapidly depressurises. What period of useful consciousness can you expect?†/> About 25 seconds†/> About 50 seconds†/> About 120 seconds†/> 19)When making a visual landing on a runway with a 1 degree slope up you may experience A visual illusion of being high on the required glidepath†/> A visual illusion of being low on the glidepath†/> Neither of these as the visual effect of the runway slope is insignificant†/> 20)In the cruise at high altitude when flying into an area of known turbulence you would†/> Stop the cabin service and fly at the turbulence speed†/> Secure the cabin and cockpit, select turbulence speed and maintain a constant attitude†/> Secure the cabin and cockpit and descent at Mmo / Vmo†/> 21)Approximately how far will a jet airliner travel in still air when descending clean from FL370 to FL70 ?†/> 50 nm / 88 km†/> 75 nm / 132 km†/> 100 nm / 176 km†/> 22)While in a descent under radar control you receive a TCAS resolution advisory (RA). You would†/> Continue with the descent, advise ATC of the RA and look out for other aircraft†/> Continue the descent but turn 90 degrees off the assigned heading and advise ATC†/> â€Å"Manoeuvre following the RA guidance and advise ATC†/> 23)Before starting the final descent on an NDB approach you would†/> Tune the beacon and calculate the required rate of descent†/> Monitor the beacon identification and descend when on the runway heading†/> Ensure that you are within +/- 5 degrees of the inbound QDM†/> 24) At 1700 feet on an ILS approach the GPWS sounds ‘Whoop, whoop, pull up, pull up’. Would you†/> Check the ILS glideslope is within one dot and cross check altitude with the radio altimeter†/> Immediately go around following the standard missed approach procedure, inform ATC†/> Cancel the GPWS, check on the glidepath and increase thrust as a precaution†/> 25)At what distance from the stop end of the runway do the centre line lights change from red/white to red ?†/> 900m†/> 600m†/> 300m†/> 26)Taxyway lighting consists of†/> Green centre line lights with blue edge lighting†/> Green centre line lights with green edge lights on corners†/> White centre line lights with red edge lights on corners†/> 27)While in the holding pattern waiting to land you notice that the total fuel in tanks has fallen below company minimum reserves. What action would you take ?†/> Declare a ‘Fuel emergency’ and set the transponder to 7600†³/> Declare an emergency and request assistance from ATC†/> Advise ATC and your company that you are immediately diverting to your designated alternate†/> 28)In the air a loss of situational awareness is most likely to arise if†/> Both pilots are engaged in programming the FMC†/> The non-handling pilot fails to use airways charts to check the aircraft’s position†/> ATC are talking to one pilot while the other is flying the aircraft manually†/> 29) At 900 feet on a manually flown ILS approach you notice the handling pilot has let the aircraft drop below the glidepath. Would you†/> Verbally warn the handling pilot, monitor the response and look for a correction†/> Verbally warn the handling pilot and take control immediately†/> Verbally warn the handling pilot, increase thrust and lightly cover the controls†/> 30)When dealing with a complex emergency the first officer should†/> Carry out all the captain’s orders without further discussion†/> Carry out only orders that are in accordance with company standard operating procedures†/> Try to discuss with the captain any orders that are unclear or confusing†/> END OF SET 1
Saturday, November 9, 2019
A Comparative Analysis of Community-Based Tourism in Uganda and Kenya
1. Introduction As pointed out by Tasciet al (2013), the contribution made by tourism to the growth of the economy can be enormous. Given the great potential of the tourism sector, several models have been developed over the past few years. Community-based tourism, developed in the 1990’s by authors including Pearce (1992) has been suggested to provide for sustainability in the industry (Beeton 2006). Community-based tourism (CBT) can be defined as a bottom-up approach that ensures the involvement of the local communities in the planning process (Koster 2007). Given the potential of CBT, many rural areas are increasingly relying on tourism as an alternative to economic development, replacing their former reliance on forestry, mining and agriculture (Lopez-Guzman et al. 2011). Rural areas are considered important tourist destinations as they appeal to many tourists (Butler et al. 1998). This paper conducts a comparative analysis of community based tourism between Uganda and Kenya. The paper wi ll first define the concept and then explore the demographics and history of tourism in Kenya and Uganda, and finally examine the socio-economic and environmental impacts. A comparative analysis will be done between the two countries by highlighting similarities and differences. 3. Community-Based Tourism Model: Overview The notion of CBT can be traced back to the alternative approaches developed in the 1970s which were concerned with issues beyond the strictly economic (Tefler 2009). During this period, development in the tourism sector began to focus more on community-based initiatives and stressed more on the participation of the local individuals (Giampiccoli & Kalis 2012). The concept brought together issues of sustainability, local empowerment and self-reliance. CBT has come about due to the desire for a more inclusive approach to planning that incorporates local values (Koster 2007). The concept of CBT has suffered from competing and ill-thought-out definitions. For example, Suansri (2003) and Ramsa & Mohd (2004) view CBT as a tourism venture wholly managed by the local communities. On the other hand, Scheyvens (2002) and Mearns (2003) are inclined to see it as involving a degree of participation or partnership with other stakeholders playing a part. Perhaps the problem with defining the concept can be attributed to the fact that CBT may mean different things to different people. Despite debate over meanings, the CBT framework used in this paper is that initiated, planned, controlled, owned and managed by the local people with the aim of meeting the needs of the entire community. Private enterprises at the micro-level can be considered as part of the definition if the focus is on communal well-being rather than individual profit. The benefits should accrue to the local community and CBT should respect and preserve local culture. 2. Background to Tourism in Kenya and Uganda: Demographics, History, Socio-Economic Considerations andEnvironmental SustainabilityTourism plays an important role in Kenya, accounting for 10% of GDP and 9% of employment. It is also increasingly profitable with a 17.9% rise in earnings from the sector between 2009 and 2010 (Ndivo et al 2012). Amongst African countries, Kenya is currently ranked 5th for international tourist visits, with approximately 1.5 million international tourists in 2008 (Bunyere et al. 2009). Because it has the potential to generate employment and prosperity, it has been given an increasingly important role in national socio-economic agendas, with a number of key policies and strategies created including the National Tourism Master Plan (Ministry of Tourism Kenya 2009), Tourism Policy (Government of Kenya 2010) and Tourism Bill 2005 (Ndivo et al 2012). Although there is potential to develop tourism around the country, historically interest has centred on the beac hes of the south coast, national parks and game reserves (Ndivo et al 2012). According to a survey conducted by the EU, 63% of EU visitors in Kenya chose coastal areas as their tourist destination (Kibicho 2004). Wildlife is also a popular attraction, with70% of the tourism earnings in Kenya coming from wildlife-based tourism (Bunyere et al, 2009). Given the critical importance of the tourism sector in Kenya, it is extremely vital to protect and conserve these significant resources. Indeed, conservation policies and collaborative schemes have been already been put in place. There is a large area of protected land, and 10% of Kenya’s land has been designated as national park and game reserve land (Akama et al., 2011). Critical biodiversity areas and the rich cultural coastal region form the flourishing tourism sector in Kenya. Although measures to protect Kenya’s ecology have been put in place, there are concerns over sustainability, and the country continues to experie nce accelerated decline and destruction of critical biodiversity areas. There has been a decline in wildlife population in national parks and game reserves at rates similar to non-protected areas, indicating the state’s inability to protect critical biodiversity (Akama et al., 2011). Moreover, coastal tourism which has for decades dominated has experienced a rapid decline in the recent years owing to the tribal clashes that have erupted (Cheung 2012). Kenya’s coastal tourism industry experienced a period of unprecedented dismal performance with 56% of the hotels closing in 2008 (Akama et al., 2011). Although much of the violence that occurred was tribal in nature, findings indicate that lack of community participation and involvement in tourism activities in the coast was a major factor contributing to these ethnic clashes. Had the local communities been involved in the tourism activities, such ethnic flare-ups would have been averted. The ethnic flare-ups, land use co nflict between local communities and wildlife managers, threats of extinction of species and the apparent inability of the state to protect critical biodiversity areas have led to a new realization of the importance of community based tourism in Kenya (Korir et al 2013). Considerable effort has now been made to provide support to CBT enterprises including donor funding. Further, a framework that gives impetus to successful and sustainable operations of CBT ventures has been linked into the overall national policy (Akama et al. 2011). History of Ugandan tourism sector and socio-economic contributions Tourism also has a role to play in the Ugandan economy. Similar to Kenya, main tourist products in Uganda are nature-based and are linked to wildlife game reserves, forest reserves and national parks. Other attractions include cultural heritage, community development, eco-tourism and faith-based tourism (Paul, 2004). The importance of involving the local communities in tourism activities is also evident in Uganda. Conflicts between the locals and the government have largely been due to their lack of involvement in planning and development activities. For example, after the establishment of Bwindi Impenetrable National Park in 1992, conflicts arose between the locals and the park. The conflicts that led to the burning up of 5% of the park by the local community was evidence enough that the park would not be protected without consent and local support (Mujuni et al. 2003). A collaborative management plan was however set up which promoted participation of the locals in park management and revenue sharing. As a result, conflict ended and the locals committed themselves to protecting and preserving the park. The experience showed the importance of local community involvement in tourism activities. Uganda used to be a key leader in tourism in the past. In the early, 1960s Uganda used to be the main tourism destination in East Africa(Frederic, 2011). However, the unpreced ented turmoil of the 1970’s and early 80’s led to a decline in the tourism industry (Paul, 2004). As a result, Uganda lost its position as a top tourist destination in East Africa to Kenya. However, the government that took over in the mid 80’s restored peace and stability (frederic, 2011). Since then, the sector has been steadily increasing despite lagging behind Kenya in terms of its contribution to GDP. Unlike in Kenya where tourism contributes around 10% of the GDP, Ugandan tourism industry is estimated to contribute 4% of the total GDP(Sanchez-Canizares, 2013). Nonetheless, there has been an increasing trend in tourism with the number of international tourist visits increasing from 468,000 in 2005 to over 940,000 in 2010 (Paul, 2004). Given that both countries are still developing, it is worthwhile to examine some of the similarities and differences between the two countries. Comparative analysis of community based tourism between Kenya and Uganda Similarit ies Socio-economic impact The two countries share certain things in common starting with the embracement and recognition of community based tourism as an important tool for reducing poverty. Both countries have embraced and given emphasis to development of community based tourism as an important tool for poverty reduction (Sanchez-Canizares, 2013). There are several community based tourism projects in both Kenya and Uganda. Some of the popular community based tourism projects in Kenya are: the Kimana Community Wildlife Sanctuary, Mwaluganje, Sera Conservancy and Kalacha Bandas in Marsabit among many other(Tang, 2013) Similarly, Ugandan ministry of tourism has laid emphasis on the importance of community based tourism in the country. The idea of community based conservation has become the focus of the industry. Perhaps this has been driven by the recognition of the benefits of involving the local community in tourism development including: poverty reduction, decline in conflicts with the ministry over land use d and reduced poaching activities (frederic, 2011) Some of the successful community based projects in Uganda include Lake Nkuruba Nature Sanctuary, Buhoma Community Restcamp, Mgahinga Community Campground, Busingiro and Kaniyo Pabidi community project, Ruboni Community Campground and Bigodi Wetland Sanctuary(Zeppel, 2006). Participation of the locals in these projects is high. For example, in Bigodi Wetland Sanctuary, the local people are involved in community-guided walks and bird watching tours (Zeppel 2006). Both countries seem to be embracing community tourism as an important tool for reducing poverty. Another similarity can be seen with the funding of these projects. Most of these projects are donor funded. Kenya is heavily reliant on donor funding. In fact, almost 100% of community based tourism development activities in Kenya is donor funded. For example, funds from USAID and World Bank were used to set up an electric fence around the Kimana Community Wildlife Sanctuary (Jona than et al. 2013). Mwaluganje, another community based tourism development activity, was established through donor funding. Sera Conservancy that was formed to empower the local Samburu communities in Kenya was established with funds from USAID. The EU has also played a major role in funding community based tourism development in Kenya. In 2000, a massive grant of 5.5 million Euros was released by the EU which saw the establishment of 16 community based tourism developments in Kenya (Ruhiu 2007). Other key players funding CBT in Kenya include international bodies such as the UNDP, conservation based NGOs such as AWF, Pact Kenya and WWF; and national agencies such as Kenya Wildlife Service (KWS) and Kenya Forest Research Institute (KEFRI) (Jonathan et al. 2013). It is clear that donor funding has played a major role in the development of community based tourism in Kenya. The government’s role has merely been the provision of an enabling environment such as security, programme coordination and policy formulation (Ruhiu 2007). Similarly, Community Based Tourism Enterprises (CBTE’s) in Uganda rely predominantly on donor funding. The Mgahinga Bwindi community project was established with funds from the World BANK (Mujuni et al. 2003). Moreover, the two major associations Uganda Community Tourism Association (UCOTA) and (NACOBTA) in charge of promoting community based tourism in Uganda by providing loans and training to the local communities are predominantly donor funded. NACOBTA is 99% donor funded whereas UCOTA is 44.8% donor funded (Elisa et al., 2001) UCOTA empowers the local Ugandan communities to improve their livelihood through participating in sustainable tourism development activities. The association helps the local communities by aiding in the sale of handcrafts, providing accommodation, and tour guiding. Furthermore, both countries have witnessed improved livelihoods due to community based tourism activities. For example, the Mgahinga Bwindi Community Project in Uganda has improved the livelihoods of the locals living around Bwindi Impenetrable National Park. Many of the local population living nearby have been employed as park rangers and ‘porters’ (labourers). The community has also benefited through improved infrastructure including roads, education and health facilities. About 60% of the Mgahinga Bwindi Impenetrable Forest Conservation Trust has been devoted towards development of local community projects (Adams & Infield 2013). The local communities in Kenya have also benefited from employment and improved livelihoods. The locals living near Mwaluganje, Sera Conservancy and Kalacha Bandas in Marsabit have benefited from schools, clinics and boreholes which have been built by these projects (Ruhiu 2007). Further, pro-poor tourism have assisted women with bead making through provision of platform for selling their products. Whilst these benefits are encouraging, participation of the locals in both countries is still far from enough. Although some of the locals have managed to secure jobs and improve their livelihoods, most of them are paid low salaries, an equivalent of 30 pounds per month (Ruhiu 2007). This certainly doesn’t really improve their livelihood that much. In fact, critics have argued that community based tourism and tourism in general should not necessarily be relied on as a tool for poverty alleviation. According to them, tourism does not compete well with sectors such as agriculture whic h have higher potential of reducing poverty. Environment impact Also, community based tourism in both countries have led to positive impacts on the environment. For example, in Uganda, KAFRED has created awareness among the local communities bordering wetlands about the importance of protecting and preserving the environment (Adams & Infield 2013). This has led to a reduction in encroachment and eucalyptus planting in the wetlands. Further programs such as the National Wetlands Program and Semliki conservation project which have risen from CBT activities have established village by-laws governing the use of wetlands (Adams & Infield 2013). Environmental education has played a role in ensuring sustainability of tourism. Similarly, in Kenya, involvement of the local people in tourism activities has led to reduction in wildlife poaching and destruction of forests. Community wildlife and conservation ventures in Kenya have played a major role towards protecting the environment and preserving wildlife (Jonathan et al. 2013). Environment degradation ha s reduced and conservation measures strengthened with the help of the locals who are employed as park ranges and ‘porters’. Community based tourism and eco-tourism have led the way towards responsible travel with important environmental benefits. Differences Having highlighted the similarities, it is important to identify some of the differences in community based tourism between the two countries. One particular difference relates to the extent to which community based tourism is promoted. CBT in Uganda is only limited to areas within or along the forest reserves and national parks. Almost all of the community projects are within or along the forest reserves and national parks. For example, the Buhoma Community Restcamp is within the impenetrable Bwindi Forest national park. The Mgahinga Community Campground project lies next to Mgahinga Gorilla National Park (Zeppel 2006). Others including the Bigodi Wetland Sanctuary, Busingiro and Kaniyo community project and the Ruboni community campground are located along or near national parks and forest reserves (Zeppel 2006). Community based tourism activities in Uganda continue to be limited to areas lying within or along the national parks and forest reserves. This has been echoed by Industry operators who have highlighted ‘limited efforts to promoting community tourism at the national level’ as one of the main concern of tourism development in Uganda. In stark contrast, community based tourism is promoted at the national level as evident with the opening up of new areas of possibility such as sports tourism, eco tourism, adventure safaris, horse and camel safaris, walk tours, and cultural tourism among many others (Cobb 2006). Further, programs such as the Enterprise Development Program have been implemented across the country to build the local capacity and integrate communities into tourism development activities. Such programs ensure the mobilization of the community through seminars, debates, regional workshops and participatory trainings (Ruhiu 2007). Further the local communities are provided advisory services on product development and market access which helps strengthen growth of their enterprises (Cobb 2006). This has been driven by the realization of the potential of community based tourism to reduce poverty, and multiplier effects of the tourism sector as a whole in driving the economy. Perhaps another difference that can be pointed between CBT in Kenya and Uganda relates to the coastal attraction. While community based ecotourism ventures along the coastal region form the flourishing tourism sector in Kenya, Uganda being a landlocked country does not have any coastal attractions (Mulinda & Wilbert 2009). Coastal attraction features provides Kenya with an edge over Uganda(Wilbert, 2009). Beaches, sun-basking, the aquatic life at the coast and rich culture that includes performances, dances and the contemporary ways of living of the coastal people make it a popular tourist destination. Another difference is related to the marketing and promotion of CBT activities. Unlike Uganda, Kenya has invested more in marketing and promotion of tourism activities. For example, last year, Kenya budgeted $34 million dollars for tourism promotion and marketing. This is in stark contrast with Uganda’s budget of only $90,000 (UIA 2014). While this may be seen as impacting on development in the overall sector , community based enterprises are also affected in terms of the number of visits and revenues generated from sale of products. Uganda’s funding of the sector remains very low despite the potential of becoming a multi-billion sector. The slow pace of tourism in Uganda can be attributed to the lack of identity at the international level. While Kenya has promoted their visibility at the international level, Uganda is still lagging behind in terms of investing fully in promotion of tourism. While CBT in Kenya has grown much faster than Uganda, it has not developed as expected owing to many factors including in adequate funds for marketing and promoting tourism, transparency and governance issues, lack of marketing skills and absence of a system for ensuring equitable sharing of the opportunities and benefits accruing from tourism activities. For example, while Kenya’s budget for promotion of tourism may be $34 million, the Kenya Tourism Board receives only $6 million. Further, funding remains a major problem in both Kenya and Uganda. Given that these countries are still developing, there are very limited financial resources for supporting CBTEs. Even when these finances are incorporated in government budgets, they are often inadequate to support CBT developments (Ruhiu, 2007). As a result, community based tourism has often relied on foreign investment which may lead to the rise of neo-colonial structures discussed above as foreign investors seek control of tourism resources. Whereas Kenya may be ahead of Uganda in terms of pro-tourism development, it is still far from being developed as it is still prone to failures resulting from limited funding, poor infrastructure development, lack of formal education, political influences and inadequate representation of the locals. CBT in Kenya still remains very low with lack of local representation in the workforce. While the industry may boast of over 500,000 jobs, the employment opportunities remain inequitably distributed (Cheung 2012). Most of the local communities are missing out on employment opportunities as these are being taken over by the outside workforce. According to a survey conducted by Bruyere et al. (2009), 64% of the local community members found the employment opportunities to be insufficient. Kenya’s community based approach to tourism development is still largely skewed to the interest of tourism (hotels, hospitality and service) with limited representation of the locals. There are also political considerations to take into account. For example, a neo-colonial structure has emerged within the industry as some foreign investors seek control of tourism resources. (Cheung 2012). This has resulted in social and political disempowerment of the locals as neo-colonial structures have made it increasingly difficult for them to participate in the planning and decision making process. Although there exist more opportunities for local entrepreneurs to invest in the industry compared to Uganda especially given the ongoing development agenda that encourages of the growth SMEs, a divide of power continues to disengage and disempower the local communities. The majority of Kenyans continue to live below the poverty line with the highest incidence of poverty occurring in tourist destination areas. 5. Conclusion The above has looked at the notion of CBT with particular reference to the situation in Kenya and Uganda. From the analysis, both countries seem to share certain commonalities and differences as well. For example, community based tourism is embraced in both countries and recognized as an important tool for reducing poverty. Also, both countries are heavily reliant on donor funding. Moreover, the locals in both countries have experienced improvement in their livelihoods through employment opportunities, and access to school and health facilities. Further, Pro-poor tourism has assisted women with bead making through provision of platform for selling products. Both countries have also seen improvement in their environments which has resulted due to community development projects and conservation ventures. In Uganda, programs such as the National Wetlands Program and Semliki conservation project have established village by-laws governing the use of wetlands. Community wildlife and conser vation ventures in Kenya have played a major role towards protecting the environment and preserving wildlife. There are also sharp differences in CBT developments in both countries. For example, community based tourism activities in Uganda are limited to areas lying within or along the national parks and forest reserves. In stark contrast, community based tourism in Kenya is promoted at the national level as evident with the opening up of new areas of possibility such as sports tourism, eco tourism, adventure safaris, horse and camel safaris, walk tours, and cultural tourism. Another difference is that Uganda being a landlocked country does not have coastal attractions. On the other hand, beaches, sun-basking, the aquatic life at the Kenyan coast and rich culture that includes performances, dances and the contemporary ways of living of the coastal people make it a popular tourist destination. Additionally, Kenya has invested more in marketing and promotion of tourism activities comp ared to Uganda. While Kenya has promoted their visibility at the international level, Uganda is still lagging behind in terms of investing fully in promotion of tourism. While CBT in Kenya has grown much faster than Uganda, it has not developed as expected owing to many factors including in adequate funds for marketing and promoting tourism, transparency and governance issues, lack of marketing skills and absence of a system for ensuring equitable sharing of the opportunities and benefits accruing from tourism activities. Nonetheless, the future of tourism in both these two countries lies in community based tourism. The potential of CBT to reduce poverty and make the sector sustainable is enormous. Not only can CBT help in enhancing biodiversity conservation but it can also generate income and bring economic growth to the local communities. 6. References Adams, W. and Infield, M. 2013. Community conservation at mgahinga gorilla national park, uganda. Institute for Development Policy and Management, Manchester. Akama, J. and Starry, P., 2000. Cultural tourism in Africa: strategies for new millennium.Africa International Conference, Mombasa, Kenya. Beeton, S (2006) Community Development Through Tourism, USA: Landlinks Press Bruyere, B.L., Beh, A.W. and Lelengula, G., 2009. ‘Differences in perceptions of communication, tourism benefits, and management issues in a protected area of rural Kenya’. Environmental Management, 43, 49-59 Butler, R., Hall, C.M. & Jenkins, J. 1998. ‘Continuity and change in rural tourism: Introduction’ in R. Butler, C.M. Hall and J. Jenkins (eds) Tourism and Recreation in Rural Areas (New York: Wiley) 3-17 Cheung, H., 2012.Tourism in kenya’s national parks: a cost-benefit analysis. Kenya Giampiccoli, A. and Kalis, J.H., 2012. Community-based tourism and local culture: the case of the amaMpondo, vol. 10 (1), pp. 173-188 Frederic, T., Grace, B, and Celestine, k. 2011. Opportunity study: Uganda inclusive tourism. Jonathan, T. B., Nelly, J., and Nehemia, K., 2013. ‘An examination of Kenya’s outbound tourism to ugandan destinations: towards re-thinking Kenya’s tourism product development and marketing’. Journal of Economics and Sustainable Development 4(8). Kibicho, W., 2004. Community tourism: a lesson from Kenya’s coastal region. Journal of Vacation Marketing, Vol. 10, pp.33-42 Korir, J, Muchiri, J and Kamwea, J 2013. ‘Wildlife Based Tourism, Ecology and Sustainability of Protected Areas in Kenya’ Journal of Natural Sciences Research 3:3, Koster, R.L., 2007.An evaluation of community based tourism development: how theory intersects practice. Priarie Perspectives Lopez-Guzman, T. and Sanchez-Canizares, S. and Pavon, V., 2011.‘Community based tourism in developing countries: a case study’. An Internation al Multidisciplinary Journal of Tourism, vol.6 (1), pp 69-84 Mearns, K., 2003. Commmunity based tourism. The key to empowering the Sankuyo community in Botswana. Africa Insight, 33:29-32 Mujuni C.N., K. N., P. van de Kop, A. Baldascini and S. Grouwels 1., 2003. ‘Community-based forest enterprise development for improved livelihoods and biodiversity conservation: A case study from bwindi world heritage site, uganda’. In World Forestry Congress. Canada, Quebec City. Ndivo RM, Waudo, J N and Waswa F 2012. ‘Examining Kenya’s Tourist Destinations’ Appeal: the Perspectives of Domestic Tourism Market.’. Journal of Tourism and Hospitality, 1, 103. OECD 2012.Tourism Trends and Policies, OECD Publishing, UK Paul, A. 2004. Tourism in a rural Ugandan village: impacts, local meaning and implications for development. Pergamon, New York. Pearce, D. 1992 ‘Alternative tourism: concepts, classifications and questions’, in Smith, V.L. and Eadington, W. R., (eds), Tourism Alternatives: Potentials and Problems in theDevelopment of Tourism, New York: John Wiley and Sons pp. 18–30. Rihiu, J.M., 2007. Capital for investing in community based tourism (CBT) – grants vs loans. National Ecotourism Conference Sanchez-Canizares, T. and Lopez_GuzmanL, 2013. Community – based tourism in developing countries: A case study Tourismos: An International Multidisciplinary Journal Of Tourism 6(1):69-84. Scheyvens, R., 2002. Tourism for development empowering community. Harlow: Prentice Hall Suansri, P., 2003. Community based tourism handbook.Responsible ecological social tour – REST project, Thailand. Tasci, A.D., semrad, K.J. and yilmaz, S., 2013. Community based tourism: finding the equilibrium in the COMCEC context setting the pathway for the future. Tang, K. 2013. Community based tourism. Singapore. Tefler, D.J., 2009. ‘Development studies and tourism’. In: Jamal, T. and Robinson, M. (eds). The SAGE ha ndbook of tourism studies, London: SAGE Publications Zeppel, H. 2006. Indigenous Ecotourism: Sustainable Development and Management. CABI.
Thursday, November 7, 2019
British army in Afghanistan
British army in Afghanistan Introduction The war in Afghanistan that broke in2001 evoked the intervention of the United States and United Kingdom. The main aim of intervention was to topple the Taliban and ensure there is liberty in the capital invaded by the Taliban. Helmand province has been the center of concern of the British army.Advertising We will write a custom essay sample on British army in Afghanistan specifically for you for only $16.05 $11/page Learn More British have the largest troop in Afghanistan followed by the United States. The number of British troops amounted to 9500 in 2009 and consisted of marine, sailors and even airmen. From 2001 to around March 2010, the British military forces have lost about 275 military personnel in this war and most of them died in Helmand. British have been applying conventional military forces in the conduct of counterinsurgency operations. The war in Afghanistan started with the conflicts between the British army and the Al-Qaeda and t he Taliban group as the supporters of Al-Qaeda squad. The struggle between these groups has turned out to be a complex counterinsurgency effort, which is an armed conflict carried out against an insurgency or a revolt. This is usually carried out by the armed forces allied with the government that is in power in the territory where the conflict is happening. The insurgency group aims at controlling the authorities in the territory they target like the case of Afghanistan. Counterinsurgency seeks to eliminate these insurgents as well as protecting the authority invaded by the insurgents. This has been the mission of British army in Afghanistan. British army has been using conventional military forces in their attempt to eliminate the insurgents in Afghanistan. This approach has been conflicting with the United States approach where they use unconventional military forces. The use of this approach by the British army has been criticized of being ineffective but British army still push for it. It could be argued that this is the only approach that the British army has and therefore they see every problem in Afghanistan as being solvable using the approach. This could be related to Abraham Maslow’s quote that â€Å"when the only tool you have is a hammer, every problem becomes a nail†The objective of this essay is to discuss the extent to which the quote compliments the British use of conventional military forces in the conduct of counterinsurgency operations in Afghanistan. The quote explanation applied For purposes of this essay, the quote â€Å"when the only tool you have is a hammer, every problem becomes a nail†is taken to mean that when one has only one approach (hammer) to a problem, he sees all problems (nails) similar to the one solvable using the approach. In another case, if the approach has worked in the past for several diverse problems, it may be viewed as a universal approach.Advertising Looking for essay on internatio nal relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also where all the other methods have failed, the remaining options becomes like the hammer and all the other problems becomes the nails. This may sound vague but the British army found their use of conventional military forces in their counterinsurgency operations the only hammer compatible for the nails related to the insurgents. According to Maslow, when an individual lacks enough knowledge or training for solving a certain problems, he proposes the same approach to all the problems2. For every problem encountered, the same solution is used or proposed. The idea in this case is that it is better to use the approach that is well known rather that the attempt to use another approach whose skills one does not have though may be more effective. The unfamiliar approach, however effective it is will not be proposed for solving a certain problem because it may prove ineffective if a pplied without the relevant skills. British army in Afghanistan The mission of British army in Afghanistan is to eliminate Taliban and Al- Qaeda groups in Afghanistan. The Taliban grouped is accused of helping the Al- Qaeda group in their terrorism acts. The experience that the British army has had in Afghanistan leaves them with the only option of using conventional military forces in their counterinsurgency operations in order to hush the insurgents. Despite the conflicting opinions of the American and the British armies, the approach seems the best for the British army. The American army opinion is to use unconventional military forces to eliminate insurgents in Afghanistan and protect the people and the territory central authority. The British army advocates the use of conventional armed forces where there is no use of weapons of mass destruction like nuclear weapons. This will eliminate the effects of nuclear weapons that may be suffered by non insurgents. The challenge posed t o the military forces involved in Afghanistan is distinguishing the non insurgents from the insurgents. The British army argues that the only way possible in eliminating the insurgents is to use conventional armed forces in order to protect the other people not involved. The conventional warfare involves direct confronting the opposing party using conventional weapons that are non chemicals. The weapons are aimed at hitting the opposing army and the fight b9is done in open ground. The general idea of conventional warfare was to destroy the military force of the other party and weaken them so that they do not get a chance to use conventional warfare.Advertising We will write a custom essay sample on British army in Afghanistan specifically for you for only $16.05 $11/page Learn More The British aim in Afghanistan is to weaken Taliban and the Al-Qaeda groups and make them to surrender. This tactics if successful may be helpful because it will completely elimi nate the opposing group. The approach will cause a lot of deaths because it involves direct confrontation. In forcing capitulation, every opposing force victimized and confronted and completely forced to surrender. The Taliban and the Al-Qaeda groups have been involved in a lot of world terrorism and the tactics to use unconventional method may seem to fail or have failed in some instances. The British army feels that the tactic of forcing the two groups to surrender will eliminate terrorism. Unconventional warfare is based on the ground that victory is not achievable without compromise. The tactic used is to win the support of one part of the opposing side and weaken the other thus eventually subdue the enemy. Non conventional warfare as opposed to conventional warfare involves the use of hidden tactics in fighting the enemy. These may be referred to as guerilla tactics where the two opposing forces are not aware of what the other group is planning. Conventional fare adopted by the British army believes in no compromise and aims at eliminating the opposing group or force them to completely surrender. The tactics and the outcomes of the conflicting groups are known and well defined. This approach is criticized of being non tactical and lack of fighting skills. It has resulted in many deaths and the Afghanistan government is calling for an alternative approach of fighting Taliban and the Al-Qaeda without causing loss of civilian lives. According to BBC News, in 2008, about 829 afghan civilians were killed in the attempt by NATO to fight Taliban insurgents1. The adoption of conventional warfare by the British army adoption of the conventional warfare in fighting insurgents in Afghanistan shows that the British army lacked fighting skills in fighting the Taliban and that is why they use the non-tactical method. The Quote In Relation To British Conventional Military Forces in Afghanistan The quotes is true in the context of British involvement in Afghanistan fight against the Taliban in that we will always experience problems that could be solvable by the tools that we have. The experience of British conventional military forces in conventional warfare is the only tool they had for countering the problem that they experience like the Taliban and the Al-Qaeda group. In a higher sense, the use of conventional military forces to confront the Taliban and the Al Qaeda group was an indication of lack of tactics. The conventional warfare is related to lack of fighting tactics and adopting direct confrontation that exposes your tactics to the enemy.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This shows that the British Army is applying one solution to every problem that is caused by the conflicting group. Taking in to consideration that the Taliban and the Al Qaeda groups cause many terrorism acts that may require different approaches to solve, it would indicate that British army proposes one solution to all the terrorism cases or other problems caused by these groups. That is conventional approach based on the notion that direct confrontation of the two groups will solve all the problems they cause. The conventional approach is the only tool (hammer) that the British army uses to solve the problems (nails) caused by the Taliban group. The approach is applied in solving all the problems caused by the Taliban but this may not be effective since different problems require different solutions. According to Maslow, the quote could mean lack of diverse skills or solution to a problem such that one applies the same solution to many problems2. Every problem caused by the Talib an in Afghanistan is taken as a nail solvable by the conventional approach, the hammer. The other explanation of the quote is that if all the other methods have failed, the only remaining solution will be attempted in all problems. The British army has been in Afghanistan for a long time and may be the only way out is conventional armed forces deployment. This will mean that the British army will take every problem as being solvable using the only available way out. The conventional warfare will be applied in all situations. The war in Afghanistan has been more intense until the British majority of the public thought that it was un-winnable3 Conclusion The quote â€Å"when the only tool you have is a hammer, every problem becomes a nail†affords a clear description of the British conventional armed forces involvement in the counterinsurgency operations in Afghanistan. They apply conventional warfare which may not suit the diverse tactics of the Taliban group. Conventional arm ed forces may not be effective inn Afghanistan and is facing much criticism. Footnotes 1BBC, Shift needed in Afghan combat. London: BBC News, 2009. Web. 2 A Maslow, Father of modern management: Maslows Maxim / Maslows Hammer. California: abraham-maslow.com, 2009. Web. 3 P Tristan, About.com: NATO and US Troop Deployments Casualties In Afghanistan. New York: The New York Times Company, 2009. Web. Reference List BBC, Shift needed in Afghan combat. London: BBC News, 2009. Web. Maslow, A, Father of modern management: Maslows Maxim / Maslows Hammer. California: abraham-maslow.com, 2009. Web. Tristan, P, About.com: NATO and US Troop Deployments Casualties In Afghanistan. New York: The New York Times Company, 2009. Web.
Tuesday, November 5, 2019
I wish I were…
I wish I were†¦ I wish I were I wish I were By Maeve Maddox A reader wonders whether to use was or were in the following examples: I wish I wereorI wish I was If only it wasor If only it were What is the rule? With these examples, the choice is obvous because the words wish and if only make it clear that the speaker is talking about something that is not so. In such a case the subjunctive is called for: I wish I were If only it were Sometimes the choice whether to use the subjunctive or the indicative is not so clear. To a large extent, English speakers dont pay much attention to the subjunctive. As long ago as 1926 H.W. Fowler called the subjunctive in English moribund. He went further and suggested that it never was possible to draw up a consistent table of uses of the subjunctive in English that would correspond to such tables for Latin. Although the subjunctive is not a big deal in English, some uses of it are still alive and not difficult to master. Depending on context, the choice between indicative and subjunctive can be as obvious as the examples with wish and if only. If I were/if he were/if she were These forms are called for when the statement refers to a state outside reality: If he were Governor he could pardon you. (Hes not the Governor.) If I were you, Id fix that leaky roof. (Im not you.) If she were an animal, shed be an armadillo. (Shes not an animal.) If I was/if he was/if she was These forms are called for when the statement refers to a state of being that existed, or could have existed in actual time: If he was ill, no wonder he left the oysters untouched. If I was unkind to you in those days, please forgive me. If she was lost in the woods, no one can blame her for being late. Sometimes the speaker must decide according to intended meaning: If she were sensible, shed order a background check on him. (I know her and shes not sensible.) If she was sensible, shed order a background check on him. (I dont know if shes sensible or not. She may be.) In his DCBLOG, David Crystal gives this example overheard in conversation: A If Jane was right for the part, Id cast her. B But thats the point. Is she right? A Well if she were, Id cast her, thats all Im saying This example shows an intermingling of indicative and subjunctive to achieve nuances of meaning. Stated rule at OWL DWT article on Mood 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 Grammar category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†Five Spelling Rules for "Silent Final E"A Yes-and-No Answer About Hyphenating Phrases
Sunday, November 3, 2019
Policy & development and evalvation 2 Essay Example | Topics and Well Written Essays - 2000 words
Policy & development and evalvation 2 - Essay Example It simply offers solution and tries to ascertain how an increase can be made to the number of people in the social housing. With examples from countries such as Britain, United States, and Sweden it analyses their policies and checks on whether they seceded or not. To this end, it is informative, sceptical, and analytical. To understand whether there can be an increase in the number of people who attain the social housing with the understanding that there are forces that fight this move and have led to the decrease of the same. Housing is a basic necessity. This then means that home ownership serves the purpose of ensuring that fundamental obligations are fulfilled. This may include raising the quality of family life and education. To this end, housing plays a fundamental role in the economies of both developed and developing countries with the governments of respective countries acknowledging this as a mirror of development. Housing policy then has been regarded in two different views; there are those who view it in terms of continuity or change with the change protagonist accusing the regime of short termism due to their nature of treating the housing as a â€Å"political football†and being chameleons in their nature of changing colours and direction to reflect party political preferences (Balchin and Rhoden 2002). These changing political positions have made it impossible to have choices that are rational in the housing sector. This change perspective is argued by Harloe (1995) who notes that th e case of British housing policy is ideal example where he links the change from the periods of 1919 to 1970s. He notes that this is as a result of both long term economic changes and shorter political tensions by stating that social housing widened from residual housing only in times of market disruptions and political upheavals. Barker
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