Events Management Report on Fan Expo †Canada Essay

This report has been commissioned by James Armstrong of Hobby Star Marketing to critically analyse and evaluate the Fan Expo Canada event. A general overview of the event will be provided as well as the event category it falls under and the implications of this. The event will then be analysed in terms of its social impact, the stakeholders involved and economic implications. This report is limited to the event information available on the internet and in the prescribed text for theory based arguments. This report aims to advise Hobby Star Marketing on the current and future states of their event and as related to tourism theory, what impact this may have on social and economic factors, as well as impact on event stakeholders as a whole. In conclusion recommendations will be put forward as to the best approach for event organisers to take in the future to ensure all stakeholders are kept satisfied as well as the wider community. 2.0 Description of EventFan Expo Canada is held annually at the end of each summer in Toronto Canada and features three days of non-stop festivities in the areas of video games, anime, science fiction, horror and comic books. The expo has been running for 12 years with its name recently being changed from the Canadian National Expo. Fan Expo is held primarily in the Toronto Metro Convention Centre and last year boasted over 37 000 admissions. Fan Expo is a unique event targeted to a specific range of markets. Having been dubbed in the past the ‘Nerd Prom’, the Fan Expo draws visitors from all around the globe to Toronto Canada, enhancing awareness of the region and its status in gaming, anime, science fiction, horror and comic book realms. Due to these factors it is suitable to classify this expo as a Hallmark event. This type of event is typically defined as a major one time or recurring event of limited duration developed primarily to enhance awareness or appeal and profitability of a tourism destination in the short or long term. In order to obtain success such events rely primarily on their uniqueness, status or timely significance to create both interest and to attract attention (Ritchie, 1984, p.2; Getz 1997 pp.5-6 in Allen et al. 2005). Fan Expo is highly significant to its target markets and provides the host venue, community and destination as a whole with a competitive  advantage over other conven tions of a simular nature in North America (third largest event of its kind in this region) (Hobbystar 2006). 3.0 Social Impact 3.1 Social BenefitsAll events have a direct social and cultural impact on their participants and sometimes on the broader host communities (Hall, 1989; Getz, 1997 in Allen et al. 2005). In terms of the Fan Expo, the social impacts are expansive and many benefits come to fruition as a result of the event taking place. One in particular is the validation of community groups associated with the event. A positive impact can be seen here through the acknowledgment of local comic book artists, with the talents of the normally ostracised minority being recognised and applauded at an international level. As the community is one of the major event stakeholders, not only are these groups validated but further encouragement of community participation also results due to the overwhelming achievements of specific community members. Social constancy and community pride are again other factors that result in benefits to the community of Toronto. Fan Expo brings tourists from all over the world to one epicentre of likeminded people. Through this experience the local community may volunteer and band together to present their city in the greatest state possible to expo visitors. The impact this effect has on the tourists is also significant as it encourages migration attractiveness as well as an increased positive image tourists have about the city of Toronto. This has a two fold effect as the community also notes the economic gain of for example encouraging a major video game expert to relocate to Toronto (stronger and more competitive local economy). In retrospect the community is more socially aware of itself and its visitors and is more likely to retain and develop higher visitor rates due to its strengthened welcoming culture. The convergence of these likeminded industry experts also facilitates an arena for the development of new ideas and partnerships both within the industry and between expo visitors. Tourists that bring already existing ideas to the expo then can have that idea realised through the resources of local and visiting industry experts (i.e. a gaming designer that wants to  sell his or her idea to a major video game corporation). The potential for economic growth due to this convergence is quite extraordinary. 3.2 Social Costs Of the research conducted about what social cost Fan Expo has had to the local community, one common theme that was realised was the apparent facilitation of strongarm tactics. In an overview of what was discovered, local comic book retailers were being forced by expo organisers either feature solely in their expo (not other competing expos) or not feature at all. The local community backlash from this decision was quite significant with many key industry leaders in the community moving to boycott the Fan Expo event. The ramifications of this monopolistic type approach on the community can cause not only resentment towards event participants and tourists, but also commodification of the event because of the lack of attendance of original industry leaders and pioneers (eg. instead of the creator of the comic book ‘The Phantom’ attending in person, Fan Expo constructs a video montage of the comic book creator and his work instead). This can cause dissonance between fans and organisers as what was once expected and a major highlight of the event is now replaced with a display that for most fans, the information presented is not uncommonly found on say the internet. On a whole, community resentment for the event taking place in their city can occur but also tourist resentment for the visiting the destination in the future is also a possibility. Social consequence such as criminal activity may occur as a result, specifically if some visitors have travelled a significant distance to attend the event. 4.0 Stakeholders In regards to the stakeholders for Fan Expo Canada, a number of categories can be used to separate the role and objectives of each. In terms of the host organisation, the Toronto City Council is a major figurehead as the support from local government for funding and other regulatory and staffing concerns is vital to the success of this event. Hobby Star Marketing as a corporation is also another obvious stakeholder as they are the primary event organisers and have substantial amounts of  resources injected into fate of this event. The Toronto Metro Convention Centre is also another key stakeholder as the event is being held at their premise. Their objectives for the event will be to ensure their function areas function as they should throughout the expo as well as working closely with Hobby Star to ensure all logistical requirements are executed without delay or error. Toronto as a community is also a primary stakeholder as its involvement and expectations for the event are additionally significant. For Hobby Star, their understanding of the local community is a key factor for the event to be a success. Specifically in this case, the understanding of local community comic book or gaming groups and societies will enable event organisers to develop the event to cater for the needs of these groups. Furthermore representatives from these groups could provide recommendations and assistance for future event ideas. In doing so the community expectations can be more accurately met and overall dissonance of the event significantly reduced (Allen et al. 2005). In terms of the media, local television, radio and print associations are also termed stakeholders as they have been invested in and have also dedicated resources to either cover the event progress or advertise the event in the weeks leading up. Due to the events widespread appeal, web media would also be considered an important stakeholder as accurate information needs to be communicated to tourists planning on attending. Web media is also important to monitor because as noted earlier, backlash or community opinions are not contained within the community when the web is involved, and negative impacts can occur quickly through use of the internet. Other stakeholders include event staff, volunteers and centre management and staff. Their role is to ensure the event plan is executed effectively and their presence as a required resource must also be nurtured through not only being catered for and looked after during the event, but also recognition for their contributions once the event has ended. One way this is performed is by volunteers being given free access to any event over the three days before and after their allotted shift time (Happy Star 2006). For any event  to be truly effective, the vision and philosophy of the event must be shared by all of the team (Allen et al. 2005). The participants of the event which include guest speakers, retailers, performers, industry professionals and the general public are also significant stakeholders. To make the event memorable and meaningful, the event manager must ensure all of these figureheads are satisfied in terms of what they want to get out of the event, which includes their physical needs of comfort, safety and security. At Fan Expo in 2006, it is the 40th anniversary of the birth of Star Trek and the key guest speakers are two famous stars from the original television series. Their involvement and satisfaction of how the event is run and managed will be reflected on how well they address the audience and subsequently the level of enjoyment the spectators receive. 5.0 Economic Analysis The economic standpoint in regards to events is the make or break factor – events must generate revenue to be successful. Therefore one of the most important impacts is the tourism revenue generated by an event (Allen et al. 2005). External visitors not only spend money on the event itself such as tickets and merchandise but also on items such as travel, accommodation and other goods and services available in the host city. This economic influx is sometimes depended on in many smaller communities however in the case of Toronto, effective tourism can result in visitors that are in town for the event to extend their stay and consequently increase spending (Allen et al. 2005). As described in Section 3.1, many business opportunities are possible through the interaction of local and visiting industry members. Furthermore their interaction with the local community and its economy may also give way for tourists to increase stay or indeed make a bid to stay permanently. For the expo, this could mean opportunities for more qualified industry leaders to be a part of the planning process for the following year’s expo. The overall benefits for Fan Expo could include for example the cast voices for the latest Star Trek game to be sourced and recorded in Toronto due to Microsoft Games setting up headquarters after negotiations. In hindsight whilst the  majority of the Fan Expo is based around a market and display type setup, there are also many exclusive forums and networking conferences that occur over the weekend to further facilitate the creation of business opportunities (Hobby Star 2006). Higher rates of employment can also result from this event – employment requirements for Fan Expo itself but also local industry members showcasing their talents then being offered work at a major firm. This can also have a negative effect as the local talent is snapped up and shipped out to other cities or countries, possibly damaging the part of the local economy they were once involved in. On the other hand if nurtured the community member could leave to gain more knowledge then return to the city, bringing with them a wealth of knowledge and experience that could significantly increase the economy of the city and region. On the agenda of negative economic impacts, opportunity cost can clearly be linked to the issues described in Section 3.2 in regards to strongarm tactics allegedly being used by Hobby Star Marketing. With retailers being forced to choose between festivals, the chance for economic gain is lost. Spectators that cannot attend the Fan Expo are left with no alternatives to view and purchase expo items and retailers in general loose out because of reduced exposure. This consequently forces retailers to ascertain which festival would be more financially beneficial to them, hence reducing exposure and possible loss of business opportunities. As stated in Section 3.2 this can generate a negative reputation for Happy Star and the Fan Expo in general and have many negative social and economic impacts. 6.0 Conclusions This report has provided an overview of the Fan Expo Canada event and classified into the Hallmark event category. The event was then analysed in terms of its social impact, the stakeholders involved and economic implications. This report has found that Fan Expo appeals to a unique market and draws visitors to the town of Toronto. It has outlined relevant stakeholders and their goals and found that increased integration of local community groups with the planning process of the expo could be beneficial to future success and reduced dissonance. This report described the importance of economic planning and how decisions that are made in the best interests of the event may not be in the best interests of the wider community. This report aims to advise Hobby Star Marketing on the current and future states of their event and as related to tourism theory, what impact this may have on social and economic factors, as well as impact on event stakeholders as a whole. In conclusion recommendations will be put forward as to the best approach for event organisers to take in the future to ensure all stakeholders are kept satisfied as well as the wider community. 7.0 Recommendations In hindsight to this report, the following recommendations are made:Increase communication with community industry leaders to ascertain the best approach in organising the event so maximum exposure can be generated. Further develop networking events at the expo and facilitate the creation of business opportunities and discovery of new talent in the local community. Promote to industry leaders the benefits of setting up operations in the community and tie this in with a major showcasing of their products at the following years expo. Work closer with Toronto City Council to further promote local and regional tourism to increase longer stays and increased economic activity. Reduce dissonance by operating competitively and ethically with other expos. List of References Allen, J O’Toole, W Harris, R McDonnell, I 2005, Festival and Special Event Management, John Wiley & Sons, Milton. Hobby Star 2006, Fan Expo Canada, viewed 20 August 2006, Getz, D 1997, Event Management and Event Tourism, Cognizant Communication Corporation, New York. Wikimedia Foundation 2006, Fan Expo Canada, viewed 6 August 2006,

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Sub-Saharan Africa - Essay Example The owners see wanting poverty level of the involved families as an easy way to even exploit them by giving meager earnings, which does not even commensurate with what they do. Hence, prompt them even using children in harvesting period who act as cheap labor for they given them much less compared to their adult counterparts (Freely Give Truth, 2013). Hence, prompting child labor statics augment instead of declining in these states. Many firms known to buy cocoa pressurize farmers into augmenting productivity without even minding their conditions for the crop’s demand globally is significantly high. The fact that they involve intermediaries who buy significant cocoa’s production from the farmers, make them have a huge influence on the farmers (Freely Give Truth, 2013). This way they create a monopoly and therefore they pay farmers as low as low as they want due to the great influence they have. This has prompted farmers yield to procuring children’s services for they are aware they will pay them meager wages, which translates to augmenting of child servitude statistics. There is no enough regulation to curb child labor since a child assisting in the farm is not legally wrong only if the child is involved in heavy work load. The government also has devised extremely low minimum pay, hence prompting the impoverished families to continuously wallow in poverty to the extent majority of them do not have any plan for future investments. Because many work to ensure they are capable of affording only day’s upkeep, which ought to be the case especially what they are producing fetches much global market. The CÃ ´te dIvoire regime together with cocoa buyers can effectively influence declining of this menace. In this case, the regime through devising adequate and effective policies barring farmers from employing children would be a good platform meant to start

The decline of the Great Muslim Empires Essay Example for Free

The decline of the Great Muslim Empires Essay From the middle of the fifteenth century and up to the end of the eighteenth century three Great Muslim Empires had been dominating in the Islamic zone of then world: the Ottoman Empire in Asia Minor, the Mughal Empire in India, and the Safavid Empire in Persia, forming the most rapidly expanding forces in world affairs (Kennedy 1989). They all failed sooner or later due to the internal factors such as weakening of centralized political control, excessive enlargement of the territories, religious diversity, and rulers conservatism resulted in failure to implement the modern technologies (Kennedy 1989). The prevailing factors of their sunset were not the same for each of them, although there were several common ones. But the major contribution to the process of their decay was made by the outer world. Internal weaknesses were enough to wreck the Muslim empires, but each also failed to recognize the threat to their dominance posed by the rise of the West. By the beginning of the seventeenth century the main world communication routes didnt pass through the Middle East any more and the European states dominated at sea turning a profit from their advances in science and technology and successfully carrying out the gunpowder policy as well as promoting their trade on the territories earlier controlled by the Muslim empires (Wells 1933). To find the factors which led to the decline of the Great Mughals, the Safavid Dynasty, and the Ottoman Empire, while the Europeans went ahead, we should investigate their features, compare them and draw a conclusion.   Considering chronology of their decline, one can find a certain similarity – the period of extinction went along by the reign of a certain leader: the Ottomans fell apart after Suleyman the Lawgiver rule, the Safavids – by the end of Abbas Is reign, and the Mughals – after Aurangzers rule. The timing of collapse for the Ottoman, Safavid, and Mughal empires substantially differ. While the Ottoman state declined for the period of three centuries, the Safavids drop was much faster as well as those of the Great Mughals. The reason of rapid Safavids decay noticeably lied in the uselessness to defend from the neighboring Ottoman Empire in the seventeenth century resulted in complacence of the Safavid Shans, their growing corruption and decadence. The Mughal Empires fall is owed to heavy hand rule and aggressive East India Company trade policy. Ottoman rulers in turn had a very short–term policy unwilling to develop their territory as well as to invest in it and mercilessly exploiting land and peoples, they relied on continuous expansion for stability, and when the empire did not grow, it gradually collapsed (Hooker 1999). The Ottoman Empire was the long–lived one in comparison with the Mughals and the Safavid dynasty (a short–lived one). It reached its peak by 1600 under the reign of Suleyman the Magnificent and then has been gradually declined up to the end of the eighteenth century, but even survived through the First World War, and was disbanded in 1918. The Mughal Empire survived until 1857, it, as Phillip Myers affirmed, lasted upwards of 300 years, – until destroyed by the English in the present century, but in fact its rulers after 1803 were the pensioners of the East India Company (Myers 1902). As for the Safavids their demise after the reign of Abbas I was too prompt, and internal disorder plagued the empire which resulted in Afgans successful conquest of its capital Isfahan in 1722 (Hooker 1999). The Ottoman Turks†¦ were to falter, to turn inward, and to loose the chance of world domination†¦ To a certain extent it could be argued that this process was the natural consequence of earlier Turkish successes: the Ottoman army, however well administrated, might be able to maintain the lengthy frontiers, but could hardly expand farther without enormous cost in men and money (Kennedy 1989). The latter thought by Paul Kennedy could be referred not only to the Ottomans – it also determines one of the main economic reasons underlying the nature of Safavids and Mughals sunset. It is very expensive business to run an empire encompassing vast territory and one day such empire becomes too big to be successfully governed. The rapid expansion of the Muslim Empires spread their governments and military administrations too thin. The enormous expenses impoverished them and built up long–standing hostility among the people towards the lavish emperors. This subsequently led to the frequent rebellions and instability in the society in all three concerned empires (Hooker 1999). The lack of flexibility in attitude to the newer weaponry and resistance to any military technology that threatened the dominance of the Muslim Empires caused them to fall behind Western nations. Backwardness of Janissaries, their hereditary membership since 1637 resulted in transformation of Ottomans powerful army into a mob of cobblers and weavers. In case of the Mughals the most dramatic effect was taken by the recruitment of slave armies that finally became to dominate their hirers and govern independently. Similarly to them the Safavid Shan Tahmasp I begun introduction of converted slaves into military since the middle of the sixteenth century who later would acquire positions of influence under Shah Abbas I. But after conclusion of the treaty delimitating frontiers with the Ottomans in 1639 the army got peace and declined in size and quality (Kennedy 1989). During the seventeenth century all three empires showed the signs of weakening centralized political control. At the same time vast corruption among the bureaucracy and local aristocracy became evident. In the Safavid Empire which was a theocracy unlike the Ottoman and Mughal nations a new class of wealthy religious aristocrats owed everything to the state, but plundered it. Later sultans in the Ottoman Empire reduced to puppets dominated by Janissaries and viziers. Venality and corruption run through all level of bureaucracy. The last Mughal powerful emperor Aurangzeb decided to extend the territory under his control to the entire Indian subcontinent, and this campaign although being successful emptied his exchequer and increased his enemies. He faced rebellions in the north, and throughout the empire Islamic invaders, Hindu separatists and Sikh revolutionaries caused centralized political control to break down. Furthermore the rebellions in all three empires were excited over economic reasons: the heavy tax burden posed on peasants, alienation of the non–Muslim merchant classes in the Ottoman Empire; land seizures from Quizilbash landholders by the Safavid ruler Abbas I; a punitive tax on Hindu subjects re–imposed by the Mughal emperor Aurangzeb (Hooker 1999). Religious diversity also contributed to the Great Muslims decay, although not so much as the above mentioned factors. Without religious tolerance the empires got a great many internal enemies disposed to the rebellions. The complexity of religion issue interrupted also the further development of the Muslim Empires. For example, Paul Kennedy stated with respect to the Mughals, that the system was weak at the core. The sheer rigidity of Hindu religious taboos militated against modernization (Kennedy 1989). The crisis in the Muslim Empires deepened also due to the external factors. They all were based on land routes, not sea travel, and this enabled the Europeans to dominate in trade by sea after discovering African water route to India by the Portuguese explorers. Muslim monopoly of trade with Asia ended then which unsettled the Ottoman economy and led to the inflation there. Although the English occasionally traded through Persia, the Safavids economy was weakened as well by the general loss of trade. Since the seventeenth century the trade routes in the world went through the oceans, which let the Europeans to have a great advantage controlling the trade by sea with India and the Far East. Having no seafaring skills, the Muslim Empires failed to resist to such domination, and they were to be reconciled with the presence of the Europeans in their cities (Wells 1933). In conclusion, the immense Muslim Empires were doomed to lose to the Europeans who advanced in science and technology, removed one of the sources of profit for the Muslim merchants having discovered new trade sea routes, and rose powerful nation–states able to gain territories not only due to gunpowder policy, but as the result of successful economic invasion. The Western Europeans, and particularly the Dutch, the Scandinavians, the Spanish, the Portuguese, the French and the British were extending the area of their struggles across the seas of all the world†¦ Great innovation, the ocean–going sailing ship, was inexorably extending the range of European experience to the further most limits of salt–water (Wells 1933). Bibliography Hooker, Richard. World Civilizations. Islam. Washington State University Web Site. 1999. http://www.wsu.edu:8080/~dee/MODULES.HTM Kennedy, Paul. The Rise and Fall of the Great Powers. London: Fontana Press. 1989. Pp. 10–16. Myers, Phillip V. N. A General History for Colleges and High Schools. Boston, U.S.A., and London: CINN Company Publishers. 1902. Pp. 460–464. Wells, Herbert G. A Short History of the World. London: Waterlow Sons Ltd. Printers. 1933. Pp. 168–235.

Educational Broadcasting Essay Example for Free

Educational Broadcasting Essay Radio became highly popular in the 1930s in Canada. A heated debate in the parliament helped Prime Minister Mackenzie King to set up a commission to create Canadian broadcasting system. Canada’s first network broadcast was in 1927. King addressed the nation from Parliament Hill. His speech gave indication that radio could be a valuable way for communication. It also deeply influenced his political career. Educational broadcasting was developed both at the federal and provincial level. This was marked by tension between the two jurisdictions. This paper studies the history of educational broadcasting in Canada. In 1927 the University of Alberta’s Department of extension was given the license to operate the radio station CKUA. By 1944 the Department of Telephones purchased and operated the station with the university retaining the license. The university also provided the programming for a fixed number of hours a day. The federal government in 1946 stated that broadcasting would be the responsibility of the government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the Carnegie Foundation donated a grant of five thousand dollars to the B. C Department of Education. Its purpose was to study the use of broadcasting in rural education. A school broadcasting department was created which ran programs for Grades 1 through 8. The CBC provided the crews while the Department of education provided the creative elements of the program. The service offered programs in music, science and history. It was later expanded to include the Western provinces of Canada. Educational radio began in Ontario in 1949. The Announcing and Radio Production course at the Ryerson Institute of Technology was operating the CJRT-FM. The station provided educational services to schools and the public. The license was help up to 1972. The general university budget had the CJRT funded as a special budget (Samuel, 1975). The government recognized the importance of electronic communications in Quebec. A bill regarding radio broadcasting was passed on March 1945. However nothing could be achieved because of a serious dispute between the federal and provincial government. The Department of Education began producing two hour radio programs in Nova Scotia in 1928. This was done in association with Halifax station CHMS. English, French, History, Music and Drama were the subjects discussed in the broadcast. Performers and actors also participated in the program. The programs were intended to support teachers. Formal educational radio programs were broadcast in 1942 by a national advisory council. These educational programs were based on the provincial curricula. They were produced in cooperation with education authorities in the various provinces. These policies reflected the constitutional position regarding the division of powers between the federal and provincial governments. The first experimental educational television broadcasts began in 1954. The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta. Television broadcasts were designed to be used by students and teachers. They consisted of instructions and formal educational programs which were linked directly with the provincial curricula. These educational programs were beneficial for the provincial communities. The Metropolitan Educational Association was formed in 1959 to use television broadcasting to serve the educational needs of Toronto. The CBLT in Toronto and CHCH in offered Hamilton Formal university courses. General educational programs like Two For Physics and The Nature of Things were highly popular. CBC television also presented sixty half hours programs each year for in school use. A yearly series of half hour programs called University of the Air was broadcasted each week during the 1960s. Studios were also connected with classrooms and laboratories using closed circuit television (Toogood, 1969). Channel 19 in Toronto was reserved for educational purposes in 1961. An educational television section was established in 1965 by the Ontario Minister of Education. This section was within the Curriculum Branch of the Ministry. There were plans for educational television. Ontario’s department of education applied for a license to open an educational television station. However the federal government refused the license. However a compromise was reached between the CBC and Ontario government. The CBC was allowed to apply to the new regulatory agency for broadcasting license on behalf of the Ontario Department of Education. Audio visual materials were made by Radio Quebec which was an audio visual production house. During the late 1960s it expanded its production to distribution of its materials. The Calgary and Regional Educational Television Association was incorporated in 1967. Closed circuit channels from the Instructional Television Fixed Service Band were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial University in Newfoundland is a leading producer and distributor of educational television programs since the 1960s. It has produced programs for closed circuit use on university campuses. It has also produced programs for the university’s education division. It has contributed in using television for distance education and teleconferencing. Educational television programs were designed by the Nova Scotia’s Department of Education to teachers and students. Production facilities have been owned by the CBC. The Department of Education has produced the programs. Video tapes have been developed for provinces. Teachers have also been provided these video tapes for classroom use. Prince Edward Island and New Brunswick have used video tape and film for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the development of national educational television service. The Canadian Radio-Television Commission was established in 1968. Educational broadcasting came under the jurisdiction of the Commission. The Canadian Educational Broadcasting Agency was established by the introduction of bill C-179. The agency held licenses and operated educational broadcasting facilities. The provincial authorities were responsible for production and programming. The federal government was responsible for transmission of the programs. The bill was withdrawn due to provincial pressure. The Quebec Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The act proposed broader powers than the proposed Federal bill C-179. The federal bill was not passed. This ended the phase for the establishment of a national education service. Ontario and Alberta pressured the federal government for the establishment of a provincially owned and operated educational television service. An interim government specified that the CBC would provide educational facilities and provincial educational communications authorities provide the programming. Broadcasting received undertaking under the regulatory power of the CRTC. At least one channel was obliged to make available for educational programming (Twomey, 1978). Provincial educational television was developed by TVOntario and Radio-Quebec in the 1970s. The CBC was awarded a license to act as an agent for the Ontario Ministry of Education by the CRTC. This also led to Channel 19 to become the first UHF channel in Canada. Educational television services used any format and program. Entertaining broadcast schedules were developed by the provincial educational television. This led to them breaking out of the lecture format. There was much criticism and opposition from conventional broadcasters. The right of the provincial authorities to decide what is educational has been upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting license. The OECA is a crown corporation that reports to the provincial legislature through a minister. The policy is made by the independent Board of Directors appointed by the Lieutenant Governor in Council. There is no direct government involvement in policy or programming decisions. The OECA distributes programs through video tape and their utilization in class rooms. New electronic technologies have been developed and used in marketing and utilization. Services have also been extended since 1973. Programs have also been sent to cable systems. TVOntario has become a popular broadcasting service. It has provided British dram, classic movies, documentaries and talk shows. It has become an appreciated public broadcasting services for Ontario citizens. French language programming has also been a part of the TVO broadcast. A separate service for the French community was initiated during the 1980s. Advertising is not carried on the English and French service. Funding comes from government grants and sale of programs (Twomey, 1978). CJRT-FM also evolved in the 1970s. Ryerson’s funding was changed by the Ministry of Colleges and Universities. There was no allowance for the radio station. There were announcements that the CJRT would cease its operations. However political activity saved the station. In 1973 the CJRT-FM was established as a separate and independent corporation. The CJRT-FM was a private non profit corporation and had its own independent Board of Directors. The station provided some university level courses. However most of its program content was classical and jazz music. Radio Quebec distinguished itself from other television services. It adhered to the concept of educational programming but did not bind itself by any federal definition. Education was part of culture and its main objective was to influence the culture of Quebec. During the 1970s a schedule of television programs was distributed directly into the cable facilities in Quebec City. During this time two UFH television stations were also established. Over the years the use of satellite distribution to transmitters to cable was initiated. Tele-Quebec has tried to reflect the culture of Quebec in the province’s regional aspects. Quebec has its own educational television broadcasting. Program formats are offered without contextualization. The Alberta government announced the setup of an Alberta Educational Communications Corporation in 1972. Two local educational television projects were taken by the corporation. It reported directly to the government. The provincial government was responsible for funding the television service and CKUA radio. ACCESS Network radio broadcasted at least twelve percent of its programming for education. The service has provide mix of music, news and community oriented programs. Programs were mainly formal educational programs designed for classroom use. It also began to act as the purchasing and distributor of audio visual material for the education sector (Foster, 1982) The Saskatchewan Educational Communications Corporation was created in 1974. It became known as the SaskMedia. The corporation provided audio visual and distribution service to the Ministry of Education. The 1980s saw increase success for provincial educational television services. Signal distribution increased the coverage via satellites to cable. Formal and informal educational programs were delivered to cable companies throughout the province by ACCESS Network television. The schedule consisted of English language provincial services. There was a mix of children programs, school programs, British dramas, classic movies and talk. CKUA and CJRT-FM were educational radio services established themselves by mixing classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to sell advertising and use other sources for revenue generation. Saskatchewan in the 1980s still had no prospects of educational television. However in 1984 the University of Regina delivered credit courses to five centers. This instruction service was expanded in the succeeding years. They were offered by a new agency, Saskatchewan Communications Network. It offered two educational television services. Formal services for closed circuit from the University of Regina and traditional educational services were offered for the general public. The Knowledge Network of the West Communications Authority (KNOW) was established in 1980 by a Cabinet Minute under the Societies Act of British Columbia. This was a public television service. It provided institutional and formal education system. It provided services which were complementary to the system. All programs were supported and developed by educational institutions and the government. Atlantic Canada in the 1980s also saw pressure for the creation of educational television. The CRTC in 1980 called for extension of services to remote communities. The Atlantic Television Network established the ATV-2. This was an alternative service providing satellite for cable television in the Atlantic region. It would broadcast four hours of educational programs on weekdays. It has become a provider of post secondary learning opportunities in the region (Foster, 1982). Manitoba has seen little activity in the development of provincial educational television. The province has used the CBC as the main public broadcasting service. The department of education in Manitoba cooperated with the CBC in providing schools programming. The 1990s was a decade of steady growth for educational television. Direct to home satellites made educational services available to the entire populations. The services were extended to the entire country. Other provincial educational television services like ACCESS, the Knowledge Network and SCN also expanded their educational services in the provinces. TVOntario and Tele-Quebec faced some government cutbacks but this did not impact their educational broadcasting services. The 1990s changed the situation for educational television service in British Columbia. The Open Learning Agency of British Colombia was established. It dedicated its segments to the college, university and school learning. New electronic systems were used to effectively deliver distance learning services throughout the province. The Knowledge Network became part of the Open Learning Agency. It also maintained a connection with the formal courses. Traditional education television evolved with children’s programming, British drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed a program schedule which funded and broadcasted locally produced documentaries. This reflected the local character and priorities of the province. These services were distributed by satellite to cable systems across the province. Funding came from yearly government grants. In Atlantic Canada educational services were provided by the ATV-2 network. Various universities in Alberta Canada use formal credit course for broadcast on this service. In Alberta provincial educational television and radio changed in the 1990s. In 1995 a new ACCESS television was introduced. It provided a new programming and business model. The look and style were also modern and youthful. There was a broader range of popular programming. Revenues were generated through the sale of broadcast air time. Educational products and services were also sold. Non commercial pre school programming was broadcasted in the morning. There was also a mix of non commercial ministry programs and US produced drama and movies. Traditional documentaries and magazine shows were also shown in the evening. Programs from the US were also broadcasted (Rosen, 2002). Specialty television in the 1990s was undergoing some rapid extension. Development work for a Canadian national educational television service was begun in 1991. The Canadian Learning Television was established. It was an adult oriented educational service emphasizing lifelong learning. It included two provincial educational broadcasters. Canadian Learning Television is Canada’s only national educational television broadcaster. It was launched in September 1999. It has financed specialty services by cable subscriber fees and commercial advertising. It works with universities and colleges. It also works with provincial educational broadcasters (Rosen, 2002). The twenty first century has seen provincial educational television services, radio services and national educational television performing very well. Despite fears of privatization this has not yet materialized. Radio and Television have become an important part of Canadian life. They have offered entertainment and education for thousands of Canadians. Canada’s educational broadcasting services have provided programming to its varied audiences. There have been feelings of loyalty and connection with these services. The appeal of educational broadcasting has been increasing in Canada. High quality educational programming has been provided which has been instrumental in spreading literacy. It has also helped in providing distance learning services to remote communities. Educational broadcasting has helped in responding to specific provincial needs and realities. Educational broadcasting has come a long way since its genesis. Formal and informal educational services have helped spread knowledge and enlightenment to many communities in Canada. They are an essential part of Canada’s cultural policy.

The Current Issues of Education in Cambodia

The Current Issues of Education in Cambodia Education plays very important role in the society. One country can be developed based significantly on the variety of Human resources. Anyway, the only way to get rid of Human Resources is Education. Thus, people have tried their best to find way to educate people in order to gain Human Resources for working and serving in the society. Cambodia is one of the countries in the world that has its own tradition of Education. Thus, how did Cambodia produce its human resources in the past? A system of education has been in place in Cambodia since at least the thirteenth century. This traditional education system was centered on local temples and involved teaching students about the foundations of religion, basic literacy, and skills such as carpentry that were relevant to the rural life of most Cambodians. While this nonformal system endured after the arrival of the French in Cambodia, it was gradually replaced by a Westernized educational model. The French authorities did not pursue this modern education system with any great enthusiasm and seemed unwilling to devote the educational resources that were needed to meet local demand. The educational heritage of the colonial period in Cambodia was the importation of the Western idea of a formal school system and the gradual undermining of its traditional counterpart. The colonial era introduced to Cambodians the idea that education could lead to upward social mobility. It was a realization that led to extraordinary demand for access to education in the years that immediately followed independence. There were so many problems existed in education sector in Cambodia and it is still remain existing in present day such as the inequality of participation between boy and girl at school poor attendance by girls at school, widespread difficulties in communications; the problems of hygiene and water supply within education facilities, and lack of trained educational personnel. The countrys teachers, who are grossly underpaid, have resorted to charging their students unofficial fees. Many are spending less time in the classroom as they seek additional employment elsewhere. Almost 20 percent of students in urban areas, and 26 percent in rural areas, have repeated at least one grade at school. From every one thousand students who begin primary school, only twenty-seven will graduate from upper secondary school. Girls, students from remote areas, and the poor are all grossly underrepresented in education statistics. With these significant problems as a backdrop, and the school-age populat ion continuing to grow, the Cambodian government still denies the education sector the funding it needs to realize its important role in Cambodian society. The education system in Cambodia continues to be overwhelmed by many difficulties, including an acute shortage of qualified teaching staff, poor morale due to low salary levels and lack of suitable teaching materials. Attendance at school remains limited in rural areas since children are often expected to stay at home and help their families in the fields. What methodology did Cambodia use in Education? Cambodia conducted the teacher-centered in teaching and this methodology keep conducting until the last few decades which there were some changes in Education Curriculum. In the past, students were strictly forced to learn by their teachers and most of time they were punished by various activities including violent. Therefore, many students were frighten and afraid of their teachers and finally decided to drop out of school. Nowadays, student-center methods are accepted but it not completely implemented effectively due to the lack of qualified trainers and teaching aids. II. Biography of Friedrich Froebel Life of Friedrich Froebel Friedrich Froebel, a German Philosopher, was born on April 21, 1782 in Oberweissback, Germany; Friedrich was the youngest of six children. Friedrichs mother died when he was still an infant, and his father, a pastor, left him to care for himself. When he was ten years old, his uncle took over his care. As a young child, Friedrich Froebel spent a lot of time playing alone in the gardens around his home. This led to a love and respect of nature that would remain throughout his adult life. In 1797, Froebel attended school to learn about forestry, geometry, land surveying, and valuation; and by 1802, he was working as a forester. Ever the student, Friedrich attended Frankfurt University to study architecture, and later, began teaching under Johann J. Pestalozzi, a well respected educator of the day. Pestalozzi welcomed the poor into his school, including orphans. He believed that children needed to be active in their own learning. Froebel died on the 21st June 1852. Work of Friedrich Frobel It was at Frankfurt, where he was studying architecture that he developed some relationship with the Director of a Model School. This director discovered that true field for Frobel was education. Then Frobel was advised to give up architecture and join the Model School. Froebel found his long-missed life element and was in-expressibly happy with the job of teacher. He worked there for two years. Latter he felt that he should have more training in the teaching profession. Thus, he undertook to coach three boys of one family. He was dissatisfied with his own work so he took his wards to Pestalozzis school at Yverdun where he remained for four years. His desire for knowledge of natural science carried him in 1811 to Gottimgen University whence he went to Berlin. Two years later, his university studies were interrupted as he joined the Army. Military experience showed him the value of discipline and united action. In 1814, he returned from military and became a keeper of the Museum in Be rlin. But he still kept thinking about becoming an educator. In 1816, he opened a small school which became a successful institution in 10 years. He published a book about The Education of Man which was very great work of him. Froebel opened a school in Switzerland in 1830. The Swiss Government took advantage of his presence and sent their teachers to him for instruction. Soon he moved to Burgdorf to run an orphanage and to superintend the training of teachers for short time courses of three months. In these conferences with the teachers, he learnt that the schools suffered as they did not get good raw material the educand. This he believed was due to no education in the pre-school age. In 1837, at the age of 55, Friedrich Froebel founded his own school and called it kindergarten, or the childrens garden. Kindergarten was a new word created by Froebel to express his vision for early childhood education: Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers. His Philosophy on Education Prior to Froebels kindergarten, children under the age of seven did not attend school. It was believed that young children did not have the ability to concentrate or to develop cognitive and emotional skills before this age. However, Froebel expressed his own beliefs about the importance of early education by stating that . . . because learning begins when consciousness erupts, education must also. Froebel labeled his approach to education as self-activity. This idea allows the child to be led by his or her own interests and to freely explore them. The teachers role, therefore, was to be a guide rather than lecturer. Froebels kindergarten was designed to meet each childs need for: physical activity, the development of sensory awareness and physical dexterity, creative expression, exploration of ideas and concepts, the pleasure of singing, the experience of living among others, and satisfaction of the soul Froebels school featured games, play, songs, stories, and crafts to stimulate imagination and develop physical and motor skills. The materials in the room were divided into two categories: 1. Gifts: were objects that were fixed in form such as blocks. The purpose was that in playing with the object, the child would learn the underlying concept represented by the object. 2. Occupations: allowed more freedom and consisted of things that children could shape and manipulate such as clay, sand, beads, and string. There was an underlying symbolic meaning in all that was done. Even clean up time was seen as a reminder to the child of Gods plan for moral and social order. In 1852, after a short illness, Friedrich Froebel passed away. During his lifetime, he changed the face of education in Germany, and led other educators to follow in his path. Between 1848 and 1852 thirty one kindergartens had been founded in German cities. Unlike other educational institutions, many kindergartens were open to children of all social classes and religious denominations. The teachers encouraged broadmindedness and understanding among these varied segments of the population. Froebels most important gifts to children were invaluable. He gave children respect for their intellectual and emotional, abilities and development, the classroom, and that which he needed most as a child. A teacher who took on the role of loving, supportive parents. Friedrich Froebel was truly a pioneer of Early Childhood Education, and a role model that all educators can still learn from today. III. Conclusion What is Friedrich Froebel Perspective on Education? And how did Froebels theory help Education in Cambodia to be better? In 1837, after years of trying to establish better schools for children, Froebel founded the first Child Nurture and Activity Institute, or Kindergarten. This school was designed for infants, reflecting Froebels belief that an improvement to infant education was necessary for educational reform. In spite of Prussian government opposition to kindergarten, the idea spread throughout Europe, effecting a lasting change to childrens education. Thus, we can see that, Froebel pay particular attention on the children education especially in the preschool education. In contrast, based on the history of Education in Cambodia society, people dont pay any attention to child education. Most children need to help their parents to earn the living and they are always staying at home and go to the rice field. This tradition leads Cambodia to have extremely poor educated people. Nowadays, many kindergarten schools have been established in Cambodia. People send their children to preschool for education as well as they are busy in their job and have no time to take care of them. We can see that, children who have attended in preschool education learn well and more qualified than those who didnt attend the preschool education. In short, in order to produce good human resources, Cambodia should adopt Froebels theory of Education. We should take particular attention on Children because education is the development of habits, attitudes and skills which help a man to lead a full and worthwhile life. Thus, we need to start educating them at the early stage of their life. IV. References Ayres, David M. (2005). Anatomy of a Crisis. Education, Development and Education Taneja, Vidya Ratna V.R.(2010). Educational Thought and Practice Zimmermann, Thomas Cohort 5. Course Reading. Foundations of Education(MEd103) http://hubpages.com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten http://www.culturalprofiles.net/cambodia/Directories/Cambodia_Cultural_Profile/-36.html

Abortion Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Abortion is the termination of pregnancy before birth, resulting in, or accompanied by, the death of the fetus. Some abortions occur naturally because a fetus does not develop normally. Or because the mother has an injury or disorder that prevents her from carrying the pregnancy to a full term. This type of abortion is commonly known as a miscarriage. Other abortions are induced. Induced abortions are intentionally brought on, either because a pregnancy is unwanted or presents a risk to a woman’s health. Induced abortion has become one of the most ethical and philosophical issues of the late 20th century. Modern medical techniques have made induced abortions simpler and less dangerous. But in the United States, the debate over abortion has led to legal battles in the courts, in the Congress of the United States, and state legislatures. It has proven to be spilled over into confrontations, which are sometimes violent, at clinics where abortions are performed.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different methods in having an abortion. Induced abortions are performed using one of several methods. The safest and most useful and appropriate method is determined by the age of the fetus, or the length of pregnancy, which is calculated from the beginning of the pregnant woman’s last menstrual period. Most pregnancies last an average of 39 to 40 weeks, about 9 months. This period of time is broken up into three parts known as trimesters. The first trimester is the first 13 weeks, the second trimester is from the 14 to 24 week and the third trimester lasts from the 25th week to birth. Abortions in the first trimester of pregnancy are easier and safer to perform, that is because the fetus is smaller. Abortions in the second and third trimesters are more complicated procedures, which present greater risks to a woman’s health.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the United States, a pregnant woman’s risk of death from a first-term abortion is less than 1 in 100,000. The risk increases by about 30 percent with each week of pregnancy after 12 weeks. Although it is so dangerous many women continue to have abortions. There are even some drug medications used to terminate a woman’s pregnancy. In a method commonly referred to as the morning-after pill, a woman is given large doses of estrogen which is a f... ...rtion which is extremely dangerous. On the other hand, the argument against having abortion is that it can be very risky. Some abortions are so severe that they can kill you. Most of the abortions don’t necessarily have to protect the mothers health since she wants to kill the baby. If the mother doesn’t want to baby so badly than she should put it up for adoption. Majority of the abortions performed in the United States are done in an unskilled way, which leads to either woman dying or having horrendous side effects such as the inability to have children. The woman who is having the abortion should be responsible to prevent a pregnancy from the beginning of the sexual relationship.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion I feel that abortion should be legalized through out the world. I think an amendment should be passed for all those unwanted mothers who either can’t afford to have a baby or who just don’t want it. Obviously my position on this case is to allow the choice of an abortion in any case. I hope I’ve proved my arguments for having an abortion. In the future, I aspire that abortion will be legal in all states and not just selected states through out the country.

World of the Work Essay -- Literary Analysis, Song of Solomon

Toni Morrison’s novel Song of Solomon tells the account of an African American male's hunt for his individuality through a discovery of his ancestor’s past. Morrison tells this legend through the character of Solomon, the great-grandfather of Milkman Dead. Through learning of the tale of Solomon and his capability to soar, Milkman discovers a strong sense of satisfaction in his heritage and realizes he must treasure his community and family. While most of the narrative occurs from 1931-1963, there are intermittent flashbacks from the late nineteenth century. Two distinct settings in Song of Solomon play a key but contrasting role in identifying and understanding the personality of its inhabitants and the importance of human interaction as a whole. While the town close to Lake Superior is never given a title, the reader imagines it is Detroit, Michigan. In the beginning of the novel, the narrator focuses on the Southside and the road the residents call â€Å"Not Doctor Street†, a primarily black area (Morrison 4). This street name gives â€Å"Southside residents a way to keep their memories a...

Gun Control Essay examples -- Argumentative Firearms Essays Papers Wea

Gun Control Gun control is an issue that many are faced with daily. Parents are concerned about the safety of their children more now than before. Some want gun control and some do not. I am against gun control because I believe if properly educated about a gun, anyone can use it to a certain extent. I know gun control laws would help cut back on the store robberies, bank robberies, gang shootings, etc. Gun laws that restrict the sale of handguns would help keep handguns out of criminals’ hands. I understand the beliefs of some who feel that by banning guns the streets and communities would be a much safer place. Gun control laws are not the cure-all for all of society’s problems. Yes, they would cut back on many crimes, but they will not completely â€Å"cure† all of them. People who are for gun control commonly base their decision on myths. Here are just a few of the many myths about gun control:  ¥ Gun Control Saves Lives  ¥ Guns Should be Banned Because They Kill Thousands of People Each Year  ¥ Gun Control Reduces Crime Above are just three of the many myths of gun control. Let’s take a closer look at each one of these. Gun Control Saves Lives â€Å"The truth is gun control costs lives, as evidenced by cities which enforce near total bans on firearms ownership. That’s because criminals don’t obey gun control or any other kind of laws. This means that citizens who do are effectively rendered defenseless.† (â€Å"Saves Lives†) How can a waiting period help an innocent person that is being stalked or threatened? Does prohibiting a person from carrying a gun keep them safe from rapists or attackers? How do any of the gun control laws keep you safe? Which one would save your life if you were being attacked ri... ...ral to the ‘Gun Control’ Movement.† Educational. 5 March 2001 http://spot.colorado.edu/~tiemann/guns.html â€Å"Dr. Tim Wheeler Interview.† Online Posting of Interview. 5 March 2001 http://www.guntruths.com/Resource/dr_tim_wheeler_interview.htm â€Å"Gun Control Saves Lives.† Online Posting. 5 March 2001 http://www.guntruths.com/Myths/gun_control_saves_lives_the_trut.htm â€Å"Guns Kill Thousands Every Year.† Online Posting. 5 March 2001 http://www.guntruths.com/Myths/50,000.htm Madden, Russell. â€Å"The Myth of Gun Violence.† The Laissez Faire City Times, Vol. 4, No 9, February 28, 2000. Polsby, Daniel D., and Dennis Brennen. â€Å"Taking Aim at Gun Control.† The Heartland Institute Web page. 5 March 2001 http://teapot.usask.ca/cdn-firearms/Polsby/gcsumm.html â€Å"Ten Myths about Gun Control.† Homepage. 5 March 2001 http://www.arachne-web.com/shooting/10myths.htm

Can illiterate Students Graduate from High School?

According to a study conducted by the U. S. Department of Education and the National Institute of Literacy, â€Å"14 percent of American adults can't read, and 19 percent of high school graduates can't read. † What’s more, the number of functionally illiterate adults is increasing by approximately two and one quarter million persons each year. Why does this condition exist? There are four primary reasons students might graduate from high school without knowing how to read.There could be additional factors such as geographical factors, individual disabilities, gender bias, inadequate facilities and poverty; however, illiteracy continues to have these four main causes: cheating on the exams, social promotion, a kind of special talent and proficiency at memorizing examinations. The first strategy to mention is cheating. As John Corcoran, a former high school and head of a multi-million dollar business but couldn’t read due to dyslexic, used to cheat on the examinati ons, explains, â€Å"I was like a cat burglar, and the jewels were the degree†(Feeney).Like Corcoran, students cheat in may ways. Some of them copy from others; some take out their textbooks or reference books to copy; some copy from small pieces of paper on which they had prepared the answer for the exams; still some use the modern communication tools such as an Iphone or Ipad. No one likes to fail, neither do illiterate students; therefore, they regard cheating as a short cuts to pass their exams to earn a high school diploma.Another way that illiterate students graduate from high school is thanks to social promotion, the practice of promoting a student to the next grade only at the end of the current school year, regardless of when or whether they learn the required knowledge. This allows them to keep them with their peers by age, protect their self-esteem and promote the students who are weak in one subject on the basis of strength in the other areas(Cooper).For instance, we didn’t have social promotion before 1992 in China, and the entrance exam was extremely challenging. The students who failed had to be held back. However, educators claimed that retention was not a cost-effective response to poor performance when compared to cheaper or more effective interventions. They also noted that retention had hard financial costs for school systems; requiring a student to repeat a grade was essentially to add one student for a year to the school system, assuming that the student did not drop out.Some parents worried that older retained students would victimize younger students. As a result, social promotion was established as a solution to help the students get the real knowledge. There was no question that the kids unable to read or write were going to the next grade directly. The third factor that illiterate students but with special talents could win pass through when comes to graduation, like John Corcoran. He learned how to take advantage of hi s talent for sports to compensate for his disability I mentioned before.Feeney discusses, in his article â€Å"The Teacher Who Couldn’t Read†, â€Å"At Texas Western College, which he attended on an athletic scholarship, Corcoran conjured up a method to avoid courses requiring reading in class and essay writing. † Typically, an increasing number of students, parents and educators pay more attention to the special talents that they learn nowadays. If you have some talents in sports, music, science or machine, you almost win a ticket to the colleges even though you aren’t able to read or write.The final factor that illiterate students graduate from high school is that these students are good at taking examinations. More specifically, they are skilled in memorizing the exam questions. In â€Å"Teenagers in Dreamland,† Robert J. Samuelson points out that increasing adolescent autonomy is resulting in reduced academic skills/ performance of students. Sc hools have to downgrade the academic standards as well as the entrance exams. Some substandard schools even just focus on preparing for the examinations.The only job for the student is to memorize all the questions. The teachers help to prepare all of the questions for the students, but we all have a responsibility to support these students to polish their skills, so they can graduate knowing how to read as well as write. According to the analysis above, there are many strategies to graduate from high schools without how to read or write in the list. These students may have a huge disadvantage. These students will be prevented from gaining the information they need to be successful.Illiterate adults don’t have the same advantages in the world. They won’t know how to negotiate contracts, interview the jobs, and may not know how to get help when they are in trouble. Therefore, schools as a part of society should do what they can to prevent students from graduating high s chool as illiterate students. I believe that education uplifts us. It is the only path which can lead us to wisdom and liberation. No matter what kind of obstacles that may lead to students graduating illiterate, the best solution for us all to be sure to prevent this problem.

Disadvantges of Joint Family

extended family also has some disadvantages just like any other thing. For instance, one’s privacy may be denied in some cases because of the large number of people. There are some things you will want to do alone or sometimes one may want to think or spend time alone in privacy all of which is very hard to do in the extended family especially a very large one. There is also a kind of monarchy in extended family. A decision made by the over head which is usually the grandfather cannot be challenged any other person. This is a disadvantage because one may not be allowed to exercise his rights of freewill to something.Some Children get spoilt in extended family by the grandparents. Because the grandparents so love them, they are given freewill to almost anything for some even the bad deeds are ignored. The grandparents may also prevent the parents from taking action on their children and this brings about disrespect from the child’s end. Trouble, quarrel and conflicts are almost inevitable in extended family. Most times, there are fights especially when there is no mutual understanding among members. You hear about cousins fighting cousins, an uncle hates his nephew and so on and so forth.On the other hand, quarrels are almost null in the nuclear family. Who do you want to fight? Your siblings or parents. But in the extended family, due to the large size and little far relationship between people, these conflicts tend to prevail. Looking at both sides, it can be deduced that even though extended family has some disadvantages, still yet, the advantages outweighs the disadvantages. Its practice in Africa should therefore be preserved. People should realize the value of having family there to help support them when in need and to give them wisdom in ways that were never thought to be possible.

The Rise of Technology, the Fall of the Human Mind

Pretty much all of the excitement over the last century has been about the new advanced technology, most people are fooled by thinking they need the newest and the best. But to what extent is this new technology ruining the environment and the actual people? It is believed that with all the new technology people are becoming less healthy as they can use the technology to do all the work for them. Have the people of the world become too dependent on computers, cars, the internet, different machines, cellphones and high tech calculators? Technology has become the most common used thing in the world. Technology is every aspect of the human life, it effects from the time we wake up to the time we go to bed. We can say that,†living without technology is like living without air† in this technical world of today, therefore, we are much too dependent on technology. Since the industrial revolution, society has become more and more dependent on technology. So much so that we sometimes lack the willingness to think before we act. Technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function. Technology has affected society and its surroundings in a number of ways. Every small work we do is technology dependent. Today every other person is recognized with the device he carries, which is technically advanced. People in today’s society are always looking for ways to improve their lifestyles and in some way help deal with their physical environment. Even in the shelf life in our grocery stores, the food products increase with help of everyday technology and the preparation time of food is reduced with the help of new machines and equipment, making the person buying it have easy consumption and also saving a lot of productive time. Whereas back in the day it was very time consuming to hunt and kill your prey to be able to eat. The whole food industry has completely changed with the new technology we have today. The invention of the television has brought all forms of entertainment into our houses with video and audio combined. Before 1950, newspapers and radio were the only ways to bring media or entertainment into the home.

Business in China

Would US companies be better suited trying to â€Å"go it alone† in China or to partner with a company that will provide tangible assets and other services for the US-based MNC? What stumbling blocks might exist when partnering with a company in China? After reading the article I believe that a US company will partner up with a company that will provide them with tangible assets and other services. As the fastest-growing major economy in the world, China continues to offer global companies attractive investment and business opportunities.However, doing business in China also means navigating the complexities that arise from China’s unique historical, political, and cultural contexts (Burkitt, 2012). Establishing a company in China can be a trying and tedious task requiring elaborate approval and registration procedures. Despite the challenges, leading US companies are succeeding in China by developing collaborative relationships with Chinese stakeholders and demonstrati ng the agility to continuously adapt their strategies to the country’s dynamic environment. Applying for approvals from various authorities is common in China.Navigating China's complex business and regulatory environment to submit the applications to the right channels is an extremely tedious process that the enlightened businessman would rather leave to a partner in China. These companies are positioning themselves for long-term success by embracing the Chinese proverb qiu tong cun yi, which means â€Å"seeking similarities while respecting differences. † In doing so, they are co-opting China’s long-term interest in stability and prosperity into their business strategies, China investment regulations and compliance issues (Chu, nd).China is doing business more and more the American way, but non-Chinese executives still must work hard at building trust in relationships with their Chinese business partners. Chinese business strategy has changed a lot, and they a dopt western practices (Chau, 2012). Cultural misunderstandings and stereotypes are one of the main causes of business failures, when doing business overseas. You should be able to share your vision and enthusiasm, with a good partner, who can bring expertise in the areas in which you are inexperienced.Having a partner from China with a good reputation and should be someone who understands the legal and financial responsibilities endemic to sharing a business, most importantly, it should be someone who has a good relationship base business culture of China; it might be advantageous to learn about some basics of the Chinese language, culture, history, and geography (Csanad, nd). If done so, your Chinese potential business partners will take you much more seriously, and you will have more chance of being able to get the business with whom you get along and also to keep up with frequent regulatory changes can prove daunting for businesses.There are some barriers in doing business in Ch ina, because we must learn the cultural and religious differences. One con is that most Chinese business activities and deals are made through face to face interactions. To successfully launch a business in China you will need to travel to china and meet with your partners and employers unlike in the US they will do meetings on the phone and via webcam.A pro, which can still be part of barriers, is that having a Chinese company as a partner they can help you with land and buildings, because they know the country and where the best place would be the con to that is that you have to rely on someone else, to do the leg work with you. Another barrier is that the US likes to work direct and have upfront communication while the Chinese are the opposite; they are indirect and try to avoid accountability for making business decisions, the US always like to take accountability and deal with things head on.A barrier that must be overcome is that American’s tend to be overly friendly, p atting each other on the back and saying good job, whereas in China that is not done, patting someone in the back can be construed as aggressive and insulting. I have to say that the barriers can be overcome, but it will take time, it’s just a matter of getting use to the cultural differences. This will take time, but it can be achieved. Business in China Would US companies be better suited trying to â€Å"go it alone† in China or to partner with a company that will provide tangible assets and other services for the US-based MNC? What stumbling blocks might exist when partnering with a company in China? After reading the article I believe that a US company will partner up with a company that will provide them with tangible assets and other services. As the fastest-growing major economy in the world, China continues to offer global companies attractive investment and business opportunities.However, doing business in China also means navigating the complexities that arise from China’s unique historical, political, and cultural contexts (Burkitt, 2012). Establishing a company in China can be a trying and tedious task requiring elaborate approval and registration procedures. Despite the challenges, leading US companies are succeeding in China by developing collaborative relationships with Chinese stakeholders and demonstrati ng the agility to continuously adapt their strategies to the country’s dynamic environment. Applying for approvals from various authorities is common in China.Navigating China's complex business and regulatory environment to submit the applications to the right channels is an extremely tedious process that the enlightened businessman would rather leave to a partner in China. These companies are positioning themselves for long-term success by embracing the Chinese proverb qiu tong cun yi, which means â€Å"seeking similarities while respecting differences. † In doing so, they are co-opting China’s long-term interest in stability and prosperity into their business strategies, China investment regulations and compliance issues (Chu, nd).China is doing business more and more the American way, but non-Chinese executives still must work hard at building trust in relationships with their Chinese business partners. Chinese business strategy has changed a lot, and they a dopt western practices (Chau, 2012). Cultural misunderstandings and stereotypes are one of the main causes of business failures, when doing business overseas. You should be able to share your vision and enthusiasm, with a good partner, who can bring expertise in the areas in which you are inexperienced.Having a partner from China with a good reputation and should be someone who understands the legal and financial responsibilities endemic to sharing a business, most importantly, it should be someone who has a good relationship base business culture of China; it might be advantageous to learn about some basics of the Chinese language, culture, history, and geography (Csanad, nd). If done so, your Chinese potential business partners will take you much more seriously, and you will have more chance of being able to get the business with whom you get along and also to keep up with frequent regulatory changes can prove daunting for businesses.There are some barriers in doing business in Ch ina, because we must learn the cultural and religious differences. One con is that most Chinese business activities and deals are made through face to face interactions. To successfully launch a business in China you will need to travel to china and meet with your partners and employers unlike in the US they will do meetings on the phone and via webcam.A pro, which can still be part of barriers, is that having a Chinese company as a partner they can help you with land and buildings, because they know the country and where the best place would be the con to that is that you have to rely on someone else, to do the leg work with you. Another barrier is that the US likes to work direct and have upfront communication while the Chinese are the opposite; they are indirect and try to avoid accountability for making business decisions, the US always like to take accountability and deal with things head on.A barrier that must be overcome is that American’s tend to be overly friendly, p atting each other on the back and saying good job, whereas in China that is not done, patting someone in the back can be construed as aggressive and insulting. I have to say that the barriers can be overcome, but it will take time, it’s just a matter of getting use to the cultural differences. This will take time, but it can be achieved.