The Guide To Getting It On! Essays - Sexual Acts,

The Guide To Getting It On! The Guide to Getting it On! A New and Mostly Wonderful Book About Sex By Paul Joannides The Guide to Getting it On! is unlike any book on human sexuality that I have ever read. Not to say that I read a lot of human sexuality books, but the ones I have looked over (including the text for this class) are often bland and stagnant. The Guide to Getting it On! has an approach to human sexuality that is fun, witty, and extremely sensitive all in one. This 370 page book contains subjects on sex that are designed to make the reader think outside of the box (no pun intended) about their own sexuality and the sexuality of others. It is a playful look into the modern relationships of today, and an aid to couples wanting to spice up their love life. Topics discussed in this manual vary from getting naked and intercourse to sex toys and being gay in the 90s. Practically any topic you can think of about human sexuality is covered in this book and makes for a heavy read. This book also has a section that reviews additional resources for the reader to investigate further. In the back o f this book is a glossary of sex, slang and cultural-related words and their definitions. This guide is not for the faint of heart or closed-minded. It uses several slang, and dirty words throughout the book to describe concepts of human sexuality. It even has a chapter addressing the use of dirty words and why this book has chosen to do so. While I believe that the use of dirty and slang terms generally degrades from the value of a book, The Guide to Getting it On! accomplishes the task tastefully and in good humor. Most of the titles of the chapters are somewhat provocative in nature, and serve to spark interest. Prudent readers will be taken aback at first glance over the book to find chapters such as Chapter 21: Oscillator, Generator, Vibrator, Dildo and Chapter 11: The Zen of Finger Fucking. But upon further inspection they will find a very informative and thought provoking view of an aspect of sexuality that they may had little or no prior experience with. Although this book does not have any photographs, it does have quite a few explicit drawings. Some of these drawings serve to visually show the reader some of the techniques that are covered in the text. Others are to show whole concepts in themselves. One such drawing is The Goofy Dick Game Real Penises of Real Guys This shows 5 flaccid penises on one page and five erect ones on the next. The object is to match the two up. The whole point of this exercise is to show how the size of the soft penis does not predict the size of the erect counterpart. This was new to me because I havent really had any experience with *censored*s other than my own. It was cool to find out that larger soft penises often dont get as big erections and smaller soft penises usually stretch more during an erection. This book is actually divided into two separate sections. The first ten chapters focus on general knowledge about sex and different aspects of sex. Topics include a brief history of sex, dirty words, the importance of getting naked, on the penis, whats inside a girl?, mens and womens experience of sex, orgasms and sex fluids. The dirty word chapter is about the sexual nature of dirty words. These chapters are very informative, and in a way like our textbook. They dispense lots of facts about the various biological, psychological, and social aspects of each topic. The remainder of the book is a sex manual, or a how-to. It gives lots of techniques, hints and tips on anything that is sexual in nature. Masturbation, oral sex, genital massage, intercourse, anal sex, sex toys are a few of the many more traditional topics covered. Although The Guide to Getting it On! is a very complete and well thought out manual, there are a few weaknesses in the book that some readers will not like. Depending on the readers belief

Verbing Nouns

Verbing Nouns â€Å"Verbing† Nouns â€Å"Verbing† Nouns By Guest Author This is a guest post by Jeannine Sohayda. If you want to write for Daily Writing Tips check the guidelines here. I was disappointed yesterday when, while cruising Facebook, I noticed a national pharmacy company’s request for me to â€Å"fan† them. I simply cannot agree to become a fan of a company that thinks turning nouns into verbs is hip and thereby will increase its customer base. If they had instead asked me to â€Å"become a fan†, I may have indeed considered it, because I do shop there often. I’m no stranger to nouns becoming verbs; we’ve all â€Å"Googled† for information. I must admit, it was refreshing to see that Twitter asks its users simply to â€Å"follow† other users on its site. I suppose â€Å"Twitter me† would make no sense. However, the word â€Å"fan† is already both a noun and a verb, and to see it used in this way was particularly jolting. By the way, even the word â€Å"verb† is a noun. I often wonder what it must be like for people who are just learning English. While they are trying to find words and phrases to get them through their days in English, we are simultaneously butchering and deconstructing our own language, making it difficult even for native speakers to understand each other. If we were to think about it in reverse, about the difficulties of learning Chinese, for example, as Americans we would be infuriated at the idea of their randomly adding new words as we page in vain through our phrase book. If we want people to speak, write and, in general, communicate understandably in English, I’d like to suggest that we set a good example and use the language as it was intended: as a means to illuminate rather than obfuscate. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Regarding Re:Abstract Nouns from Adjectives5 Examples of Insufficient Hyphenation Verbing Nouns Verbing Nouns Verbing Nouns By Maeve Maddox Two readers wonder about the practice of using nouns as if they were verbs. Nanerl wonders if journaled is acceptable. Marilyn writes: My colleagues, at a reputable academic institution, all use the word action as a verb, such as: we must action these items and before these items can be actioned. This drives me crazy because Im sure action does not have a verb connotation, but the word is used so frequently with this connotation that I am no longer sure. Id guess that we all have our lists of verbed nouns we hate to hear or read. We may not, however, all agree as to which are abominations and which are not. Some examples from the web: 1. Clause said all three girls were initially conscious at the scene. Swanson and Zeien were flighted to the Milwaukee Area Medical Complex. (An arrow may be flighted with feathers, but injured people in a helicopter are being flown to a hospital.) 2. How many People Were Impacted? and How Severely? (Whats wrong with affected?) 3. Federalist Papers Authored by Alexander Hamilton (Hamilton was the author. He wrote the document.) The capacity of English for turning nouns into verbs is both its glory and its bane. This line from Richard II shows how Shakespeare managed to verb even such a noun as uncle: Henry IV: My gracious uncle- Edmund of Langley: Tut, tut! †¨Grace me no grace, nor uncle me no uncle:†¨I am no traitors uncle; As long ago as 1870 Henry Alford noted that the tendency to use nouns as verbs is so much a part of the nature of English speakers that its futile to rail against it: I do not see that we can object to this tendency in general, seeing that it has grown with the growth of our language, and under due regulation is one of the most obvious means of enriching it. Verbs thus formed will carry themselves into use, in spite of the protests of the purists. The Queens English. In Alfords day people were objecting to the use of experience as a verb. As for journaled and actioned, I think the first is possibly OK while the second is abominable. Sometimes a verbed noun fills a void, but too often it is the lazy expedient of a thoughtless writer. The best course of action I can suggest is to take the trouble to consider appropriate verbs that already exist before taking a noun that has not previously been used as anything but a noun and turning it into a verb. In deciding whether or not to use one of these fairly recent coinages, consider your own sense of aesthetics. If you feel that the word is ugly, dont encourage the spread of it by using it. What can we call this tendency to use nouns as if they were verbs? How about anthimeria? Then we can anthimeria this term and warn people against anthimeriaing nouns! In rhetoric, anthimeria, traditionally and more properly called antimeria (from the Greek: á ¼â‚¬ÃŽ ½Ãâ€žÃŽ ¯, antà ­, against, opposite and ÃŽ ¼ÃŽ ­Ã ÃŽ ¿Ãâ€š, mà ©ros, part), is the use of a word as if it were a member of a different word class (part of speech); typically, the use of a noun as if it were a verb. Here are some rants and observations you may enjoy: Writing, Clear and Simple (Link no longer active) Kathy Schenck (Link no longer active) The Grammar Curmudgeon Judy Muller impact as a verb Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?"Latter," not "Ladder"What the heck are "learnings"?

The Origin of the Universe Research Paper Example | Topics and Well Written Essays - 1750 words

The Origin of the Universe - Research Paper Example Not only is it difficult to figure out how a whole universe could appear from nothing, but also no plausible explanation for the mechanism of the explosion itself springs to mind. The only known force in nature capable of affecting the universe as a whole is gravity. Gravity is, however, an attractive force, whereas the explosion requires a repulsive force. The mystery of the explosion lies in the first fraction of a second of the life of the universe. At such early times, the universe was in a state of incredibly high temperature and density, a situation so foreign to laboratory conditions that it is impossible to extrapolate known physics to that realm. The cause of the explosion is shrouded in the extreme conditions of the very early universe. For a while cosmology treated the existence of the universe as a given and concentrated on the consequences of the explosion rather than its cause. In the course of the scientific step-by-step reconstruction of the chronology of the universe , a number of puzzling paradoxes surfaced, of which two are of interest here. The first deals with the strength of the explosion. The push of the Bang was exquisitely well fine-tuned, allowing for the existence of a universe with galaxies, stars, planets, and life. Any other push would have meant either a structureless universe or a universe collapsing back onto itself after a brief existence. Why was the Bang so well engineered? The second paradox deals with the large-scale properties of the universe. The extreme large-scale smoothness of the temperature and of the density of matter cannot be explained by the standard Big Bang model. No known physical process can account for it. What is the origin of this conspiracy? Is our universe very peculiar, that is, did it just start this way by sheer luck -- in the scientific jargon, with very special initial conditions -- or are there mechanisms that can account for the fine-tuned push of the explosion and for the smoothness of the univers e? Two diametrically opposite schools of thought have addressed these paradoxes. The proponents of the so-called anthropic principle state that if the universe were not so fine-tuned, there could be no life in it, and we humans would not be there to witness it. Although this statement is correct, it does not attempt to resolve the paradoxes in terms of physical mechanisms, but relegates them to the status of special initial conditions. In other words, that is the way the universe started because if it had not, we would not be there to witness it. The other school of thought has refused to accept special initial conditions but rather has searched for mechanisms that could account for the observed peculiarities. It is the purpose of this essay to present and to discuss some of the latest models advanced by the second school. The Big Bang When Einstein applied his newly created theory of General Relativity to the universe, he discovered to his dismay that the universe was not static as everybody, including himself, liked to believe at that time. His universe was either contracting or expanding. Rather than exploring the consequences of his findings, Einstein introduced an ad-hoc term into his equation that he called the cosmological term. The cosmological ter

Patient satisfaction in primary health care Assignment

Patient satisfaction in primary health care - Assignment Example During such times, nurses have several options to come out of their dilemmas, the most critical among the options being to apply effective leadership and management skills (Morrisey, 2007). Whether nurses are at the lower ranks of the organizational structure or the topmost position, Harris (2008) notes that leadership is a mandatory aspect of their routine roles and thus the need to always exhibit leadership in the most effective way when faced with ethical and or moral dilemma. Based on the above submission on the need for nurses to see leadership as part of their routine roles in solving ethical and moral dilemmas, nurses can clearly be identified as moral agents who are in place to foster specific advocacy changes within the organization. Indeed, I can personally find myself in such a circumstance as a moral agent when I will be faced with the ethical issue of truth telling versus deception. This can happened if an issue I read about happened to me where a patient had gone to the ward to deliver her fourth baby. This woman had had two previous cases of still birth and one case of miscarriage. Upon early diagnosis through ultra scan, it was found that the baby was still in the woman’s womb. Before the test, family members had approached me to inform me of how the woman would react if things did not go well in this instance also. If a result of this nature is presented to me, it would be a big dilemma whether to disclose the truth or to be deceptive till the delivery was over.

Medico Legal Aspects and the Radiographers Scope of Practice Essay - 1

Medico Legal Aspects and the Radiographers Scope of Practice - Essay Example The council’s conduct and competence committee provide a verdict on practices that contravene HCPC’s set standards (HCPC, 2015). Incorporating the law into the field of medical practices gives an insight into the power of the law. The force of the legislation is perhaps the reason for ethical and professionalism in medical practices. The very laws originate ethical concerns and the expectations that the public places on civil servants. This work examines a court case involving physicians and a patient, where the failure of a doctor to stick to the professional requirements caused harm to the patient. The work depicts the judicial proceedings about health matters and elaborates on the right procedures for handling issues at workplaces. The legislation, in this case, relates to the examination of the various health policies, which this work also explains. Based on court proceedings, the radiographer failed to perform an X-ray on the patient. The radiographer worked for the Hertfordshire Hospital University Trust, where he was to give instructions to practicing students. The medical practitioner was supposed to be a role model to the pupils in the Radiography Course. The competence that radiographers exhibit the result from the periods of training they undergo. Power can carry out the actions of an occupation to the expected levels during the time for which you work (The University of Exeter, 2015). Training makes the people concerned to be both fits for the purpose and the fit for practice. The scope of professional practice requires that radiographers work using the safest and the most efficient techniques for the patients (Scope of Professional Practice, 2015). The patient in this case scenario was weak, something that the radiographer, Mr. Porter knew. He was instructed to fetch the patient from another ward and realized his inability to walk by himself. He opted to give the patient a wheelchair, which is  the best action for those who cannot walk (Long, Frank & Enhrlich, 2012).

Sterilization by Saturated Steam Experiment

Sterilization by Saturated Steam Experiment Nurul Aisha Zainal Abidin Introduction Microorganisms are tiny living cells that inhabit our environment. Most of these microorganisms are harmless, where they do not cause any diseases, hence they are known as non-pathogens (Benowit-West et al., 2009). However, there are some that can cause infections which are termed pathogenic. Certain environments make them necessary that the population of these microorganisms are controlled especially health care facilities, laboratories, food industries, pharmaceutical industries, and more (Hoffman et al., 2004). Sterilisation is an important method to control the microbial population, where it is the process of removing or killing viable microorganisms from equipment or substances. Sterilisation process can be done via several means including heat sterilisation, filtration, chemical sterilisation and radiation sterilisation (Schlegel and Zaborosch, 1993). Among these methods, the most commonly used is heat sterilisation in moist (steam) and dry form as others each have their own disadvantages such as toxic residues, risk of radiation, high cost, and capability of causing physical damage to equipment (Rogers, 2005). Other than heat being used as physical agents for sterilisation, ionising radiation and filtration can also be used. Moist heat (steam) sterilisation uses liquid, heat and pressure to form steam which will kill the microorganisms. This process is recognised for its speed of operation, effectiveness, low risk and cost because steam is only pressurised water in gas phase (Block, 1983). It is known that vegetative cells of most bacteria can be killed within 5-10 minutes at a temperature of 60oC however bacterial spores are thermoduric, where they can survive long exposure to high temperature (Bonewit-West et al., 2009). Thus, steam sterilisation is considered to be effective as it destroys viable microorganisms at 121oC for 15 minutes and prevents them from germinating into bacteria. The high temperature applied denatures the proteins within the bacterial endospores, destroying them (Jha and Ghosha, 2005). Dry heat sterilisation also uses heat to denature the proteins of the bacterial cells. This process involves exposing heat stable solid equipment to a temperature of 160oC for 1-2 hours. However, moist heat is more effective in destroying microorganisms compared to dry heat because water vapour can penetrate into microorganisms more readily than dry air. This heat sterilisation method is done in a metal vessel known as autoclave (Jha and Ghosha, 2005). Another method for sterilisation is tyndallisation which is usually for materials that cannot withstand high temperatures in the autoclave. They are exposed to 100oC heat for 30 minutes to inactivate vegetative cells but not the spores. These spores that survive will germinate to form bacterial cells during incubation at 37oC and then the material being sterilised is again subjected to steam at 100 oC for 30 minutes to kill these bacteria. This cycle is repeated for the next 3 days (Talaro and Talaro, 1993). This experiment was done to determine whether there is a difference between efficacy of heat sterilisation (moist heat and dry) and the requirements necessary for this sterilisation process to be adequate. Aims The aims of this experiment were to understand how a steam sterilizer operates, the role and the importance of having to implement moist heat sterilization process, as well as to identify the basic requirements needed for successful steam sterilization. Materials and Methods As per practical manual from page 56-57 Results Two Thermalog strips were each placed in two Schott bottles; one bottle was tightly capped with no water and the other was loosely capped with water present. Five bottles were prepared and spore strips impregnated with B. Stearothermophilus were placed in bottles 1-4. Some water and paraffin oil was added in bottle 2 and 4 respectively. Schott bottles, bottles 2-4 and a Sterikon plus Bioindicator were sterilised in the autoclave. Thermalog strips were observed after the sterilisation process. 3ml of TSB was added into bottles 1, 2, 3, 5 and the spore strip from bottle 4 was transferred to bottle 5. All the bottles were then incubated. The tables below show the observation made from the experiment. Table 1. The observation of the â€Å"Thermalog† strips in the two Schott bottles with different conditions Table 2. The observation of Sterikon vials with one being sterilized and one without being sterilized Table 3. B. Stearothermophilus spore strips in TSB with different conditions after sterilization and incubation Discussion In the first part of the experiment, steam sterilisation indicator, Thermalog strips are placed in two Schott bottles under different conditions. The tightly capped Schott bottle without any water only had a change of colour within the â€Å"unsafe† zone. This is due to the steam from the steriliser that was not able to enter through the tight cap and reach the Thermalog strip. With no water present in the bottle either, steam could not be produced, giving exposure to dry heat. Hence, complete sterilisation was not achieved as direct contact between the steam and the bottle is needed, alongside its temperature and time parameters (121oC and 15 minutes respectively). In comparison, the loosely capped Schott bottle with added water had a change of colour until the â€Å"safe† zone. Because the Thermalog strip was exposed to moist heat in the form of steam during the sterilisation process, complete sterilisation is achieved. In the second part of the experiment, two Sterikon plus Bioindicator vials are used, which could determine the effectiveness of steam sterilisation. These vials have B. stearothermophilus spores along with a pH indicator in a nutrient-filled broth. Both vials were pink at the beginning of the experiment and incubated for several days. The Bioindicator vial that was put in the steriliser showed no colour change while the vial that was not sterilised turned yellow and only slightly turbid. The sterilised vial had no bacterial growth because the spores did not undergo germination to form bacteria due to successful sterilisation which have completely destroyed all bacterial spores. Therefore, the vial retained its pink colour after incubation. However, the colour change from pink to yellow in the other vial indicates that the spores had germinated into bacteria. This is because the vial was not sterilised, thus the spores were able to grow in a favourable condition, whereby they take up nutrients and produce acid which causes the colour change. These findings show that they are vital for monitoring steam steriliser, ensuring that all spores are properly destroyed. If they are not exposed to its temperature and time parameters, some spores might still survive and germinate. In order to determine that sterilisation process is successful, incubation process is implemented to observe whether these spores could still form new bacteria or whether they really have been destroyed. In the experiment which used strips impregnated with spores of B. stearothermophilus in tryptone soy broth (TSB), bottle 1 appeared to be the most turbid among other bottles, which suggests bacterial growth is sustained. Because bottle 1 was not autoclaved, it did not go through proper sterilisation process prior incubation, thus allowing the spores to germinate from the spore strip. Culturing this unexposed spore strip in bottle 1 therefore acts as a control, as it would not have demonstrated that steam sterilisation was actually successful if bacterial growth was not observed because they could have not been able to germinate at all. Bottle 2, however, shows that steam sterilisation was done successfully as the TSB media does not show any turbidity, thus bacterial spore activity was not there. As mentioned, water was added to bottle 2 before it was tightly capped and put into the autoclave, which evaporated into steam (or moist heat) at a 121oC within the steriliser. The steam formed will then kill the spores directly. Apart from that, bottle 3 was tightly capped and had no water added before it was placed in the autoclave. As a consequence, the moist heat could not possibly have direct contact with the spores to be able to kill them. This meant that the spores were only subjected to dry heat sterilization within the bottle, which clearly showed to be a less effective of a method compared to moist heat sterilisation. Because these spores survived the dry heat sterilisation process, they were able to germinate and form bacterial growth under the favourable conditions during incubation, making the TSB media turbid. If dry heat sterilisation was to be implemented to eradicate spores, a higher temperature would suffice. Furthermore, bottle 5 also showed turbidity to almost the same degree as bottle 3. The spore strip in bottle 5 was initially immersed in paraffin oil in bottle 4, before it was transferred into bottle 5. Other than the tightly capped bottle preventing the moist heat from entering, the o il somewhat acts as a protective barrier for the spores, not even allowing dry heat to have direct contact with the spore strip. Based on these findings, it demonstrates to a certain extent to how the biocidal action of moist and dry heat is different and can be compared. Most importantly, the role and the significance of the requirements needed for each sterilisation method. For moist heat sterilisation, a holding time of 121oC for 15 minutes under a pressure of 101kPa is required. In contrast, dry heat sterilisation needs a holding time of 1-2 hours at a temperature of 160oC (Arora, 2003). Therefore, it can be said that moist heat (steam) can perform faster sterilisation, with higher penetrating power as compared to dry heat (Vasanthakumari, 2007). Furthermore, sterilisation using moist heat is more efficient as it uses a lower temperature for the denaturation of protein and the heat in water is also transferred to substances easily (Greenwood et al., 2007). Hence, it is important to note that for steam to be an ideal sterilant, it must be able to have direct contact with the object (external and internal surface) or substance being sterilised. The reason for this is for its stored energy to be transferred to the object through condensation onto all the surfaces which releases its latent heat. As a result, microorganisms are destroyed. Without this direct steam contact, the sterilisation process would be inadequate (Slatter, 1985). Even so, moist heat sterilisation still has a limitation, where it is not capable of destroying prions in the same way as bacteria and spores. Prions, which are stable self-replicating proteins, are highly infective in the central nervous system tissue and they are highly resistant to heat (Hanlon and Hodges, 2013). Therefore, in order to destroy these prions, dry heat sterilisation may be implemented with a temperature of 200oC. Conclusion Successful and complete steam sterilisation can only be achieved if the material being sterilised have physical contact with moist heat (steam) either from the steriliser or from the water inside the material being vaporised. Without the steam, sterilisation process will not be effective because the dry heat cannot destroy the heat-resistant spores. Furthermore, barriers like oils or fats would also prevent the steam from penetrating. Because there are many interruptions or factors that could influence the efficacy of sterilisation, it is necessary to monitor the process. Thermalog strips can be used to determine if the sterilisation process has met its criteria where the material has been exposed to conditions to be safely sterilised. Sterikon plus Bioindicator vials are also used to monitor whether steam sterilisation has occurred. References Arora, D. R. 2003.Textbook of microbiology. New Delhi: CBS Publishers. Block, S. S. 1983.Disinfection, sterilization, and preservation. Philadelphia: Lea Febiger. Bonewit-West, K., Hunt, S. A. and Applegate, E. J. 2009.Todays medical assistant. St. Louis, Mo.: Saunders/Elsevier. Dunn, C. E. and Chennell, S. 2012.Australian master work health and safety guide. North Ryde, N.S.W.: CCH Australia. Greenwood, M., Seymour, R. A. and Meechan, J. G. 2009.Textbook of human disease in dentistry. Chichester, U.K.: Wiley-Blackwell. Hanlon, G. and Hodges, N. A. 2013.Essential microbiology for pharmacy and pharmaceutical science. Chichester, West Sussex, UK: John Wiley Sons. Hoffman, P. N., Bradley, C., Ayliffe, G. A. J. and Ayliffe, G. A. J. 2004.Disinfection in healthcare. Malden, Mass: Blackwell Pub. Jha, T. B. and Ghosha, B. 2005.Plant tissue culture. Hyderabad: Universities Press. Rogers, W. J. 2005.Sterilisation of polymer healthcare products. Shawbury, Shrewsbury, Shropshire, UK: Rapra Technology. Schlegel, H. G. and Zaborosch, C. 1993.General microbiology. Cambridge [England]: Cambridge University Press. Slatter, D. H. 1985.Textbook of small animal surgery. Philadelphia: W.B. Saunders. Talaro, K. P. and Talaro, A. 1993.Foundations in microbiology. Dubuque, Iowa: W.C. Brown. Vasanthakumari, R. 2007.Textbook of Microbiology. New Delhi: BI Publications Pvt Ltd.

Urban and the Council of Clermont :: European Europe History

Urban and the Council of Clermont There are many accounts of that day in November, 1095. Some were written by monks, others by bishops, and even a few by warriors themselves. Historians are constantly asking, "What exactly did Pope Urban II say at the council of Clermont to persuade Christians to set forth on such a difficult venture as the Crusades?" One man, an early 12th century cleric named Fulcher of Chartres wrote perhaps the best historical chronicle of the events at Clermont and the speech of Urban II. Fulcher begins his account with a prologue that states how blessed the journeymen of the Crusades were to take up such a conquest. He follows this by speaking on the Council of Clermont. Fulcher describes Pope Urban II and what he heard was happening to the Christians in the east. What comes next in Flucher's writing is a long speech, allegedly quoted from Urban II himself. In the speech, Urban first lectures his fellow clergymen regarding problems in the church, saying that they should "set [themselves] right before [they] do others"1 Fulcher, 51. Urban II next, as according to Fulcher, declares the doctrine of the church and re-instates the idea of the "Truce"2 McGinty, 52. He also discussed various crimes for which the criminal would be excommunicated from the Church. In Fulcher's third section, Urban speaks of the "evils" in the east. He says, "there is work to do, you must help your brothers living in the Orient, who need your aid for which they have cried out many times"3 Fulcher, 52. He gives word that these "brothers" (Christians) are being threatened by the Turks who must be pushed back to Persia. Urban will grant remission of sins for their services. In closing, Fulcher tells how Urban II presses on to say, " Let no delay postpone the journey"4 Fulcher, 53. Fulcher of Chartres' account of what happened at the Council of Clermont is a great piece, full of detail. Fulcher obviously held Pope Urban II in high regard. Throughout his chronicle, he douses him with compliments saying that he is " a man distinguished in life and character."5 Fulcher, 49. It might not seem like much now to put the Church's interests before all others; however, in the Middle Ages people were extremely religious. The better Christian one was, the better man he was. Urban II speaks to his clergy about the problems in the Church and as Fulcher tells the story he seems he seems rightly bestowed with the compliments Fulcher gives him.

Professional Cheating Websites Essay

Random interview is the method that we are going to use for gathering data because in interviews information is obtained through inquiry and recorded by enumerators. Structured interviews are performed by using survey forms, whereas open interviews are notes taken while talking with respondents. The notes are subsequently structured interpreted foe further analysis. Open-ended interviews, which need to be interpreted and analyze even during the interview, have to be carried out by well-trained observers and/or enumerators. Generally, structured interviews are conducted with a well-designed form already established. Forms are filled in by researches, instead of respondents, and in that it differs from questionnaires. While this approach is more expensive, more complicated questions can be asked and data can be validated as it is collected, improving data quality. Interviews can be undertaken with variety of data sources, and through alternative media, such as by telephone or in person . The people who are going to interview are the maritime students of Dr,Yanga’s Colleges at DYCI. The interviewee came from any level of BSMT and BSMarE maritime student .It could be ages 16 to 18 above male or female. Confessions of a Professional College Cheater. IT WILL COME as news to no one who reads Dave Tomar’s new book that college kids cheat as enthusiastically and ritually as they tailgate and copulate, especially since Harvard recently announced that nearly half of the 279 students in a single â€Å"Introduction to Congress† class are under investigation for academic dishonesty. In the ethically challenged haze of freshman dormitory life I did it myself, writing an occasional paper for an attractive or underperforming friend, and it never really occurred to me that this was wrong until I became a college professor and sat outraged on the other side of the desk, interrogating a barely literate student who had suddenly blossomed into an eloquent critic of Milton’s Paradise Lost. And after reading The Shadow Scholar I’m eyeing my current crop of students with an entirely new level of suspicion. Tomar’s book grew out of an article, penned under the name â€Å"Ed Dante† in The Chronicle of Higher Education in November 2010, that became the most widely read piece in the Chronicle’s history. The article, and now the book, document the astounding scale and sophistication of cheating in today’s wired world, which the author knows well: he worked for ten years at highly organized Internet companies, writing term papers, class projects, and even a dissertation. In the wickedest of ironies, he found his employers through a website that aims to prevent cheating by exposing the worst offenders. At this website, an interested reader will find links to two hundred such companies, all accepting Paypal, MasterCard, and Visa, and all eager to make your college experience utterly painless. One site (CustomWritings.com) provides statistics, including (at press time) a 97 percent satisfaction rate and 1,373,890 pages written. I don’t now how much to trust a company that relies on its customers’ willingness to lie, but if those numbers are true, then this firm alone has produced over 170,000 of the 7-to-10-page papers usually assigned in introductory level classes. Many sites promise that their writers hold at least an M.A. or a Ph.D., and nearly all of them guarantee that the customer’s essay will cruise through the plagiarism-detection software that most American universities have purchased, at a tremendous cost, as the silver bu llet in their anti-cheating arsenal. As Tomar describes the process, the writers for his former employer log in to the company’s website and select an assignment from an online bulletin board. Students provide the topic and the deadline, and specific guidelines from their instructor, and the desired citation style. Some students even ship required course texts to their hired hand: Tomar claims this practice larded his shelves with thousands of dollars worth of books on constitutional history, literature, business, and psychology. But that was one of the few perks. Like a high-tech whipping boy, Tomar says he took on so much work that he ruined his health and his relationships, all so that the pampered and unprepared could enjoy a painless college experience. The cheery photos of carefree students on the professional cheating websites bear this out. As in the promotional materials distributed by the universities themselves, everyone is always smiling. Tomar is very, very angry, and although he comes to loathe the students who hire him, the real target of his ire is the universities. He is himself a graduate of Rutgers, and he seems genuinely traumatized by his own stint on the banks of the old Raritan, which he believes left him without the skills to land any real job other than writing fraudulent college papers. From this experience he gleans several ways that higher education in America has gone awry. â€Å"It’s not simply that some colleges are structured more like corporations than like places of learning,† Tomar notes, but that they are structured like failing businesses that â€Å"don’t give a crap about customer service or quality assurance.† This is one of Tomar’s more astute observations. While nimble businesses, from Lego to Apple, have made customers fall in love with their reinvented products, universities still persist in replicating the early twentieth-century factory model espoused by Henry Ford: customers can have a car painted any color they want â€Å"so long as it is black.† As a teacher of Shakespeare, I benefit from this model all the time: students from across the disciplines are forced to take my classes to fill various requirements, whether or not they will ever use iambic pentameter. It pays my bills. But where such requiremen ts do not correspond to clearly defined and valuable outcomes for students, they also contribute to the truly frightening $1 trillion in outstanding U.S. student debt that, as Tomar notes, has mostly been accumulated in the past four years. The driving engines of that debt remain the for-profit degree mills such as theUniversity of Phoenix, which do not escape Tomar’s fury. â€Å"The work assigned at such institutions was so easy, the standards so low, and the priorities so far removed from the interests of honest student evaluation† that students might be forgiven for turning to the free market to meet their intellectual needs. As the Harvard cheating scandal has affirmed, however, even the best universities have some such slack in the system. Students caught up in the investigation have reported that the course was notoriously known as â€Å"an easy A† with take-home exams and low standards. Combine such factors with the universities’ generally sluggish stance toward technology, Tomar suggests, and the cheating he documents is nearly inevitable. These points are well made, but not much else in this padded book has the same force. In discussing his erstwhile career, Tomar has called himself a master â€Å"bullshit artist,† and he boasts that he knows all the â€Å"little tricks† for churning out papers, â€Å"like fluffing sentences with unnecessary clauses or adding gratuitous lines summarizing previous claims.† Yet Tomar’s book may prove to be his bullshitting pià ¨ce de rà ©sistance, as it employs these same techniques at length, including notes and a bibliography drawn mostly from blogs and websites. For a brief moment, it seems as if this might be some sort of brilliant meta-narrative: a Joycean performance of the sloppiness, clichà ©, and superficial analysis that passes for writing in our universities today. But as Tomar reaches his solemn conclusion, explaining that he has attempted to describe â€Å"the things that I had come to know, with the hope that it could help all of us,† this begins to seem less likely. The problem is that The Shadow Scholar’s argument never really achieves the escape velocity that would propel it beyond the author’s own miscellaneous grievances. By his own admission, Tomar doesn’t know how to use a library and doesn’t have â€Å"a fuck’s clue how to do research if my Internet is down and my phone battery i s dead.† For Tomar this is a point of pride, because the ease with which he manipulates the system—tricking all those doddering professors—shows that libraries and library-based curricula are hopeless anyway. Again, I half-sympathize: if any professors still ask students to conduct research without online resources, they are clearly acting negligently. But surely the more responsible—and the more common—approach is to guide students through the digital archives, accepting that they use Wikipedia and Google, but teaching them that this should be the beginning rather than the end of their research. But Tomar obviously never learned this lesson, and his argument rarely reaches beyond the level of Googling, like one of those machine-authored books that use an algorithm to collate information about a given topic. (If this is unfamiliar, see the 345,000 titles by â€Å"Lambert M. Surhone† on Barnesandnoble.com.) When arguing, for example, that American education l oads students with debt without providing the skills to pay it back, Tomar writes that â€Å"according to the Guardian, ‘student loans have been stripped of nearly all basic consumer protections.’† Nothing wrong with that, except that after continuing this quotation for some length, he launches directly into a new paragraph on â€Å"An article in Mother Jones,† and this takes us to a paragraph relating what â€Å"the Washington Post† surmises, before a final section provides the truth â€Å"according to the New York Times.† The already underdeveloped argument must also share space with a memoir of the author’s misguided youth, and while Dave Tomar finds his lead character fascinating, his will probably be a minority response. After the tenth account of Tomar getting stoned, or reeling out of a bar to vomit, it seems worth asking whether he may have borne some responsibility for his failure to find academic fulfillment and develop marketable skills on campus. One suspects that Tomar was very good at churning out â€Å"C-† papers and that some of his clients got exactly what they deserved. Although The Shadow Scholar is a failed invective, it is an extremely timely reminder that we would be unwise to brush off accounts of cheating at Harvard or our local junior college as a few bad apples. To prevent the offenses that Tomar describes, professors will also need to become more proficient at pedagogies both old and new. Our first priority may be teaching students to navigate an online world where the meaning of intellectual property is in flux. Universities clearly must also do a better job teaching students actual skills rather than running them through hoops until they accumulate enough seat time, measured in dollars and hours, to graduate. Just as important as such innovation, however, is the very traditional work of forming tutorial relationships that will model intellectual responsibility and demonstrate that thinking, rather than paying someone to do it for you, can be its own reward. Studies find more Students Cheating, with High Achievers no Exception. Large-scale cheating has been uncovered over the last year at some of the nation’s most competitive schools, like Stuyvesant High Schoolin Manhattan, the Air Force Academy and, most recently, Harvard. Studies of student behavior and attitudes show that a majority of students violate standards of academic integrity to some degree, and that high achievers are just as likely to do it as others. Moreover, there is evidence that the problem has worsened over the last few decades. Experts say the reasons are relatively simple: Cheating has become easier and more widely tolerated, and both schools and parents have failed to give students strong, repetitive messages about what is allowed and what is prohibited. â€Å"I don’t think there’s any question that students have become more competitive, under more pressure, and, as a result, tend to excuse more from themselves and other students, and that’s abetted by the adults around them,† said Donald L. McCabe, a professor at the Rutgers University Business School, and a leading researcher on cheating. â€Å"There have always been struggling students who cheat to survive,† he said. â€Å"But more and more, there are students at the top who cheat to thrive.† Internet access has made cheating easier, enabling students to connect instantly with answers, friends to consult and works to plagiarize. And generations of research has shown that a major factor in unethical behavior is simply how easy or hard it is. A recent study by Jeffrey A. Roberts and David M. Wasieleski at Duquesne University found that the more online tools college students were allowed to use to complete an assignment, the more likely they were to copy the work of others. The Internet has changed attitudes, as a world of instant downloading, searching, cutting and pasting has loosened some ideas of ownership and authorship. An increased emphasis on having students work in teams may also have played a role. â€Å"Students are surprisingly unclear about what constitutes plagiarism or cheating,† said Mr. Wasieleski, an associate professor of management. Howard Gardner, a professor at the Harvard Graduate School of Education, said that over the 20 years he has studied professional and academic integrity, â€Å"the ethical muscles have atrophied,† in part because of a culture that exalts success, however it is attained. He said the attitude he has found among students at elite colleges is: â€Å"We want to be famous and successful, we think our colleagues are cutting corners, we’ll be damned if we’ll lose out to them, and some day, when we’ve made it, we’ll be role models. But until then, give us a pass.† Numerous projects and research studies have shown that frequently reinforcing standards, to both students and teachers, can lessen cheating. But experts say most schools fail to do so. â€Å"Institutions do a poor job of making those boundaries clear and consistent, of educating students about them, of enforcing them, and of giving teachers a clear process to follow through on them,† said Laurie L. Hazard, director of the Academic Center for Excellence at Bryant University. In the programs that colleges run to help new students make the transition from high school, students are counseled on everything from food to friendships, but â€Å"little or no time is spent on cheating,† she said. A 2010 survey of Yale undergraduates by The Yale Daily News showed that most had never read the school’s policy on academic honesty, and most were unsure of the rules on sharing or recycling their work. In surveys of high school students, the Josephson Institute of Ethics, which advises schools on ethics education, has found that about three-fifths admit to having cheated in the previous year — and about four-fifths say their own ethics are above average. Few schools â€Å"place any meaningful emphasis on integrity, academic or otherwise, and colleges are even more indifferent than high schools,† said Michael Josephson, president of the institute. â€Å"When you start giving take-home exams and telling kids not to talk about it, or you let them carry smartphones into tests, it’s an invitation to cheating,† he said. The case that Harvard revealed in late August involved a take-home final exam in an undergraduate course with 279 students. The university has not yet held hearings on the charges, which may take months to resolve. Officials said similarities in test papers suggested that nearly half the class had broken the rules against plagiarism and working together; some of the accused students said their behavior was innocent, or fell into gray areas. Mr. McCabe’s surveys, conducted around the country, have found that most college students see collaborating with others, even when it is forbidden, as a minor offense or no offense at all. Nearly half take the same view of paraphrasing or copying someone else’s work without attribution. And most high school teachers and college professors surveyed fail to pursue some of the violations they find. Experts say that along with students, schools and technology, parents are also to blame. They cite surveys, anecdotal impressions and the work of researchers like Jean M. Twenge, author of the book â€Å"Generation Me,† to make the case that since the 1960s, parenting has shifted away from emphasizing obedience, honor and respect for authority to promoting children’s happiness while stoking their ambitions for material success. â€Å"We have a culture now where we have real trouble accepting that our kids make mistakes and fail, and when they do, we tend to blame someone else,† said Tricia Bertram Gallant, author of â€Å"Creating the Ethical Academy,† and director of the academic integrity office at the University of California at San Diego. â€Å"Thirty, 40 years ago, the parent would come in and grab the kid by the ear, yell at him and drag him home.† Educators tell tales of students who grew up taking for granted not only that their highly involved parents would help with schoolwork but that the â€Å"help† would strain the definition of the word. Ms. Gallant recalled giving integrity counseling to a student who would send research papers to her mother to review before turning them in — and saw nothing wrong in that. One paper, it turned out, her mother had extensively rewritten — and extensively plagiarized. The Good News in the Atlanta and D.C. School Cheating Scandals With the possible exception of tot-murdering moms and professional basketball players who jilt their fans on live television, there is no more reviled figure in American life than Bernie Madoff. Portrayed on the cover of New York magazine in Heath-Ledger-as-Joker makeup, he has been variously described as a sociopath, a financial serial killer, and the devil incarnate. What nobody has said, however, is that Madoff was the victim of a profession that puts relentless pressure on money managers to publicly report their success in the market. And, while plenty of deserved scorn has been heaped on the auxiliary financial institutions and hapless federal regulators who allowed his fraud to unfold for decades, nobody has suggested that those lapses in any way mitigate Madoff’s culpability in his crimes. Society has taken away all of Madoff’s money and freedom, but it has left him with one thing: the dignity inheren t in possessing moral responsibility for doing wrong. It has been less respectful, unfortunately, to educators in our public schools. Recent weeks have seen reports of a terrible cheating scandal in Atlanta; a Georgia state investigation implicated scores of teachers and principals of systematically falsifying student test scores. Earlier this year, USA Today revealed evidence of test score manipulation in the District of Columbia. Similar scandals have erupted over the years in Houston, Oakland, Dallas, Chicago, and elsewhere, all tied to the pressure educators feel to show evidence of student learning on standardized tests. And, every time news of cheating breaks, opponents of standardized testing and accountability in public education have been quick to deflect blame from morally challenged educators and aim it toward the tests themselves. When asked about Atlanta, noted school reform apostate Diane Ravitch pointed the finger at the federal No Child Left Behind law, saying that, when high-stakes incentives are attached to test scores, we are â€Å"virtually inviting† teachers to cheat. At the Daily Kos, r eaders were told that â€Å"the tests, and the stakes attached to them, are the issue. No rational person can look at cheating this widespread and decide its existence is about the individuals, however blameworthy their behavior may be.† One Atlanta-area teacher put it this way: â€Å"Anybody whose job is tied to performance, it is a setup.† In search of a theory to back up these assertions, testing opponents often invoke â€Å"Campbell’s Law,† an adage put forth in the 1970s by social scientist Donald Campbell. It holds that â€Å"[t]he more any quantitative social indicator [e.g. standardized testing] is used for social decision-making, the more subject it will be to corruption pressures.† As a way of understanding education policy, or anything else, Campbell’s Law is both inaccurate and banal. In reality, most people are quite adept at resisting corruption pressure, which is why the vast majority of teachers whose students take standardized tests do not cheat. And, while some do, the fallibility of humankind has been known for a long time. So I hereby coin Carey’s Law, which holds that trite observations are more likely to be regarded as sacred principles if someone happen s to describe them as laws. TO BE SURE, people (and teachers) will succumb to dishonesty. They cheat on their taxes, spouses, and golf partners. Cheating corrodes trust in all things, especially education. Students whose test scores are manipulated upward don’t the get the extra attention they need. And, since teachers are increasingly being evaluated by how much their students’ test scores improve, a teacher who inflates scores could potentially cost her colleagues in the next grade of their job performance. But cheating also means that public schools finally care enough about student performance that some ethically challenged educators have chosen to cheat. This is far better than the alternative, where learning is so incidental and non-transparent that people of low character can’t be bothered to lie about it. Blaming cheating on the test amounts to infantilizing teachers, moving teaching 180 degrees away from the kind of professionalization that teacher advocates often profess to support. Instead of doing away with the pressures of a performance-based system, the best way to combat cheating is by buil ding institutions that have systems and organizational cultures that minimize the amount of corruption and abuse that occurs. This is harder to do in some places than in others. The District of Columbia, for example, is not exactly a bastion of civic virtue. Half the members of our city council currently stand accused of some form of misconduct, including council president Kwame Brown, who is being investigated by the U.S. Attorney for matters regarding the use of hundreds of thousands of dollars in campaign funds. Nobody, by the way, is blaming the corruption pressures inherent to our vote-intensive election system for Brown’s alleged misdeeds. Indeed, it’s not a coincidence that cheating scandals tend to erupt in municipalities whose public institutions suffer from corruption. But, when the Atlanta police department was rocked by accusations that officers falsified warrants, planted evidence, and gunned down a 92-year old woman in a botched drug raid, national commentators didn’t pin the blame on a system that holds police departments accountable for solving crimes. Corruption, educat ional or otherwise, should be fought with strong law enforcement, the election of public officials with integrity, and the vigilance of citizen’s groups and a watchful press. The Securities and Exchange Commission exists because lawmakers correctly assume that the pressures and temptations of making money are so great that companies and financial actors can’t be trusted. Other than lunatic objectivistsand Wall Street water-carriers, nobody reacted to Madoff, Enron, or WorldCom by calling for less enforcement and public reporting of information. Instead, they rightly called for more. Finally, we should never forget that cheating in public education long predates the advent of standardized testing and accountability. Back then, it happened in the form of students who were ill-taught and passed along through grades until they were handed a diploma despite their inability to read, write, work with numbers, or otherwise perform any of the skills and tasks necessary to make a decent life in the modern world. Often, their children were sent back into the very same dysfunctional systems to begin the cycle anew. The only difference was, that kind of cheating didn’t result in state investigations, newspapers headlines, and calls for the responsible parties to be thrown in jail. The new way we structure testing and reward and punish people for their actions with regard to that testing is better for students—and even teachers—in the long run. Kevin Carey is the policy director of Education Sector, a think tank in Washington, D.C. Cheating is Cheating is Cheating. MANILA, Philippines — DEAR CHICO AND DELAMAR†¦I do a little tutoring on the side to earn some extra money while in college, and I’ve become friends with most of my students as they are mostly just a few years younger than I am. We often still communicate with each other even after I’ve stopped tutoring them. One of the guys that I’ve become close to has recently come to me and tearfully confided that he cheated in an exam and ended up winning an award because of it. I was very disappointed by what he did, because he’s a very smart kid and has a generally sterling academic record. He says that he only did it because his family was going to a really rough patch and he didn’t want an academic failure to compound their problems. He certainly seems guilty over it, and has promised me to never do it again because it wasn’t worth the guilt. What I’m torn about is whether I should tell the school about it. I feel bad about what heà ¢â‚¬â„¢s done, but telling the school would possibly ruin his reputation and his chances at getting into a great college. Should I just let it go and trust that he won’t do it again? -Leonard CHICO SAYS†¦I must admit, this is a tough one. It’s the classic choice between doing the kind thing and doing the right thing. I can’t tell you what is the right thing to do, but what I can do is tell you is what I’d do. I don’t know if I’d have the heart to turn him in. Even if I knew that on paper it’s the right thing to do, I don’t know if I’d muster the resolve. If you can’t choose between the two, you can always try and convince him to do the right thing for himself. Besides, it’s his misdeed that’s causing all this guilt, so he is the best person to right this particular wrong. I’m sure most people would be like, what’s the big deal? He’s learned his lesson, and everybody cheats every now and then, so why ruin a promising future? But remember, somebody who deserved that award was robbed of it. No matter how big or small the accolade, someone else deserved to get that award. And if a young mind gets the idea that he can get away with robbing someone of something as long as he doesn’t get caught, then who is to say that it will stop here? Who is to say that some of the crooked people in high places didn’t get their start with petty â€Å"crimes† like cheating in exams? Leave this sliding doors moment for him to decide. He can opt to leave things as they are and move on, or he can step up to the plate and right the wrong with his own hands, the very hands that caused the injustice in the first place. If he thinks the right thing for him to do is to own up to the cheating, then there is no other recourse but to bite the bullet and confess, just like if you feel it is your duty to report him, then you are beholden to yourself to do so. For all you know, him confessing may be a bitch to handle now, but it could also be the best thing that ever happened to him. Character is hard to come by these days. Something like this could actually build him some. Do what feels right to you at this moment; in difficult situations like these, it’s the best you can do. DELAMAR SAYS†¦There is no way you can be sure he won’t do it again. There is no way that you can be sure that the next time a similar situation happens he won’t take the easy way of cheating again. In his mind he might justify cheating as long as he can say he did it for his family. And did he really do it just to not add on to his family problems? And would it really have added to his family’s problems? Isn’t it understandable that when families go through problems children’s school work do suffer? Did he really do it for family? Or, did he do it for himself? If there was a way to make sure this really was a one time and only a one time thing, most people will say why not let it pass without consequence? But that’s the thing, there is no way you can tell. And the one thing that needs to be considered more than just whether he will do it again or not is this — him cheating earned him an award. Which means: his cheating deprived someone of an award that would have been legitimately earned. He took it from somebody else who would have rightly earned it. And in my opinion, that is certainly not fair. I think this problem is a question of being understanding to someone who was just really pushed to the edge or do you consider this as a great opportunity to learn a very hard lesson too. The lesson that cheating is cheating is cheating. No matter what your justification is it is still a wrong that has consequences. The consequence that is so great, at the cost of his good reputation being tarnished and risking his entrance to a good college, that he will never cheat again. Cheating can destroy all your previous honest efforts. That is a great lesson he will never forget. And also he has to learn that his cheating deprived someone of that award. And these things if he has to pay the consequence will surely send a message that cheating isn’t worth it. He will learn that he just has to live with not performing well when his family is going through something rather than to automatically cheat. Your decision lies with how well you know your student. Will this serve as a lesson he will never forget and never do again? Or, is this his chance to learn at this point and painfully that there are consequences to the actions we do? What can your conscience live with? Whatever you decide I just hope the person who might have been deprived of that award the student earned with his cheating efforts will still get what he deserves. Maybe you can figure out a way to punish the act of cheating but at the same time give him some leeway because he did come forward to admit his wrongdoing? In my opinion the best way is to show him that this act cannot go without consequence, some consequence. You can argue on his behalf that the punishment be less severe so as not to risk his college entrance but he certainly has to understand that he cannot get away with cheating without paying the price. Trick or Cheat. Cheat. It’s probably something that we’ve done at least once in our academic life. Whether through hidden answer sheets, information shared with friends from different sections, or just taking a peek at a seatmate’s paper, not very many of us can claim to be innocent in this regard. Penelope (not her real name) a college senior at a school in Manila’s University Belt, admits to be cheating in exams since she was in fourth year high school. â€Å"I needed to,† she justifies. â€Å"We had to memorize the formulas in our Physics class and we weren’t allowed to have an index card to look at. I was a candidate to become an outstanding student at the time and I didn’t want to fail that exam.† Aside from looking at her seatmate’s paper, she also had a small paper with all the needed formulas hidden in her socks. Penelope has never been caught, but on the occasion that she is, she says she plans to apologize to the teacher. â€Å"But t hat doesn’t mean I’ll stop. I believe cheating is one of the elements of being a student,† she says. Penelope’s story is something that is replicated in the lives of other students across the city. Just like Penelope, Nicole (not her real name) began cheating in exams in high school, mainly because everyone else in her class was doing it. â€Å"It wasn’t intentional at first. The examiner was out of the room, and I took the liberty to check my notes in Biology and compare if my answers were correct. I found it really rewarding to get a perfect score,† she recalls. But unlike Penelope, Nicole was unlucky enough to get caught. â€Å"I decided not to do it anymore and try to rely on my full capacity to answer all subsequent tests,† she says. However, â€Å"try† is the important word in Nicole’s statement. When asked if getting caught stopped her from cheating, her reply is short and direct to the point: â€Å"Not really.† MODERN CHEATING The temptation to cheat is even easier for today’s technologically-advanced youth. With mobile phones making the transmission of messages easier and the Internet making the sharing of information much quicker, today’s Filipino student can just as easily download his answers from a computer as he can from looking at his seatmate’s answers. However, it would seem that the tried and tested technique of looking at the answer of seatmates, passing around notes, and â€Å"reliable† classmates are the methods preferred by today’s young Filipinos. â€Å"If you give people answers, they give you answers back,† says Elle (not her real name). â€Å"My two friends and I would form a triangle with our seats — we call it the Triangle Offense. It gave us good angles. I also ask people who’ve taken the tests earlier for questions and answers.† Mark (not his real name) also relied on his classmates to get a higher grade than the one he would have otherwise received on his tests. â€Å"Back in high school, teachers would have us exchange papers with our fellow classmates and we would have to honestly mark each others tests. It wasn’t me who changed the answers, but my seatmate who’s marking it. That’s what made it possible,† he says. Just like Nicole, Elle has already been caught cheating. And just like Nicole, Elle says this hasn’t stopped her from cheating. â€Å"I’ve been caught, and I just made pa-cute and joked around. I charmed the teacher,† she says. â€Å"Getting caught didn’t stop me from cheating. It empowered me even more.† CHEAT BUSTERS If cheating seems unavoidable, what can school administrations do? Preventing behavior like this from occurring in the first place seems to be the approach being taken by educational institutions. The De La Salle University, for instance, has a Discipline Office (DO), which promotes students discipline, maintains peace, order and cleanliness in the University, and seeks to prevent, rather than correct, unseemly student behavior. Nimpha Baldeo, the DO head, says that her office conducts regular seminars and lectures on values for teachers, parents, and students, and comes out with publications on these topics such as modules, a DO Guide, and a DO Bulletin. â€Å"Discipline awareness is also celebrated every October by the academic community with exhibits and forums to intensify the information drive on University policies, rules and regulations,† she says. â€Å"The University also recently established the Compliance Office to ensure that all significant requirements necessary for compliance with law, regulation, or other binding rules in and outside the University are in place.† Students who are caught cheating are not immediately suspended or expelled, rather, they are put under probation and exposed to a series of seminars and related activities on values formation and clarification. DLSU also curbs plagiarism and protects intellectual rights. Academic papers have to cite its sources, whether from open source references like Wikipedia or from traditional materials, and written permission from concerned faculty members are required if a student intends to submit the same work to another course for extra credit. A MATTER OF TRUST Alexandra (not her real name), a literature professor for two years at a prominent university in Quezon City, has a much more personal view of how to stop cheating among the student body. Alexandra says that in her short years of teaching, she has not yet encountered a case of cheating in her class. While part of this is because most of her examinations are essay-based, she also says that this is because she trusts that her students know better than to cheat. â€Å"When I give objective tests, I don’t patrol. You could say I don’t even really check,† she reveals. â€Å"I feel it’s a very obvious sign of not trusting them. These kids are in college. it’s no longer high school or grade school. What they do with their education is their business. I’m there to guide and instruct, but I’m not there to be their mother. Show them that you trust them somehow, and hopefully, they’ll live up to it.† Alexandra says that rather than looking to change how students behave, educators should instead look into themselves and find out if they are the ones contributing to the problem. â€Å"I think cheating can be curbed, because I honestly think that students cheat if they feel that it’s impossible,† she says. â€Å"And impossibility is a result of demanding too much output when you haven’t even put much in to begin with. If you’re a good educator, students won’t feel the need to cheat.† ——————————————– [ 1 ]. New Republic, by Blaine Greteman, September 12, 2012 [ 2 ]. The New York Times, by Richard Perez-Peà ±a, September 7, 2012 [ 3 ]. New Republic, Kevin Carey, July 19, 2011 [ 4 ]. Manila Bulletin Publishing Corporation, Chico and Delamar, November 9, 2011 [ 5 ]. Manila Bulletin Publishing Corporation, Ronald S. Lim, November 12, 2009

Sustainable Tourism Development

This article was downloaded by: [113. 210. 1. 106] On: 22 March 2013, At: 07:28 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Sustainable Tourism Publication details, including instructions for authors and subscription information: http://www. tandfonline. com/loi/rsus20 A Framework of Approaches to Sustainable Tourism Jackie Clarke Version of record first published: 29 Mar 2010.To cite this article: Jackie Clarke (1997): A Framework of Approaches to Sustainable Tourism, Journal of Sustainable Tourism, 5:3, 224-233 To link to this article: http://dx. doi. org/10. 1080/09669589708667287 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www. tandfonline. com/page/ terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, lo an, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 A Framework of Approaches to Sustainable Tourism Jackie ClarkeSchool of Business, Oxford Brooks University, Wheatley Campus, Wheatley, Oxford OX33 1HX Based on an extensive literature review, this paper proposes a framework of approaches to sustainable tourism. The framework is composed of four positions, chronologically sequenced according to th e dominant understanding of sustainable tourism as a possession or goal. The positions are those of polar opposites, continuum, movement and convergence. The framework offers insights into the development of the sustainable tourism concept and enables identification of an author’s approach to the concept. Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013Introduction The understanding of sustainable tourism has developed from the early ‘is it or isn’t it sustainable tourism’ debate, to the acceptance that research energy should be channelled into practical ways of assisting all forms of tourism to move towards sustainability. The fundamental difference is the assumption of the former, that sustainable tourism is, in some manner, already a possession of certain types of tourism or situation, against the acknowledgement of the latter, that sustainable tourism is not an inherent characteristic of any existing form or situation, but a goal that all touris m must strive to achieve.The tremendous volume of output on the subject over the last decade (Brown, 1991) has contributed to the recognised ambiguity in terminology (Beioley, 1995; De Kadt, 1990; Lanfant & Graburn, 1992; Murphy, 1994; Pearce, 1992, etc. ) and the surfeit of labels. For example, ecotourism has no unequivocal usage. It has been expressed as a symbiotic relationship between tourism and nature conservation (Farrell & Runyan, 1991; Valentine, 1993), been equated with nature tourism (Boo, 1990), and constructed as a Venn diagram (Buckley, 1993; Wight, 1995). Occasionally, labels are combined to produce hybrids (see, for example, Dernoi, 1988; Wight,l995).As a concept, sustainable tourism is still evolving. A Framework of Approaches to Sustainable Tourism Based on a critical literature review of both academic and industry contributions, the proposed framework comprises four positions of understanding of sustainable tourism. These four positions:  · are broadly chronolog ical, reflecting the dominant approach to sustainable tourism and offering insights into the concept’s development;  · provide a structure within which an author’s approach to the concept may be identified, affording insights for literature reviews.The framework is envisaged as complementary to other work (see, for example, Cazes, 1989; Pearce, 1992). As early literature commonly fixed on scale as the distinguishing feature, this is the unifying theme for the framework. As a 0966-9582/97/03 0224-10 $10. 00/0 JOURNAL OF SUSTAINABLE TOURISM  ©1997 J. Clarke Vol. 5, No. 3, 1997 224 A Framework of Approaches to Sustainable Tourism 225 criterion, scale has shifted from an emotive or even antagonistic role to neutral ground. An overview of the framework shows the positions forming two pairs.The first pair regard sustainable tourism as a current possession of a particular scale of tourism, whilst the second pair treat the phenomenon as a goal to be striven for. Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 The first position of polar opposites A term adapted from Pearce (1992), the first, and probably the earliest of the four positions, was that of mass tourism and sustainable tourism conceived as polar opposites (see Figure 1). Alternative tourism was the popular label for sustainable tourism, mutual exclusion being implicit in the term.As a force, sustainable tourism was understood to be pulling away from mass tourism, which served as a point of repulsion (for commentary, see Butler, 1991; Cazes, 1989; Krippendorf, 1987; Nash, 1992; Richter, 1987; Travis, 1988; Valentine, 1993). Thus, sustainable tourism and mass tourism were stereotyped as the ‘good’ and the ‘bad’. The negative social and environmental impacts experienced at destinations were attributed solely to mass tourism, which was couched in emotive terms such s ‘hard’, ‘ghetto’, or ‘destructive’ tourism. Of course, mass tourism also related to scale, and the scale of the tourism involved was the principal defining characteristic for the polar opposite approach. Wheeller (199la) summarised scale as the focal point: the traveller is preferred to the tourist, the individual to the group, specialist operators rather than the large firms, indigenous accommodation to multi-national hotel chains, small not large — essentially good versus bad. Wheeller, l991a, author’s emphasis) Representing mass tourism, a Director of the Thomson Travel Group lampooned the approach by recounting his situation as an ecotourism speaker at a Royal Geographical Society gathering as being: rather like a cattle baron addressing a congress of vegetarians. (Brackenbury, 1992: l0) At its most extreme, advocates of alternative tourism pressed for a total replacement of mass tourism (cited in De Kadt, l990, 1992; Lanfant & Graburn, 1992) and of Cohen’s (1972) institutionalised tourist.Arguably, the position of polar opposites was strengthened by the presentation of mass versus sustainable characteristics in diametrically opposed tables (see, for example, Krippendorf, 1982; WTO, 1989). Such tables were developed into concrete notions of ‘bad’ versus ‘good’ (see Lane, 1989, 1990). ‘Mass tourism’ Conceptual barrier ‘Sustainable tourism’ Figure 1 Position 1: polar opposites 226 Journal of Sustainable Tourism Thus the earliest understanding of sustainable tourism was one of a dichotomised position.Believers in the polar opposite approach clearly regarded sustainable tourism as a possession of an existing type of tourism based on small scale characteristics. Ownership was claimed by tourism forms opposed to mass tourism. In short, small was synonymous with sustainable. Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 The second position of a continuum By the 1990s, the original position of polar opposites was generally rejected as u nproductive, but the notion of a continuum between sustainable tourism and mass tourism presented a flexible adaptation of the earlier ideas (see Figure 2).In recognition that sustainable tourism utilised the infrastructure, transport and reservation systems of mass tourism (see De Kadt, 1990, 1992; Krippendorf, 1987; Wheeller, l991a), spawned an accompanying tourism industry structure (see Cohen, 1987, 1989; Krippendorf, 1987), and had the potential to develop into mass tourism if not properly managed (Butler, 1990, 1992; Tourism Concern, 1992), the simplicity of polar opposites was adjusted to a continuum between the two extremes. Variations were appropriately placed along the spectrum (see, for example, Davidson, 1992).Although allowing some measure of degree, the continuum understanding of sustainable tourism still regarded the phenomenon as a possession and used scale as the defining criterion. Polar opposites and continuum therefore formed a natural pair. However, the continuu m approach to sustainable tourism was only ever loosely established; understanding was moving in a new direction. ‘Mass tourism’ ‘Sustainable tourism’ Figure 2 Position 2: continuum Criticisms: too simple, too impractical Criticisms and queries have been voiced over these early approaches to sustainable tourism.The idea of polar opposites representing ‘right’ and ‘wrong’ was denounced as ‘grossly misleading’ (Butler, 1990). Most criticisms related to one or both of the following:  · Too simple: the inadequate appreciation of tourism as a dynamic and complex phenomenon resulting in the inherent flaws in this understanding of sustainable tourism.  · Too impractical: the question of scale and the inability of this narrow view of sustainable tourism to offer practical solutions to the global problem of the burgeoning volume of tourist arrivals.Tourism is a complex and dynamic phenomenon (Heath & Wall, 1992; Przeclawski , 1993), yet sustainable tourism from the polar opposite and continuum positions assumed a homogeneity and simplicity in conflict with reality (Cooper et al. , 1993). Faced with the dramatic growth in international tourism from the 25 million trips of 1950 (WTO, 1993) to the 531 million of 1994 (WTO, 1995a) and its continued predicted growth (WTO, l995b), the replacement of mass tourism with the sustainable tourism promoted by the two positions was illogical. Being small scale, sustainable tourism lacked the capability (Butler,A Framework of Approaches to Sustainable Tourism 227 Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 1990; Cohen, 1987; Cooper et al. , 1993; Fennell & Smale, 1992; Pearce, 1992). Sustainable tourism could neither manage the number of arrivals nor replace the economic benefits accrued (Butler, 1992; Cohen, 1987). For Wheeller (1990, l991a, l991b), the idea was a ‘micro solution’ struggling with a ‘macro problem’. Furthermore, this understanding was inward-looking, failing to recognise the importance of other industry sectors and the wider perspective of sustainable development (Hunter, 1995).Indeed, the second pair of positions better demonstrate the influence of the sustainable development landmarks that shaped the concept (for example, IUCN, 1980, 1991; The World Commission on Environment and Development, 1987; the GLOBE ’90 and ’92 conferences; The United Nations Conference on Environment and Development with Agenda 21). Other criticisms concerned issues such as elitism (Cazes, 1989; Richter, 1987), the problems of ensuring local ownership and control (Cater, 1992), and inbalances in power (Wheeller, 1990, l991a, l991b).Butler (1990) argued that the approach to sustainable tourism portrayed a static picture of impacts. The revision of features related to time and process produced a less flattering scenario (Butler, 1990). For example, the more intense contact between host and guest over a longer duration resulted in greater damage to the fragile host culture than was readily apparent in the ‘good’ versus ‘bad’ tables. The emergence of these tables was partly a response to an over-simplistic interpretation of Krippendorf’s work (1982, 1987). Krippendorf (1987) was not opposed to mass tourism as long as it progressed towards ‘harmonious’ tourism.In fact, he urged that: only if we succeed in living with tourism as a mass phenomenon, ? , can we claim to have made a decisive step forward, (Krippendorf, 1982: 111, author’s emphasis) an assertion often overlooked by proponents of a polar opposite or continuum approach. The third position of movement Criticisms of the earlier understandings of sustainable tourism, coupled with a closer alignment to sustainable development, resulted in the demand to change mass tourism to more sustainable forms (see, for example, Bramwell, 1991; Butler, 1990, 1991; Cohen, 1987; De Kadt, 1 990; GLOBE, 1990; EIU, 1992).If the main problem of modern tourism is that of its huge number, (Krippendorf, 1987: 42, author’s emphasis) then mass tourism was the most visible and sensible candidate for initial reform. The sustainable tourism as understood under movement differed from the earlier definitions of sustainable tourism on three key dimensions:  · The issue of scale became more objective and less emotive. Mass tourism became the subject for improvement, rather than the derided villain.  · Sustainable tourism became the goal for attainment, rather than the possession of an existing scale of tourism. Operationalising current knowledge to move towards the goal became the 228 Journal of Sustainable Tourism (’mass tourism’) Large scale tourism Sustainable Tourism Goal Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 Figure 3 Position 3: movement practical focus of effort, rather than the ‘is it or isn’t it sustainable tourismâ€⠄¢ debate of previous years. Figure 3 illustrates the understanding of sustainable tourism by movement advocates. As a label, large scale tourism is preferred to mass tourism, for it sheds the negative connotations.Viewed objectively, large scale tourism possesses strengths which could be used to advantage:  · The environment is attacked by other industries, such as mining and manufacturing (EIU, 1992; McKercher, 1993), and tourism is dependent on environmental quality. The tourism industry must protect its assets; size is important, as large players exert pressure through lobbying power.  · Large scale operators have the marketing and communication skills, plus contact opportunities in bulk, to actively foster interest in sustainable tourism amongst the millions of consumers who purchase their products. Large size confers influence over suppliers and distributors, which could be used as a persuasive force for the introduction of sustainable policies along the supply chain. Of c ourse, there are less altruistic reasons for large scale tourism to instigate movement towards the sustainable tourism goal. The imposition of environmental regulatory control by governments grappling with world problems of acid rain, ozone layer depletion and global warming require a minimum response of compliance.From the demand side, the rise of consumer interest in green issues (see ETB, 1992a, 1992b; Green, 1990) provides the classic incentive of consumer needs. The interest expressed by consumers through financial institutions in environmental practices is a further motive. There are over thirty an ag em en im ts pa ct ys -e as nv ses tem iro nm s s – re ent men use t al Guid , re au eline cyc di s for le, red t susta uce inab le to urism Equity Company/organisation focus ta lm s pac im cts al pa lob G im al sic y ph al/ gic olo Ec (’sustainable tourism’) Small scale tourism iro nm en En v -e nv iro nm e nt al A Framework of Approaches to Sustainable Touri sm 229 Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 environmental or ethical funds in the United Kingdom, representing approximately ? 750 million of investment; according to independent financial advisors Holden Meehan (1994), the idea of ‘profit with principle’ has moved from the fringe to the mainstream.Investors are stakeholders requiring satisfaction. There are many examples of large scale tourism proactively moving towards the goal of sustainable tourism (see Middleton & Hawkins, 1993, 1994; WTTERC, 1991–1994). British Airways was one of the first tourism companies to publish an environmental report (British Airways, 1991), the International Hotels Environment Initiative was a sector-specific project (Van Praag, 1992), whilst the ‘Green Globe’ programme was targeted across the tourism sectors (WTTERC, 1994).The World Travel & Tourism Council, a coalition of Chief Executive Officers from international tourism companies, established th e World Travel & Tourism Environment Research Centre (WTTERC) to monitor, assess and communicate objectives, strategies and action programmes in respect of environmental management (WTTERC, 1992). Over one hundred guidelines and codes of practice relating to tourism were identified (WTTERC, 1993); the environmental guidelines of the WTTERC itself provide a useful synopsis of the large scale understanding of sustainable tourism (WTTERC, 1992).As Figure 3 demonstrates, the focus of this approach is on the physical/ecological environment, with an emphasis on environmental management systems, incorporating techniques such as environmental audits of products, processes and issues, and environmental impact assessments. The fourth position of convergence The framework culminates in a position of convergence (see Figure 4). This position represents the latest understanding of sustainable tourism as a goal that all tourism, regardless of scale, must strive to achieve (see, for example, Inske ep, 1991).Accepting that the concept of sustainable tourism is still evolving, the absence of a precise goal definition is less important than general movement in the correct direction. Appreciating the wider role of sustainable development, this final position recognises two interpretations of sustainable tourism. The large scale interpretation of sustainable tourism (as portrayed in position three) has a dominantly physical/ecological perspective expressed as a business orientation. The small scale interpretation of sustainable tourism offers a social slant from a local or destination platform.It is akin to the understanding of sustainable tourism as alternative tourism under position one, except for the crucial recognition of the concept as a goal rather than a possession. Both interpretations:  · focus on the implementation of their current knowledge of sustainable tourism to move towards the ultimate goal of sustainability;  · seek future progress towards the desired goal t hrough the twin processes of further development of ideas inherent in their own interpretation and by adaptation of ideas found in the other.Together, this results in convergence towards the goal of sustainable tourism. For example, in this quest, large scale tourism is experimenting with techniques for inducing shifts in tourist behaviour compatible with environmentallyfriendly travel, an educational component instigated by the small scale enterprises. Thomsons now provide environmental guidelines for guests; TUI 230 Journal of Sustainable Tourism Downloaded by [113. 210. 1. 106] at 07:28 22 March 2013 Large scale tourism al nm vi ro En Figure 4 Position 4: convergence ave produced an environment ranking for products featured in all their mainstream Euro-brochures. In turn, small scale enterprises are learning about the development of effective environmental management systems, originally the territory of large scale organisations. In the UK, the environmental audit was promoted fo r small scale concerns by the West Country Tourist Board’s (1993) ‘Green Audit Kit’; the project was then taken nationwide. In addition, by embracing sustainable development, both interpretations are receptive to further ideas generated from outside the tourism sector.Like large scale tourism (see position three), the small scale interpretation of sustainable tourism has produced guidelines and codes of good practice (see, for example, ETB, 1991; Countryside Commission, 1991; Green, 1990), established destination-based projects (for example, the Devon-based Tarka Project) and offered and disseminated advice to interested parties (ETB, 1992a, 1992b, 1993). -e nv iro nm en ta l en t im g olo Ec m an ag em y ph al/ ic al sic en ts pa ct ys -e as nv s e s te m ir o nm sm s – re en use tal ent Guid , re au eline cyc s for le, r dit sust edu aina ce ble t ouri sm Equity Company/organisation focus ba Gl p l im s act p im Sustainable Tourism Goal ts ac Local area identity focus Equity Guid e Loc lines for al c sust ont aina Ed rol ble t uc ouri ati To sm on u of Au ris hos tc th t/to e n ha r uri tic act st ity eri s ti cs s act ts mp pac y al i rit ultur l im a c teg loc In o cial/ tion/ a S stin De Small scale tourism A Framework of Approaches to Sustainable Tourism 231 The completed framework Taken as a whole, the framework both structures and partially explains some of the conflicts and debates that have occurred in sustainable tourism.Although due regard should be given to the limitations of a framework based purely on a literature review and purporting to be complementary in nature rather than encompassing, it does present insights to past development whilst taking a view as to the direction of future advances. 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