Thursday, October 31, 2019

Principles of Marketing Essay Example | Topics and Well Written Essays - 1500 words

Principles of Marketing - Essay Example The formulation of a long term marketing plan ensures that the resort remains a popular tourist destination and highly competitive. In 2007, Alton Towers joined Merlin Entertainment Group which is the second largest and the most dynamic tourist attraction (Fyall et al., 2008). Merlin manages tourist attractions, hotels and holiday villages in different parts of the world. The growth strategy involves the continuous investment in all the attractions to improve quality of the customer service and experience. The company also aims to develop the theme parks into short break resort destinations with the inclusion of accommodation options and more quality entertainment along the Alton Tower model. Alton Towers is the ninth most visited theme park in Europe and the most popular park in the UK. The park attracts approximately 2.7 million visitors annually (Alton Towers, 2010). The resort has developed a 10 year plan to remain a favorite tourist destination and to ensure its competitiveness. Upon finalization, the plan should be handed over to the Council to notify them about the review process for the production of a n ew (SPD) Supplementary Planning Document for Alton Towers. Alton Towers should consider its environment before choosing the marketing principles to apply. The internal environment is composed of the staff, office technology and the departments in the organizations. The micro environment is composed of the customers, distributors and suppliers while the macro environments is composed of the Political (Legal) forces, Economic, Socio-cultural and Technological forces which are popularly referred to as PEST (Hooley et al., 2004). These factors play an essential role in the creation of a marketing strategy. The success of an organization goes beyond the PEST analysis since it should consider the strengths, weaknesses, opportunities and threats which are referred to as the SWOT analysis. The resort has positioned itself

Tuesday, October 29, 2019

HUMAN RESOURCES MANAGEMENT STRATEGIES TOWARDS APPLYING ELECTRONIC- Essay

HUMAN RESOURCES MANAGEMENT STRATEGIES TOWARDS APPLYING ELECTRONIC- GOVERNMENT - Essay Example Applying modern technology in governmental operations or what is now called E-Government is a change for modernization in all activities, procedures and governmental treatments. Furthermore, it is simplifying and specifically changing the operations from traditional systems to technical (electronic) systems for raising the level efficiency of administrative work and the standard of performance. This is achieved by computerizing the system to save time, efforts and money in the national standard. Moreover, the computerized government operations are not for a specific category, rather it includes all the citizens and business establishment. This modernization has a number of aspects in its type, mean and models with its procedures and steps to be carried out between the administrative governmental organizations and business sector (Ibrahim 2004). The concept of E-Government is as a way through which the government offers its services to the citizens of its countries and the electronic business sector by making use of modern technology without the applicant service to transfer between the governmental units. Even though, the concept of E-Government has become the name for progress and administrative distinguishing but it faces some conceptual and practical human and environmental challenges which reduces the growth in this field and hinders its application in a correct manner. Therefore, the governmental organizations seeks to achieve the benefits of E-Government through strategic plans to raise the effectiveness of the management in all its aspects and quantitative and species factors (Alhabib 1992). The strategic plan is considered the corner stone of the application of E-Government in the private and public organizations. This strategic plan basically emphasizes the importance of human resource. It aims at getting the efficient individuals to work in different jobs and to benefit from their efforts according to the quantitative and species factors

Sunday, October 27, 2019

The Pedagogy Verses Andragogy

The Pedagogy Verses Andragogy Jarvis expanded theory of transformation of the person through learning prepositions an argument for the andragogical model and the way in which adults learn. Given the quality and extent of experiences an adult gains throughout life-span these experiences are shaped and molded by societal roles and tasks, and according to Knowles (1984) will be used as a source of learning. A desire for knowledge or to engage the learning process, often identified as eagerness to learn, is stimulated by experiencing motivating shifts in one developmental task to another or by an important life episode, creating an adjustment in behavior that leads to improvement in some characteristic of our personal being. Laher (2007) indicates that such movement on the individuals development, leads to a alteration from a subject-centered academic orientation to a problem-centered academic orientation to learning, due mainly in response to changing life occurrences. This paper will evaluate 1) the role that social change plays from an a anadragogical approach with adult learners, 2) the responsibility of higher education institutions in facilitating adult education, and 3) briefly discuss a comparison between the role of pedagogy and andragogy approaches. Social Change And Adult Learners In terms of social change and the adult learner several factors are to be carefully considered. These would necessitate attending to social recognition of learners and addressing barriers to the learning process, reaching disadvantaged learners, fostering critical reflection associated with the process and ensuring experiential learning, and preparation for social action and community development. All of these efforts would serve to contribute to the value of college education among adult learners. Mason (2003) notes that one assumption that should be considered is the readiness of learners to be self-directed, self-motivated, and personally resourceful. Those learners experiencing disadvantage or who lack social recognition, or experience inequality as to access to educational opportunities may result in feelings of insecurity or uncertainty when approaching self-directed academics thus resulting in feelings of inadequacy or low self-esteem, borne out by the extent of their disadvantage and the main motivation for learning. Therefore, Merriam, et al. (2007) and her colleagues suggest that empowering learners to act involves a number of tasks. Facilitating an environment for adult learners so that they could create a relationships of equality is key in developing skills needed to contribute to meaningful participation in adult curriculum programming at the university level. Having a role in collegiate democracy such as problem-definition, identification of adult student needs, problem-solving, and decision-making structures and the development of critical reflection allows adult students to become more invested in the educational pro cess and increases personal investment (pp. 23-27) Engagement at this level and the opportunities it provides will increase a sense of academic cohesion, groups of adult learners working to carry out social change actions and individual learners moving into opportunities for engagement that address this populations academic needs will help facilitate learning environments that provide academic experiences upon which adult students can obtain valuable successes, build confidence and reach academic goals. Experiential learning or education also helps adult learners identify their skills and strengths in order to devise progression options, and to become agents of their own learning (Connolly, 2002, p. 7). Such learning then is not only the responsibility of the individual learner, but must have a conduit by which learning is facilitated. The following section of this paper will address the responsibility of the higher education institutions role in adult education and the individual learner. Responsibility of Higher Education Institutions This section of the paper proposes the importance of institutions of higher education role in both providing and facilitating adult education with appropriate curriculum and strategies to enhance the adult learning experience. Higher education institutions goals and objectives could be adjusted to fit the learner and provide maximum opportunity to synthesize existing knowledge with new information by designing curricula that experientially relate to the learners developmental stage. The number of adults entering learning situations later in life is growing due to rapid displacement, advancements in shifts in the job market, technological demands, and movement of employment overseas. Merriam, et al. (2007) and her colleagues indicate that two best predicators of adult participation in a states higher education system were availability of undergraduate education (number of seats available, public and private) and educational attainment of the states adult population (percentage of adults with high school or higher) (p.69). Such responses to a voluntary or involuntary transition in their lives, such as seeking education to maintain current employment or to change careers, has necessitated a return to college for many older adults. It becomes the obligation of higher education institutions to adjust teaching strategies, curriculum, goals, and objectives to promote learning success in adult learners. To promote external social change and to provide optimum learning environments for older adult learners requires adjusting strategies in curricula and delivery of the curriculum. Therefore, the next section of this paper will address the important nature of the adult learner and the origins of the andragogical principles and theory. Pedagogy Verses Andragogy This section of the paper will briefly review insights with regard to the relationship between the pedagogy and andragogy principles and the adult learner. The leading form of teaching in America is pedagogy, or didactic, conventional, or teacher-directed method. A different method in terms of instructing adult learners is andragogy. The purpose of this section is to provide the reader with background information regarding both instructional forms. Pedagogical Assumptions. The pedagogical model of instruction was originally developed from Greek, meaning the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and if the material has been learned. Pedagogy, places the student in a submissive role requiring obedience to the teachers instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning methodology that promotes dependency on the instructor (Knowles, 1984). The pedagogical model has been most used method applied equally to the teaching of children and adults and is seen as a contradiction in terms. As Knowles (1984) would suggest The reason this contradiction exists is as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directing. In many ways the pedagogical model does not account for such developmental changes on the part of adults, and thus produces tension, resentment, and resistance in individuals (Knowles, 1984). According to Ozuah (2005), pedagogical theory emphasized five major points: the lack of experience, dependency (in terms of self concept), external motivation, content oriented learning, and readiness to learn. Due to their relatively short lifetimes, children do not have the opportunity to gain much useful experience from many life events or developmental tasks. As a result, children rely on teacher and/or adult guidance to fill the void and provide the information with predetermined course content, to create a frame of reference upon which to build new learning (Knowles, 1984). Furthermore, what little experience children do have is perceived within their limited cognitive abilities. Other factors of pedagogy are also in opposition to the nature of andragogical principles. Children are dependent upon adults for direction and guidance, in terms of learning, the dependent child looks to teachers for guidance as to learning needs, children are basically externally motivated to reach the goals set, not by them, but by teachers and parents. Berk (2004) insinuates that youth are concrete cognitive operational thinkers and operate in the here and now concept of achievement and notes until they are capable to thinking more in the abstract, they are not able to apply current learning to future experiences. In pedagogical methodology, a childs readiness to learn is driven by measurable achievement goals rather than developmental tasks. As childrens goals are externally pre-determined by teachers and parents, their readiness to learn aligns with adult expectations of them rather than their own. In other words, childrens readiness to learn is highly correlated with content achievement, as is their dependency on teachers to know what it is they need to learn. Imel (1989) suggest that Knowles strongly believed that through a comparison of pedagogical, teacher oriented methodology with andragogical, differences between adults and pre-adults would be clearly evident. Andragogical Assumptions. Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles. Knowles a professor of adult education at Boston University, introduced the term andragogy which he defined as the art and science of helping adults learn in 1968. By 1980 he suggested the following: . . . andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model, thereby providing two alternative models for testing out the assumptions as to their fit with particular situations. Furthermore, the models are probably most useful when seen not as dichotomous but rather as two ends of a spectrum, with a realistic assumption (about learners) in a given situation falling in between the two ends (Knowles, 1980, p. 43 ). The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship to our notions about a learners ability, need, and desire to take responsibility for learning: Their self-concept moves from dependency to independency or self-directedness. They accumulate a reservoir of experiences that can be used as a basis on which to build learning. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (1980, pp. 44-45). The growth and development of andragogy as an alternative model of instruction has helped to improve the teaching of adults. Andragogy as a concept and set of assumptions is a system subdivided into pedagogy (dealing with youth education) and andragogy (concerned with adult education). There is some variety, too, in the application of related terms. Some countries use adult pedagogy, one (the Soviet Union) uses the term auto didactic among others to refer to adult education activities, and a few countries use andragology to refer to andragogical science (Knoll, 1981, p. 92). Outside of North America there actually are two dominant viewpoints: . . . one by which the theoretical framework of adult education is found in pedagogy or its branch, adult pedagogy . . . and the other by which the theoretical framework of adult education is found in andragogy . . . as a relatively independent science that includes a whole system of andragogic disciplines (Savicevic, 1981, p. 88). Knowles (1975) in contrast to child learners suggest that adult learners evolve in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals. He noted a second reason that self-directed learning appears more in tune with our natural process of psychological development (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life. A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning. Summary This paper has provided a review regarding the research on approaches to adult learning in theory and practice. Additionally, consideration was given to role social change has played in adult learning programming and community outreach opportunities for this population. Noted were both success in reaching disadvantaged learners and those under-represented. The review of literature also confirms community education works particularly well for those adult learners who have experienced educational successes in high school and who have access to college courses and affordable course work. However, it is clear that andragogy and Malcolm Knowles have brought considerable attention to the adult education field as a separate field during the past three decades. Applied correctly, the andragogical approach to teaching and learning in the hands of a skilled and dedicated facilitator can make a positive impact on the adult learner. Knowles introduction of andragogy was predicated on four basic assumptions drawn on the learning differences between adults and children. With maturity and age, an individuals self concept becomes less dependent and more self directed while accumulating a wealth of valuable experience that would serve the learner when readiness to learn is reflected. Additionally, Knowles notes that adults seek out learning when appropriate to fulfill societal roles, and orientation to learning represented the skills or knowledge sought to either apply to daily problems in fulfilling the societal roles (Lee, 1998). Finally, learning becomes less subject-oriented and more problem-centered (Lee, 1998). In 1984, Knowles added a fifth assumption that suggested that adults are internally motivated rather than externally motivated, and in 1990 a sixth: the need to know why something must be learned prior to learning it and its justification for being learned (Fall, 1998).

Friday, October 25, 2019

Lysistrata :: essays research papers

Aristophanes play Lysistrata takes place during the Peloponnesian War and the women of Greece are tired of their men being at war. Greek women want to preserve the traditional way of life in their community. With this in mind, Lysistrata calls all the women of Greece together and devises a plan. She argues that if the women all participate in two activities, their men will end the war. Her proposals are that the women hold a sexual strike against the men. She urged the women to dress in sexy clothing but refuse sexual activity with the men. The second part of her proposal is that the women take over the acropolis. The old women are to do this first, while the younger women are having the strike. In order to accomplish this, the women challenge the masculine role model. They take on masculine characteristics and attitudes and defeat their men physically, mentally and above all strategically. By portraying the opposite sex, the men are better able to view themselves, leading them to think more about their role and importance in the community. Men are a vital part of a stable environment and have many responsibilities to their wives, family and society. The women make it clear to the men how they feel when they are abandoned, with no sex, no company and no support. This proves that neither side benefits from war; just that one side loses more than the other side. Fourth century B.C. Athenian women would get distressed when their men went to war. Most Athenian women married in their teens and never had to be on their own, and probably wouldn't know what to do if they did land on their own. The men leave for war and some do not return mostly because of death. This creates hardship for the widow who finds herself on her own, most likely with children, and no one to take care of them anymore. The widow has few prospects. If she is young and attractive enough with the right domestic skills she might be able to remarry. But her situation is not too promising. After all, why would you want a widow, when you could get a "fresh" wife to "break-in" the way you want and start a family from your own seed? At the time, women were property. They were something beautiful to own, look at, and kept around to fulfill sexual needs.

Thursday, October 24, 2019

Environment on Darfur After the Conflict Essay

The world has experienced a lot of conflicts for quite a long time throughout history. All the time there is a conflict, the damages caused is mostly documented in terms of how many casualties have been reported, and the impact it has caused on the economy. It is however rare to hear people talking on the effects these conflicts can have on the natural environment or which steps have been taken to protect the natural environment from such conflicts. The natural environment for a long time has been a silent victim of the conflicts that occurs either locally or internationally leaving the repercussions to be felt for quite some time. In many cases, the impact the war and other conflicts have been having on the environment has been generally very devastating. There are many pollutants that are released in the environment during the war which can end up affecting the natural resources. On the other hand, there are other natural resources that are depleted during the conflict leaving the environment at a worse position. A major problem is that most of the current conflicts are witnessed in the developing countries which do not have the economic capacity to deal with the environmental problems hence causing a major setback. Africa has had quite long cases of civil wars some which started during the colonial period and still taking place to now. These countries have been mostly been fighting over the borders which were drawn by the colonial powers for their on interests. Most of the wars taking place in Africa are as a cause of fighting for natural resources such as fertile farming land or water. Due to the long history of these civil wars in Africa, it is difficult to know exactly what these conflicts have caused to the environment. However, looking at the rate of the loss of biodiversity in the affected regions, it can be easy to realize how serious the situation has left the damage to the environment. Darfur Conflict and the Impact It Has Caused on the Environment Southern Sudan has witnessed along civil war that has caused many nations through the United Nations body and the African unity to try and broker peace in the region and bring things to the normal situation. The conflict that is being witnessed in the region right now is considered as a war between the different ethnic and tribal lines (IRIN, para 2). The sides that are mostly conflicting are the government’s military and the Janjaweed group. There are other rebel groups that have also made the situation to be worse. The major cause of the war in Sudan has been attributed to fighting for water between the Baggara nomads who moved to the south, a region mostly occupied by the farming communities to search for water. This conflict has led to many casualties being reported throughout. Despite putting in place a government of national unity, and increasing the presence of the African Union Peace keepers, the situation has not improved in any way (Borger, para 2). There have been many reasons given as a source to the Darfur conflict, though the major reasons have been cited to be the increasing population which the current natural resources can not hold, hence making these people to fight for the scarce resources. On the other hand, there have been claims that the conflict is as a result of the Arab dominants intention to wipe out the black Africans. This has even made the United States to refer to this as a form of genocide in the area. Whichever the cause of the war, it has caused so many untold damages. The focus on this conflict has always been the number of people who have died in the region, or the number of those displaced. It is important that people’s life and welfare is put first. This is what has been the major concern of many bodies, organizations and other nations. However, like many other conflicts, little concern has put on what effect this conflict is causing to the environment (AP, para 6). As earlier argued, the war in Sudan was triggered by the environmental problems which led to the communities to fight over scarce resources. It is however a worrying trend that the continued conflict is further endangering the environment that is supposed to support the whole population. The environment has been made worse by this conflict and made the land to become uninhabitable. This means that the tension between the conflicting communities gets to be more intense when it occurs that the natural resources are not going to support all of them as expected (Beyrer, & Pizer pp 67). Environmental degradation in Darfur has been on the rise due to the continued conflict. It means that the conflict that started as a result of the environmental problems is being escalated by destroying the environment further. The issues in Sudan over the environment indicate how complex the environmental matters can be in the causing breach to peace. This region has witnessed the decreased cases of traditional methods of environmental management systems, and in some places being disregarded completely. The conflict over resources in Darfur was at a local level but expanded to national level where political and economic marginalization was heightened. Ethnic differences have contributed to making the matters worse to the situation. Therefore, despite having the political and economic factors leading to the problems in Darfur, the major issue surrounds natural resources (de Montesquiou, para 8). The Sudanese Arabs moved to the south to look for pasture for their animals due to the prolonged drought that was experienced in their regions. This led to them conflicting with the black farmers whose land the Arabs were grazing on. The grazing of the animals on the farming land worsened the situation as there was increased soil erosion which made land to be poor for farming. When the black farmers realized that the Khartoum government was indifferent in solving the matter, they rebelled against them. By rebelling, the people started to fight destroying many manmade and natural resources that were on the way (Borger, para 7). When the nomads inhabited the farming areas, they started to cut down the trees. To the farmers, the cut trees were very important as they provided shade for their crops and holding together the soil to avoid erosion. Due to the conflict of interest, these important natural resources were destroyed as they were caught in between the fighting. With no trees cover, the problem of lack of rainfall becomes even heightened, which is a big trouble to both the farmers and the nomads since they cannot be able to get rain that is important for the crops and animals respectively. Due to the bare land caused by the cutting of the trees, it has become harder for the farmers at the refugee camps to go back to their homes as they can not carry out any meaningful activities to such bare lands. With this kind of the situation, it becomes difficult to control human suffering without further harm to the environment (HPN, para 3) Many people have been killed in the conflict while millions of others have been living in the camps after being left homeless. At the camps, the refugees need to be given their basic needs. Water is a very important commodity that no human beings can do without. In fact as argued throughout, the conflict has been surrounding fighting for water resources. Therefore, while at the camps, the refugees have to be provided with water. This has led to the humanitarian organizations to dig boreholes to help the refugees get water. Considering that the land in Darfur is largely dominated by hard rocks, it means that the rains that fall in the short season mostly wash away, hence, the boreholes depends on the underground reserves. Considering the rate at which the reserves are being used, it is tough to imagine the consequences that await the Darfur people when the reserves will finally be depleted. The situation might lead to the refugees being moved to another region that can support them. There are already some areas that have reported the drying up of the boreholes. Apart from water, the refugees also need other resources for their daily work. There have been many trees that have been cut by the refugees near the camps to provide them with firewood. The trees are also cut and used to construct and reinforce the makeshift houses of the refugees. This implies that trees are being used at a higher rate than they are being replaced. There are some refugees who are involved in some economic activities. The common economic activity that the refugees are involved with is making mud bricks. The refugees are involved with this activity mostly because it does not need skilled labor, and the materials are readily available. A lot of water is usually used in the making of the bricks. A lot of water is used considering the dryness on most of the camp soils. Furthermore, since the refugees want to make a lot of money, they try to make as many bricks as possible. The more work they do, the many materials are required. The areas that the soil for making the bricks is dug usually leaves many holes indicating the rate at which the soil is being depleted. The formation of a layer of soil takes many years, however, the refugees depletes many layers in a very short time. It is very bad to notice that the fertile soils that can be used for agricultural production is actually used for the making bricks. These soils can not be replenished in the short run as it is being depleted. In the areas that the refugees remove the soils to make the bricks, they leave the tree roots exposed which contributes to the wilting of the trees (Homer-Dixon, pp 19). Therefore, this still adds the woes the refuges already have. Furthermore, since to make the bricks requires a lot of water, it means that the refugees have to compete on how to use the water for the domestic work and the production of the bricks. In the end, the action contributes to the hastened depletion of the water resources. The bricks cannot be complete if they have not been burnt in the kiln. The kiln requires using a lot of firewood. This means several trees have to be felled to be used in the kiln. One kiln can take as many as 35 trees for the bricks to be ready. This shows the impact this single activity can have on the important natural resources. There have been increased sand dunes in the areas that had once been covered by trees just a few years ago. This is all because of the refugees activities in trying to earn a living. Most of the dams in Sudan are drying and having a lot of sedimentation as a result of deforestation. Many dams have lost their holding capacity due to these reasons (HPN, para 8). Once the war comes to an end as is presupposed, the refugees will have to go back to their homes to start a new life. They will first need to rebuild their damaged homes, which will basically require that they cut more trees to build these homes. Considering the already cut trees in their former homes, there are therefore no trees left behind to cater for their needs. This implies the building materials will have to be sourced somewhere else, which automatically will be increasing the base of the damage to other regions. Having realized the impact the conflict is leading to the refugees affecting the environment, especially on trees, several organizations like the US aid have helped the refugees to design the cooking stoves that uses a completely reduced amount of fuel as a way of the saving the environment. This stoves though taken as a move to save the environment, it has a big impact on the social and cultural life (de Montesquiou, para 11). Since the conflict is between two ethnic groups with two distinct lifestyles, each group undertakes an activity that they think will destroy the other. For instance, the nomads usually graze their animals on the farmers’ crops. This leaves the farmers with nothing as their crops are destroyed by the animals. On the other hand, the farmers on their side burn the grazing lands for the nomads. This is even a worse action to take as it does not only affect the nomads in terms of lacking food, but it affects the farmers themselves in that the burning of the ground destroys the important living organisms that are found in the soil which helps in improving the soil fertility. This means that the soil is left unproductive which will affect both the nomads and the farmers in the long run. Furthermore, the nomads are used to grazing their animals and moving from one region to another after the feeds in that area have reduced. However, due to the conflict, the migration routes for the nomads were blocked by the farmers. This made it impossible for the nomads to move from one region to another with their animals, hence meaning overgrazing in one region. The overgrazed areas will generally have very poor production as there will be increased soil erosion (Homer-Dixon, pp 29). In general, humanitarian issues are usually given much priority over the environment as a short term solution to any crisis. Therefore, whatever actions that are taken by the involved bodies do not give much or even any consideration to the environment. For instance, when the refugee camps are set up, it is aimed at providing security and a better life to the refugees. No consideration is put on what activities the refugees are going to carry out that might affect the environment whether in the long or short run. This is being evidenced by the number of boreholes drying up in various refugee camps (HPN, para 16). There are hundreds of thousands of the Darfur refugees who have been granted asylum in Chad. The Chadian locals are thus forced to compete for the natural resources in their territory with the refugees. Putting in mind the activities the refugees are engaged with, and the major aims of the organization that are associated with the taking care of the refugees which are just humanitarian care, the refugees can have a very big impact on the environment of the host country. The refugees in the camps hopes for someday to go back home. This implies they cannot have long term projects that will help in the development and taking care of the region that has granted them asylum. This might make them to be at loggerheads with the host country and thus be denied the asylum (Gouroukoun, para 7). Furthermore, as the refugees enter the Chadian soil, it is not guaranteed that they have their safety. The Janjaweed have been following the refugees in their camps attacking them. This has also posed danger to the Chadian nationals making them to move closer to where there is security in their country. In essence, the Chadian people are not even free in their own land because of hosting the refugees. As the Chadian moves to the place they feel is more secure, they also cause congestion and constraint to the resources that are supposed to host them. There are many other effects that the conflict has caused to the environment. As the conflict rages on, both sides are heavily armed. The weapons used to attack one group leave a lot of damages to the environment. For instance, there have been many crops, homesteads and the grazing grounds for each group that have been burnt by the opposing group. The oils and chemicals used to burn these properties, and the residue of the burnt products find their ways into the water bodies contaminating them. This on the other hand affects the lives in the water bodies. Furthermore, as the crisis continues, weapons used like bombs have continued to pollute the environment and their effect left in the environment for along time affecting the quality of life. It is very difficult to find crops growing in a region that has experienced a battle field. This is because of the effect that the weapons and chemicals used in the process have on the environment. It is common to find that the areas that had been bombed can not sustain any agricultural activity. It thus means that as the communities fight over the scarce natural resources and keep on destroying them during the fight, it only helps in escalating the problem they are already facing (Homer-Dixon, pp 41). The Janjaweed and the other militias in the Darfur conflict are always in the hideout. Most of the hideouts are in the forests. This implies that they have to depend so much on the forests for their own needs. For instance, they have to cut down the trees to use for fuel, hunt wild animals for food, and all these activities upsets the natural environment settings. There are many regions that used to be occupied by trees and wild animals like the elephants and the antelopes but when looked at now are bare because of the activities that have been taking place in the regions. Conclusion The Darfur crisis has actually been said to have started for over three decades ago. However, it only escalated in 2003 when the current crisis became out of control. The major cause of the war has been attributed to lack of enough natural resources. The problem is that because the fights were due to the protection and the need to acquire more natural resources, it is ironical that the same resources are being destroyed. In essence, this seems to increase the problems already faced. This has created the vicious cycle of the war in the Darfur region. Therefore, unless the concerned bodies look for a way of dealing with the problem of these natural resources, it is not possible to stop this war despite the many peace agreements that might be signed by the leaders of the region. Work Cited AP. Darfur conflict worsens environment, 2007. Retrieved on October 29, 2008 from http://platform. blogs. com/passionofthepresent/2007/06/darfur-conflict. html. Beyrer, Chris & Pizer, Hank. Public Health and Human Rights: Evidence-based Approaches; ISBN 0801886465, JHU Press, 2007. Borger, Julian. Darfur conflict heralds era of wars triggered by climate change, UN report warns, 2007. Retrieved on October 29, 2008 from http://www. guardian. co. uk/environment/2007/jun/23/sudan. climatechange. de Montesquiou, Alfred. Darfur violence leaves environmental scars, 2007. Retrieved on October 29, 2008 from http://www. msnbc. msn. com/id/19357602/. IRIN. SUDAN: Climate change – only one cause among many for Darfur conflict, 2007. Retrieved on October 29, 2008 from http://www. globalsecurity. org/military/library/news/2007/06/mil-070628-irin03. htm. Gouroukoun. Chadians Increasingly Feel Impact of Darfur Conflict, 2006. Retrieved on October 29, 2008 from http://www. voanews. com/english/archive/2006-04/2006-04-21-voa44. cfm. Homer-Dixon, F. Thomas. Environment, Scarcity, and Violence; ISBN 0691089795, Princeton University Press, 2001. HPN. Environmental degradation and conflict in Darfur: implications for peace and recovery, 2008. Retrieved on October 29, 2008 from http://www. alertnet. org/thenews/newsdesk/HPN/10adb58d76337a4eb2b436c319bf427e. htm.

Wednesday, October 23, 2019

Learning Team Deliverable Essay

Measuring Domestic Output and National Income – Ch. 24 Topics comfortable Kris is comfortable with the concept of gross domestic product (GDP) as it is the dollar value of goods and services in a country during a set period. Walter is comfortable with the GDP concept and understands that is the economic thermometer of the country’s current financial status. Topics Struggle Kris still has to wrap his head around nominal GDP and real GDP when it comes to the GDP Price Index. So calculating real GDP is dividing nominal GDP by the price index. What is the difference between real GDP and nominal GDP? Walter also struggles with the concept of nominal GDP, and how it interacts with inflation. If GDP goes up and inflation goes down†¦it seems to be my understanding of the formula for calculating the nominal GDP that is holding me back. Application of topic GDP is fluctuates with whatever final good or service is bought by a customer. Living through life affects the GDP. If the GDP declines for too long, economists normally label the economy as being in a recession. Business Cycles, Unemployment and Inflation – Ch. 26 Topics comfortable Kris is comfortable with the different business cycles and measurement of unemployment. These items also affect the GDP. Walter is comfortable with the different symptoms of a recession, a period of decline lasting more than six months in total output. Of which high unemployment rates is another tell of a recession. Topics struggle Kris struggles with the concept of inflation and how it affects money today compared to money values in the past. Walter is struggling with defining a recession’s severity. Two examples given were the Great Depression and the recent recession in the last few years, Is the intensity or length of time that the recession lasts that makes one more severe than the other? Application of topic The business cycle is very familiar in Kris’ organization as the company goes through yearly contractions and expansions based on the demand from consumers in the market. The business cycle is also something Walter is familiar with in the hotel industry. The hotel industry goes up and done depending the current state of the economy. The Aggregate Expenditure Model – Ch. 28 Topics comfortable Kris is comfortable with the concepts of equilibrium GDP and disequilibrium GDP. Equilibrium is the point where goods produced equals goods purchased. Disequilibrium is any situation where goods produced are greater than goods purchased and vice versa. Walter is comfortable with the concept of GDP equilibrium, The basic premise of this equilibrium being that supply meets demand. Topics struggle Kris did not struggle with any concepts in the chapter, as they were all straightforward and easy to understand. Walter struggled with the concept of disequilibrium and how often, or what circumstances causes this to happen. I assume it is the opposite of the equilibrium and that demand supply exceeds demand but do not feel comfortable enough with the concept to say for sure. Application of topic As such, Kris cannot think of a time where there was equilibrium GDP. In reality, consumer tastes vary and it would be difficult to reach equilibrium Walter thinks that when the economy is doing well the equilibrium can be met because consumers are finically settled to continue purchasing products and business continue to produce according to demand. Aggregate Demand and Aggregate Supply – Ch. 29 Topics comfortable Kris is comfortable with aggregate demand in which it shows the real GDP that consumers desire to purchase at different price levels. Aggregate supply shows the relationship between the price level and the output of producers. Walter is comfortable with the concept of aggregate demand, and how consumer spending and government investments play into that calculation. As prices increases, consumer demand decreases and vice versa. Topics struggle Kris did not struggle with any concepts in this chapter. Walter struggled with understanding why aggregate supply is not affected by price levels. Application of topic Supply and demand is central to the market and economics in general. Consumer tastes always affect supply and demand. When the economy is bad and underemployment is high the demand for hig priced products decreases. Fiscal Policy, Deficits, and Debt – Ch. 30 Topics comfortable Kris is comfortable with fiscal policy, deficits, and debt as it affects his organization. Market rates are affected by the fiscal policy of the government. More or less spending affects the company’s contraction or expansion. Walter is comfortable with the concept that the fiscal debt and deficit show the governments current financial state. Topics struggle Kris struggles with the concept of automatic or built-in stabilizers. As the text states that a built-in stabilizer is something that increases the government’s budget, what kind of items constitute as a built-in stabilizer? Walter did not struggle with any of the general concepts in chapter 30. Application of topic The budget deficit affects all citizens as the government does not wisely use the tax payer’s funds properly. There is a lot of waste that keep the  government in debt. Walter notes that when the fiscal debt is higher so are taxes and fines. The misspending of the government is then the burden of the people.