The Berlin Blockade Research Paper Example | Topics and Well Written Essays - 1500 words - 1

The Berlin Blockade - Research Paper Example During World War ii, Britain, France, the United States, and the Soviet Union banded together to form the allied powers in order to fight and overcome Germany.   The war was brutal and left devastation in its wake.   After the war, the main question was what to do with conquered Germany.   The Soviet Union, Britain, and the United States convened at Potsdam in Berlin for a conference which lasted from 16 July until 2 August. 1945.   This was the third conference held by the allies after the war in which decisions were taken as how to restore Europe and deal with Germany.   The leaders who attended were: Stalin of the Soviet Union, Truman of the United States and Churchill of Britain who was replaced by Attlee who had become the new Prime Minister of Britain.   Already, the tension was displayed between the Soviet Union who practiced Communism and the Western powers who had adopted Capitalism.   The Potsdam Agreement was signed during the conference, which led to the cre ation of a four-power allied control council [ACC] to govern Germany.   The allied council was made up of Britain, The Soviet Union, The United States, and France.   They were each given a zone in Germany to govern.   Berlin, the capital of Germany, fell within the Soviet Union’s zone; fearing that The Soviet Union would gain an advantage by this, the other three powers insisted that Berlin is divided into four separate sections. The Soviet Union’s zone was mainly made up of fertile agricultural land that produced most of Germany’s food; while, the British and the United States’ zones were more industrial in nature and had to rely on foodstuff from The Soviet Union.   The allies planned to limit Germany’s industrial capacity in order to ensure that it would never again be able to achieve remilitarization.   Britain, who occupied the zone least capable of conducting agriculture, disagreed with this resolution and fought for a greater indus trial output by Germany, tightly controlled by the allies, so that Germany may become a major trading partner.   Due to the lack of an agreement on this matter, each country administered its zone as it saw fit.  

Poetry Analysis Essay Example | Topics and Well Written Essays - 750 words

Poetry Analysis - Essay Example The title of the poem is ironic as the character who is presented in the poem is not romantic but timid, alienated, dull and anti-heroic. Even though the poem can be interpreted in innumerable ways, a careful analysis of the poem helps us trace the core idea surrounded by several underlying themes (Blythe and Sweet, 1994). The narrator is expressing his disappointment with the society he is placed in. A proper interpretation of the different aspects of imagery, theme and symbolism will help readers easily assess the narrator’s views of life. Prufrock’s deems his daily life as bleak, empty and repetitive. In the beginning of the poem the poet builds a scene that explains the indifferent mood of the narrator. Narrator explains the surroundings on an evening with a tone of despair and hopelessness. In the line 6, we see that the author considers night as ‘restless’. He further comments that streets are "tedious arguments of insidious intent" (Eliot 1915). From these comments readers can understand the narrator’s annoyance about his surroundings. Regarding his and his companion ’s destination, he comments that they are "one-night cheap hotels and sawdust restaurants with oyster-shells" (Eliot 1915). Even though the narrator is not giving a long description of his dissatisfaction with the surroundings, readers smell a mood of dissatisfaction and restlessness that radiate from the life of the narrator. The narrator’s nature needs no further explanation in the poem. The poet makes use of multiple poetic elements to illustrate the mood of the narrator that is the central theme of the poem. As we proceed along the poem we see more elements of imagery that reflects narrator’s s frustration with his surroundings. We find him speaking about the "yellow fog" which "rubs its back upon the window-panes" and the "yellow smoke that rubs its muzzle on the window panes" (Eliot 1915). He further comments on the "soot that fall s from chimneys" (Eliot 1915). In the later part of the poem the narrator again refers to smoke as he describes the street he walks. These elements of imagery make us understand that the narrator is hazy and unconcerned and never accommodates anything. The narrator different feelings are presented in the poem. His feelings of dissatisfaction and restlessness, however, dominate his mood. Readers understand that the narrator who is getting aged will do things in a different way provided he is given a chance. In the lines 49-54, the narrator reveals the overall boredom he faces in his life. We find him telling that he has "known them all already, known them all-have known the evenings, mornings, afternoons" (Eliot 1915). It seems that the narrator thinks that his life is over and he has nothing more to offer. He continues to make comments of dissatisfaction throughout the poem. He says he is used to "the eyes that fix you in a formulated phrase" and the "arms that are bracleted and whi te and bare" (Eliot 1915). The narrator’s disillusionment of life is also evident in his remarks about time. In lines 24-34, we see him telling that time is there to "meet faces", "murder and create", have a "hundred indecisions" and a "hundred visions and revisions" (Eliot 1915). The narrator is telling this not in an optimistic manner. Readers feel that he is telling that time is plentiful only if we take good advantage of it. The narrators appear to be sure that he has failed to take

Management at Semco and Leadership Styles of Richard Semler

Management at Semco and Leadership Styles of Richard Semler Peter Drunker (1954), defined management as the way of getting things done through others, by organising, motivating and developing people through training. Likewise, Huczynski and Buchman (2001), defined management as the co-ordination of people towards the achievement of a collective goal. The management of an organisation could be ambiguous, complex and could be over a long period of time; this is when strategy is required. Strategic Management means coping with complexity (kotter 1991), the way and how the complexity is structured, organised, to accomplish a common goal is referred to as strategic management. The process of coping with change (kotter 1991) is known as Strategic Leadership, change is a normal occurrence in an organisation. The process of influencing people in the accomplishment of a goal is known as leadership. (Koontz O Donnell). Style is the way or approach of doing things, leadership style is the way a leader influences its employees. Lewis (1939), defined lea dership style as the method or approach used by leaders to influence their employees either by commanding, motivating or giving directions. There are three approaches to leadership styles namely: Authoritarian or autocratic: Responsibilities such as decision making, procedures for achieving goals, general control of the organisation is focus on the leader Participative or democratic: Responsibilities such as decision making, procedures for goal achievement and control of the organisation are focus within the group as a whole. Laissez faire or free reign: responsibilities such as decision making, procedures for goal achievement and control of the organisation are focus within the group or individual, the group works with freedom of action, they decide on how they do things. No rules, no hierarchy. 1.1 MANAGEMENT AND LEADERSHIP STYLES ADOPTED BY RICARDO SERMER Semler is known as the leading proponent, likewise the most evangelist of participative leadership or what is known as cooperate democracy. Semler took over SEMCO or what was originally known as Semler and Company in the year 1980 from his father Antonio Semler who practiced the traditional autocratic style of leadership. Ricardo followed this leadership style. On his first day as the CEO of SEMCO, Ricardo fired sixty percent of all top managers, for four years he practiced the autocratic style of management. At the age of 25 in the year 1984, he began to work on a diversified program to rescue the company; he was inspired to have a greater work-life balance for himself and his employees so he introduced the participative leadership style. In 1990, there was dramatic restriction on liquidity instituted by Brazilian president Frenando Collor De Mello to combat hyperinflation. At this turndown period employees at SEMCO agreed to wage down cut and were performing multitude roles during this crisis period which gave workers greater knowledge of the operation and more suggestions on how to improve the company, this led to full participation of employees. In SEMCO responsibilities such as decision making are focus on the employees, they are allowed to apply their creativity and initiative to the service of the organisation. In addition decision making such as the selection and election of their boss is focused on the subordinates. Sermels participative leadership style can be related to McGregors Y theory capability of people with self direction and self approach Euston Henry research (2010). Semlers way of work is letting employees choose what they do, where and when they do it, likewise they determine how they get paid. Semler has no organisational chart, no dress code, and no written rules; he replaced hierarchical pyramid structure with circle structure. He believes that this participative leads to a healthy and enjoyable way of life for employees. Semler leaders hip style allows a legitimate and reward power (i.e. profits sharing and promotion) on his employees based on his position as the leader of SEMCO. WHAT IMPACT DO YOU THINK THESE STYLES HAVE HAD UPON THE COMPANYS STRATEGIC DECISIONS? Ricardo Semler style has a positive impact on SEMCO. In 1986, Ricardo Semler attempted to introduce a matrix organisational structure (people with similar skills are pooled for work) which failed to achieve desired improvement. In 1982 SEMCO annual revenue was $4 million, it grew over the years, as at 1994 it was $35 million, and in 2003 the annual revenue grew to $212 million with annual growth rate of 40%. In 1982 SEMCO employees were 90, by the year 2003 SEMCO employees were over 3000. Over the years the company has diversified into different business by mergers and joint ventures. From the illustration made above, we can relate the success of SEMCO to the leadership style of Ricardo Semler. EXPLAIN THE LINK BETWEEN SELECTED STRATEGIC MANAGEMENT AND LEADERSHIP THEORIES. WHAT IMPACT DOES THESE THEORIES HAVE ON ORGANISATIONAL AND LEADERSHIP STRATEGY? Strategic Management is procedure of coping with complexity (kotter 1991). Drucker (1954) said strategic management is the motivation of people to achieve a common goal. There are various theories on how collective goals are achieved. Henri Fayol five functions of management 1916: He classified duties of managers into five. There are: planning, organising, controlling, commanding, and coordinating. Fw Taylor 4 objectives of scientific management 1881: He classified managers duties into four, they are: scientific methods of doing thing, goal for production, system of reward for meeting goal, training of personnel. Peter Drucker 1954 five management processes: He classified duties of manager into five, which are: setting objectives, motivating, task organisation, measurement (SMART), and training. The table below shows how different strategic leadership theories are linked HENRI FAYOL 1916 COMMANDING PLANNING CONTROLLING COORDINATING ORGANISING PETER DRUCKER 1954 measurement using SMART objectives Setting objectives to achieve Motivation of staffs to achieve a collective goal Improvement through training and coaching Tasks organisation FW TAYLOR 1881 Establish goals for production System of reward for meeting goals Training to use methods and meet goals Scientific method of doing things Duties of managers: Table 2.1 Strategic leadership theory: leader copes with changes in an organisation by setting direction (kotter 1991) for others to follow in the achievement of goals (koontz O Donnell). There are various theories by authors, such as: Leadership styles: Leadership style assumes that subordinates work more effective with leader who adopts a specific style rather than a leader who adopts alternative styles. There are different dimensions to leadership styles; however it can be classified into three (3) namely authoritarian, democracy and laissez faire. Tannenbaum and Schmidt (1958) classified 4 styles which controls the degree a manager maintains. They are tells, sells, consults and joins. These leadership styles depend on the leadership situation (Mullins 2007). The authoritarian style: Power is focus on the manager, decision and procedures for achieving goals is made without consultation. The control is either by reward or punishment. This is related to Tannenbaum and Schmidt tells approach. In this style the concern for task is high. The democratic style: The focus of power is within the group as a whole. Function such as decision making and procedures for achieving goals is shared within the manager and the group. The joins, consults and sells styles are democratic to some extent, except subordinate does not have a finally say. This style concerns for both task and people A laissez-faire style: member of group work more effective on their own, managers do not interfere, however there is availability of help if needed. The concern for task is low and concern for people is high. CONTINGENCY THEORIES: This is Based on the believe that no one approach to leadership appropriate to all situation. There are models such as: Vroom and Yetton Contingency Model: classified leaders decisions into two. They are decision quality and decision acceptance. The model suggests five management decision styles. Autocratic: A1: leaders make decision alone using information available. A2: leaders consult subordinate but decision is taken alone Consultative:C1: problem is shared with relevant subordinate, leader makes the decision C2: problem is shared with subordinate, leader takes decision. Group: G2: problem is shared with subordinate ,leader is chair, they both reach a consensus Path-goal theory: the model proposes that performance of subordinate is affected by the extent in which the manager satisfies their expectations. Subordinate sees leaders behaviour as a motivator. leadership behaviours are: Directive leadership: subordinate follow specific directions given by the leader, they know what is expected of them. Supportive leadership: the leader is more concern for subordinates needs and welfare. Participative leadership: the leader consult with subordinate, evaluates suggestion and managers makes the decision. Achievement-oriented leadership: sets goals for subordinate, there is confidence in subordinates ability to perform well. 2.1 THE LINK BETWEEN SELECTED STRATEGIC MANAGEMENT AND LEADERSHIP. Management and leadership theories can be linked with one another; most times they are used interchangeably. The link can be seen using Mckinsey 7-s frame work theory. Managers have a propensity on strategy, structure and system (hard element), they are easy to define and identify, and managers can directly influence them. Leaders on the other hand are based on styles, staff, skills and shares (soft element), they are more difficult to describe and more influenced by culture. Watson suggested that all the 7-s most work together to attain a high level of organisational performance. Fig 1: shows the links between management and leadership. Strategy: the plan to maintain competitive advantage over competitors. Structure: the way the organisation is guarded. System: this is referred to as the daily activities of the company. Style: this is the style the leader adopts Staff: this refers to the employees or the general work force of an organisation. Skills: competence of employees Share values: they are also known as superordinate goals. These are the core values of an organisation. All these listed 7-s framework works together to form an organisation. WHAT IMPACT DOES THESE THEORIES HAVE ON ORGANISATIONAL AND LEADERSHIP STRATEGY? These theories listed above helps to determine the structure of an organisation. The organisation could be an autocratic organisation; i.e. leader maintains full control of the organisation which is highly centralised. The employees accomplish the leaders goals, wishes and objective example of autocratic organisation is Semler and company headed by Antonio Semler. On the other hand the theories helps to illustrate the democratic management style where employees are involved in decision making, flexibility of work, freedom of employees i.e. SEMCO decentralised system by Ricardo Semler. The theory explains both leadership and management duties which lead to the smooth running of an organisational. UTILISE APPROPRIATE TECHNIQUES TO REVIEW SEMCO LEADERSHIP REQUIREMENTS. There are different techniques to review leadership requirement, such as: porters diamond, porters five forces, networks, role of the corporate parent and the macro-environment (steeple). To utilise appropriate technique for SEMCO, the macro- environment (steeple) will be used to review leadership requirement. Macro-environment (steeple) are the external /environmental that impact to greater or lesser extent on almost all organisations (Johnson, Scholes and Whittington), these macro factors influences the organisational performance either directly or indirectly. The table below shows the external factors affecting SEMCO. Social / cultural factors Due to low rate of education in Brazil, there is high rate of untrained staff and unskilled staffs in SEMCO. Due to high population in Brazil, the income rate of workers in SEMCO is reduced because of the high rate of unemployment. Technological factors Technological cooperation is increasing in Brazil, mostly in telecommunication, energy transmission and advanced materials. SEMCO businesses are related to this, and it results to competition. Economic factors Inflation rate in brazil Low bank interest rate Global financial crisis both in Brazil and USA Environmental factors Deforestation issue in brazil Bio fuel and alternative energy i.e. oil Water supply issue affects brazil Political factors Governmental policy on industries such as energy, oil and telecommunication Government policy for low interest rate Legal factors Brazil and other BRIC countries have legal bodies that helps to check public right, corruption and the rule of law of the citizens. Ethnical factor Reduced rate of child labour in brazil Employment opportunity for women and ethnic minority people are equal. Table 3.1: External factors affecting SEMCO. The factors listed above cannot be influence by SEMCO leaders, on the other hand, there are skills leaders should have in other to be able to work with these external factors effectively, and these skills can be a threshold competence or a core competence. Threshold skills are the basic requirement a leader must have while the core skills are the unique ability a leader has that gives him a competitive advantage over others. The table below illustrate the two competencies. S/N THRESHOLD COMPETENCIES CORE COMPETENCIES 1 Vision: be able to communicate his vision to all members of staff, vision must follow the culture and value of the organisation Negotiation skill: the leader must be able to negotiate effectively, SEMCO is known to have a diversified business through mergers and joint ventures 2 Motivation: decision making must be within all staffs and there is a reward power to motivate staff Project management: the leader must be able to manage any change taking place in SEMCO, either through mergers and joint ventures 3 Communication: there must be a two way communication, there should be a diversity of opinion Analytical / financial skill: SEMCO is a globalised company, dealing with in various business, leader must have an effective and a good arithmetic skills 4 Empowerment: people work more effective when left alone with a reward power Decision making/implementing skills: the leader must have a quick decision making skill and must be able to implement the decisions made. Table 3.2 leader competence skills SEMCO organisation is still developing throughout the world through joint venture and mergers with other businesses. This developing process is known as organisational development. Organisation development is intervention strategies which aim at developing individual, group and organisation. Organisation development aim at improving the performance and effectiveness of an organisation (Mullins 2008 Flux transformation Step- change Incremental liquidation Continuum FIG 3.1. Organisational Developments. The table above explains different stages which an organisation can find its self. From the diagram above, SEMCO is presently at the incremental stage, SEMCO has gone through the transformational stage when Ricardo took over and began to diversify into other lines of business. SEMCO is increasing its network through joint ventures and mergers. We have been able to identify the external factors affecting SEMCO, the threshold and core competences leaders at SEMCO should have and the organisational development of SEMCO. This will help us to determine the personal specification (ability a leader acquire in person) and the job description of leaders (core roles or duties of a leader). Personal specification of leaders at SEMCO Direction/vision: the leader must be able to follow the companys direction, SEMCO leadership style is participative, and the leader must be able to direct the employees using this leadership style. Communication: the leader must have a good communication skill. Be able to provide adequate information on task given or when implementing a change Flexibility: SEMCO system is flexible, all leaders must be flexible enough not interfering with staffs task and encourage staffs to participate in decision making Motivation: must be able to encourage, give reward on staff performance, be of assistance when needed by a member of staffs and provide training when needed. The leaders job specification is the day to day duties of the leader which gives them a competitive advantage over others in the market. Negotiating and making decision effectively and speedily towards the company goal and objective Empowerment to provide creative innovations and motivation of people towards expected results. Financial control and accounting control: the leader is in charge of all monetary value when change is taking place The leader must be a good project and change management, much have a positive outcome when implementing change. All the illustrations made above are the techniques use in reviewing SEMCO leadership requirement. SEMCO has an inter- organisation relationship with other organisation either by mergers, joint venture or by strategic alliance. This relationship with other organisation makes SEMCO a sharper in the role of corporate parent where there is agreed business plan with other companies. PRODUCE A FUTURE LEADERSHIP SKILLS PLAN FOR SEMCO. REPORT ON HOW USEFUL WERE THE METHODS USED TO PLAN THE DEVELOPMENT OF LEADERSHIP SKILLS. ENSURE YOU EVALUATE EACH METHOD AND DISCUSS WHAT YOU THINK OF EACH METHOD. SEMCOs role as cooperate parent is a shaper which allow agreed business plan for companies involved by either merger or joint ventures. The methods/ theories that will be evaluated are to develop a future leadership skill plan for SEMCO. Firstly, we will explain SEMCO organisational behaviour by studying how it functions and the impact of the organisation on the behaviour of its employees. Organisational behaviour is defined as the learning and understanding of individual or group behaviour and the pattern of organisation structure in order to improve organisational performance and effectiveness (Mullins 2008.pg 3). The organisation structure determines the culture of SEMCO; the culture on the other hand determines the type of leadership, communication and group dynamic. There are different methods of organisational development but we shall look at the ones relevant to SEMCO. There are different methods of organisational development according to Newstrom, Davis 1993 which leaders in SEMCO must have, namely: Humanistic values: there is positive belief about the potentials of employees. At SEMCO employees exercise a self direction and self control in the service of objectives, there is a function of reward associated to achievement, creativity and decision making is distributed among employees. System orientation: SEMCO is made up of different systems such as the technology, structure and the employees; they must all work together towards the organisation objectives. Problem solving: this is a normal occurrence in an organisation, leader must be able to identify the problem, gather adequate information, and involve members of staffs when implementing a change and progress effectively. We defined organisational behaviour as learning and understanding of employees. What is learning? This is a permanent change in behaviour that occurs as a result of practice or experience (Bass Vanghan). Peter Senge (1990) defined Learning organisation as a place where people expand their capacity to create a result they desire, where new pattern of thinking is nurtured, where people are continually learning how to learn together to give them a competitive advantage (Mullins 2008). There are different ways of learning, they are; Behaviourism: this is learning through behaviour and those actions that could be observed, measured and controlled, learning through experience. Operant conditioning: this is a step by step learning, the motivation comes from reward Cognitive approach : this is relevant to SEMCO leadership skill, the leader as a prior knowledge of what should be done either from previous experience in addition to the new information given on job description the two gives an elaborate knowledge. Learning takes place when there is new information. This leads to the learning curve showing the gradual process of acquiring knowledge The learning curve. Showing the level of competence and the time spent. Level of competence Time spent Fig 4.1 learning curve. There are different development plan processes, such as Setting objectives Performance metrics Rewards Short term training Technical and specialist skills, transferable skills and the organisation system are all short term training. SEMCO operate a reward system mostly by recognition, salary or by promotion. Leader must have a transferable skill which will improve employees performance; he must be able to work effectively with others, good communication skills and must be good with applications of numbers. Leadership training in SEMCO is mostly done by experiential learning and informal learning that comes from work. Formal education is also an advantage. Implementation Plan for SEMCO objectives To have an agreed business plan for mergers and joint venture measurement Skill measurement is by Experiential learning and informal learning that comes from work. Training will be available when required target To be a globalised industry, have a competitive advantage over others in the market and to remain on top. Initiative/ action Avaliabity of resources, people and adequate information will be required towards task achievement Time scale SEMCO,s aim is to remain in the market for a long period of time Responsibility To represent and lead SEMCO towards meeting organisational goal Performance indicator Benchmarking (using an effective leader to raise the standard of SEMCO). i.e. to be the leader in the world by 2020. Review/ contingency Open market between brazil and USA for alternative energy. This entire implementation plan helps SEMCO to achieve organisational goal.

Essay --

Genocide, assimilation, and segregation-- these are all forms of cultural and ethnic cleansing that we as Canadians do not necessarily associate with what it means to be a Canadian, rather they are terms that we associate with occurrences in distant, dangerous and abysmal places (Fleras, 2012; p. 10). However, these terms are evidently applicable to the treatment of Aboriginals during the time of European colonization of Canada. Genocide is considered to â€Å"be the most serious of punishable crimes under international law†¦Ã¢â‚¬  (Fleras, 2010; p. 11); unfortunately, genocide has been inflicted upon Aboriginals in numerous forms as they suffered a loss of cultural identity through European-colonization. Assimilation has also affected Aboriginals as through the use of residential schools, Aboriginal children were taken from their families and forced to learn the dominant white way of life and abandon their culture (Fleras, 2010; p.13). Segregation of Aboriginals has also occu rred, as reserves are restricted purely for individuals with Indian citizenship, hence keeping Aboriginals separate from the dominant culture (Fleras, 2010; p. 15). There is a lack of awareness on the horrendous and disgusting treatment of the original Canadian settlers, Aboriginals, which can be partially attributed to a narrative that has helped create the image of what it means to be a Canadian, a narrative that has provided the belief that white Europeans were the first to settle on Canadian land and has painted a picture of white settlers struggling to survive on their discovered Canadian land. This narrative has been termed the ‘frontier narrative’, and it truly has shaped Aboriginals lives in Canada. This paper will provide first and foremost a clear definition o... ...in attempting to alter the policies and practices that keep them in their marginalized position, however one obstacle being that â€Å"conventions that refer to the rules may change, but rules that inform the conventions rarely do† (Fleras, 2010; p. 185). The frontier narrative has inadvertently placed a veil over Canadians that keep feelings of guilt and responsibility for the cruelty towards Aboriginals invisible, and simultaneously keeps visible the belief that it is because of the white-settlers that Canada has become what it has today. Some may argue that the frontier narrative is no longer relevant to Canada’s multicultural society, however as demonstrated, it is clear that the narrative has manifested itself and has played and continues to play a crucial role in the structuring of Canadian society and treatment of Aboriginals; the true first-settlers of Canada. Essay -- Genocide, assimilation, and segregation-- these are all forms of cultural and ethnic cleansing that we as Canadians do not necessarily associate with what it means to be a Canadian, rather they are terms that we associate with occurrences in distant, dangerous and abysmal places (Fleras, 2012; p. 10). However, these terms are evidently applicable to the treatment of Aboriginals during the time of European colonization of Canada. Genocide is considered to â€Å"be the most serious of punishable crimes under international law†¦Ã¢â‚¬  (Fleras, 2010; p. 11); unfortunately, genocide has been inflicted upon Aboriginals in numerous forms as they suffered a loss of cultural identity through European-colonization. Assimilation has also affected Aboriginals as through the use of residential schools, Aboriginal children were taken from their families and forced to learn the dominant white way of life and abandon their culture (Fleras, 2010; p.13). Segregation of Aboriginals has also occu rred, as reserves are restricted purely for individuals with Indian citizenship, hence keeping Aboriginals separate from the dominant culture (Fleras, 2010; p. 15). There is a lack of awareness on the horrendous and disgusting treatment of the original Canadian settlers, Aboriginals, which can be partially attributed to a narrative that has helped create the image of what it means to be a Canadian, a narrative that has provided the belief that white Europeans were the first to settle on Canadian land and has painted a picture of white settlers struggling to survive on their discovered Canadian land. This narrative has been termed the ‘frontier narrative’, and it truly has shaped Aboriginals lives in Canada. This paper will provide first and foremost a clear definition o... ...in attempting to alter the policies and practices that keep them in their marginalized position, however one obstacle being that â€Å"conventions that refer to the rules may change, but rules that inform the conventions rarely do† (Fleras, 2010; p. 185). The frontier narrative has inadvertently placed a veil over Canadians that keep feelings of guilt and responsibility for the cruelty towards Aboriginals invisible, and simultaneously keeps visible the belief that it is because of the white-settlers that Canada has become what it has today. Some may argue that the frontier narrative is no longer relevant to Canada’s multicultural society, however as demonstrated, it is clear that the narrative has manifested itself and has played and continues to play a crucial role in the structuring of Canadian society and treatment of Aboriginals; the true first-settlers of Canada.

Infectious Diseases: HIV /AIDS

According to UNAIDS. com â€Å"new HIV infections were reduced by 21% since 1997, and deaths from AIDS-related illnesses decreased by 21% since 2005†(â€Å"Unaids. org†, n. d. ). AIDS (Acquired Immunodeficiency Syndrome) was first discovered in the early 1980s. It was first found only among homosexual men and drug users that shared needles. AIDS is an immune deficiency disease that is caused by a virus known as HIV (human immunodeficiency virus). It is transmitted through contaminated body fluids such as blood, semen, vaginal secretions and breast milk ( ). The virus attacks the CD4 T lymphocytes killing them and while continuing to spread and kill others. This process cripples the immune system making the body susceptible to infections and illnesses that a healthy immune system would be able to control. With a weakened immune system, the body is left open to infections. Since the body’s reactions to an infection results in inflammation, HIV/AIDS patients usually experience chronic inflammation that usually occurs in the lymph nodes and stomach. Patients that receive Antiretroviral Therapy (ART) are able to receive some relief from inflammation but are not able to eliminate inflammation completely (â€Å"Thebodypro. com†, 2010). When HIV/AIDS was first discovered in the early 1980s there was no treatment and no cure. Someone that was diagnosed as HIV positive knew that when AIDS set in they were facing a painful death. As research has progressed through the year’s treatments have been recognized that help to slow down the reproduction of the virus. According to â€Å"Epigee. org† these are known as nucleoside reverse transcriptase (RT) inhibitors. AZT (Azidothymidine), ddC (zalcitabine), ddl (dideoxyinosine), d4T (stavudine), and Abacavir, are just a few nucleoside RT inhibitors used to treat HIV. Non-nucleoside RT inhibitors such as Delavridine (Rescriptor, Nevirapine (Viramune), and Efravirenz (Sutiva), are also medications used to slow down the virus. Protease inhibitors are used to interrupt the reproduction of the virus in the later stages. This group of medications includes Ritonavir (Norvir), Saquinivir (Invirase), and Amprenivir (Agenerase) (2012). The fourth and final group of medications currently only has one drug approved for proof. This drug is known as Fuzeon and is a fusion inhibitor that stops the virus from entering the CD4 cells. This action keeps the virus from combining with the cell membranes, but should be used with another form of treatment (2012). Currently there is no cure available to HIV/AIDS patients. The spread of HIV/AIDS has decreased drastically since the beginning. For the first 15-20 years it was considered an epidemic. By educating people about how the virus is contracted the number of people diagnosed has been on a rapid decline since the early 2000s. The number of AIDS related deaths has also rapidly declined in this time. In this authors opinion the best way to control the spread of this deadly virus is through continuing education of how the disease is spread. Safe sex is a must. People that are promiscuous are at a higher risk of becoming victims of HIV. State Health Departments throughout the U. S. offer educating pamphlets, and in some instances classes that help to educate people on how to avoid contracting and spreading HIV. Abstinence is the only thing that offers 100% protection from sexually transmitted HIV. Monogamy is the second best way to avoid the spread of HIV. If you have never been infected with HIV and remain faithful to one partner, and your partner has never been infected and remains faithful, there is no chance that you will contract the virus through sexual intercourse. If you are sexually active with more than one partner, protected sex is the best way to improve your chances of remaining HIV negative. Condoms, though not 100% sure, are the best way to protect someone from being infected with the virus through sexual intercourse. Traditional condoms are used on the penis and protect the participants from contaminated fluids. A new type of condom is currently on the market that is inserted directly into the vagina or rectum. Spermicidal contraceptives protect against pregnancy but not HIV (â€Å"Aids. org†, 2012). Intravenous drug users are also at risk of being infected with HIV. Of course the obvious way to keep from being infected is not to use self administered, illegal, intravenous drugs. Making sure that clean hypodermic needles are used and not shared among other users is imperative for those than continue to use self administered, illegal, intravenous drugs. If only one hypodermic needle is available and you must share this needle with others, using bleach and water to clean both the needle and the syringe is the best way to guard against becoming infected with HIV/AIDS (â€Å"Aids. org†, 2012).

Geography GCSE Welsh board Coursework

My main intension of my coursework is to investigate the effects of tourism, the effects of honey pot settlement and to examine the advantages and disadvantage of tourism in Bowness for instance the effects of tourism in the geographical landscape of Bowness. I am undertaking my coursework on the subject of Bowness in Windermere which is a sprawling tourist town on the showers of Windermere. This is about halfway along the 12 mile length of the lake between Waterhead of the North end, and the lakeside at the South end. The Lake District is the largest and the most popular National park in Britain. Over 14 million people visit the park each year most are attracted by the fine scenery, pretty villages and interesting history. It's has a pleasant specialist shop experience, with cobbled streets, ample tea rooms and pubs and with Beatrix Potter everywhere. A road ferry service runs across the lake from a point south of Bowness on the eastern side of the lake to Far Sawrey on the western side of the lake. For many years, power-boating and water-skiing have been popular activities on the lake. Windermere is the largest natural lake in England, and is entirely within in the Lake District National Park. It has been one of the country's most popular places for holidays and summer homes since 1847, when the Kendal and Windermere Railway built a branch line to it. Since ‘mere' means ‘lake', referring to Windermere as ‘Lake Windermere' is tautologous, though common. Windermere railway station offers train and bus connections to the surrounding areas, Manchester, Manchester Airport, and the West Coast Main Line, and is about a fifteen-minute walk from the lakefront. Both Stagecoach and the local council provide frequent connecting buses from Bowness Pier; Stagecoach's open-top double-decker buses travel through the centre of town and continue to Amble side and Grasmere, while the council's wheelchair-accessible minibuses run around the edge of town. The area has something to offer visitors at all times of the year, in all seasons. Even in the harsh winter months with its lightly snow-capped fells it offers spectacular scenery and numerous possibilities for the enthusiastic rambler. During the autumn the numerous changes of colour and the russet foliage add a note of romantic excitement in a season conventionally associated with death, decay and dreariness. Almost a third of the land is now owned by the National Trust, whose role it is â€Å"to preserve and enhance the natural beauty of the Lake District and to ensure that people can continue to enjoy the Lake District†. Geography Coursework History of Bowness St Martin church of Bowness was built in 1483. When the church was enlarged the area behind the church is the oldest part of Bowness a delightful web of narrow streets known as lowside. Which gives an idea of what the villages was like before the arrival of the railway. There's a little branch railway line, built in 1869 to serve the increasing number of tourists and connecting Ulverston to Lakeside on Windermere. This is the last remaining Furness Railway branch line. These days the line only runs from Haverthwaite, stopping at Newby Bridge and ending at Lakeside alongside Lake Windermere and most of the wide selection of diesel and steam trains connect with Windermere Lake Cruises. Bowness-on-Windermere became a civil parish in 1894 at the same time an urban district council was formed for the town. The UDC merged with Windermere UDC in 1905 and the two civil parishes merged in 1974 under the name of Windermere. The civil parish is governed by a town council. St. Martin's Church the parish church of Windermere, stands on a site which has been a religious foundation for over 1,000 years. The original structure was burnt down and rebuilt in 1484, and restored in 1870. The east window contains 15th century stained glass, depicting red and white stripes and three stars, the arms of John Washington who was an ancestor of George Washington, the first president of America. The geology and topography of the land defined the first use of the locality now known as Bowness. The valley's first visitors found rich resources and sheltered wintering grounds for cattle. Because of this, the area was inhabited as a ranch in the mid 1890's. Only the railroad track and twin bridges intruded upon the pastoral landscape until the real estate boom of 1911. Bowness-on-Windermere has more history. It began as a small fishing village and the older character of Bowness-on-Windermere can be seen in the characteristic narrow streets around St Martin's church. It was the rapid development of Windermere during the latter half of the 19th century that caused Bowness-on-Windermere and Windermere to become almost as one. Together they attract a disproportionate number of holiday makers. The railway changed Bowness completely changed because of the railway people started to visit Bowness and before long it became a huge tourist attraction. People from all over the world come to Bowness. Now Bowness is Britain's most popular tourist attraction. Geography Coursework Problems of tourism William Wordsworth lamented coming of railway and predicted that the influx of tourists would spoil the natural appeal of the lake. He was right. The railway opened the area up to all and sundry and the centuries old seclusion of the area rapidly came to an end. The 14 million annual visitors to Lake District's national park are bound to cause problems both for the 42000 local residents and the environment. Some of the worst problems are in the honey pot areas. These are places that attract tourist in a large number and are usually very busy and congested. Almost à ¯Ã‚ ¿Ã‚ ½500 million is spent by visitors to the Lake District every year. Over 42,000 local jobs depend on tourism, and it's now vital to the local economy. But some people fear too much tourism will destroy the natural beauty people visit the Lake District to see. A honey pot is a particularly popular attraction within a managed tourist area, such as a national park. Examples include Bowness-on-Windermere in the Lake District. Honey pot sites are often encouraged because they concentrate the damage caused by tourists on small sites, making conservation easier in other parts of the managed area. Attempts to manage tourism in the Lake District have become a struggle to reach agreement between a number of different interest groups, including the National Park Authority, environmentalists, the tourism industry and the charitable organization, the National Trust. Tourism is essential to the economy of the Lake District and therefore the standard of living and quality of life of the residents of the region. It is estimated that there are about 12 million visitors to the Lake District per year; of these 10 million are day visitors, whilst 2 million stay overnight or longer. It has been estimated that within Cumbria as a whole 42000 jobs (17% of the work force) are linked to tourism, whilst in the National Park up to 50% of the workforce is employed in tourist related activities. As well as creating direct employment tourism also supports local services, such as the bus and rail network, village shops and public houses. Without tourism many of these services would not survive and the local population would suffer as a whole, as has happened in many rural areas throughout the UK. Whilst tourism brings benefits to the Lake District and the people who live there it also creates problems. In Lake District one of the key problems is traffic congestion and the associated problems of pollution, noise, parking and so on. It is estimated that 89% of the visitors to the Lake District arrive by car and many of these pass through Lake District. The amount of traffic passing through Lake District has steadily increased as shown in Table 1. Problems of tourism Year 1981 1992 1997 1999 Average number of vehicles per day 9600 13500 14600 14700 Tourism brings other problems to the Lake District too; * damage to the natural environments * a lack of affordable housing for local people ( It is estimated that of the nearly 23000 dwellings in the Lake District 15% of the houses are either holiday homes or second homes and in a more recent survey thirty new developments it was found that 62% of the dwellings were occupied by retired people and 11% were holiday homes or second homes) which means many young people have to leave the region to find a place to live * a lack of well paid permanent employment (many jobs in the tourist trade are seasonal and low paid) * a lack of services and facilities for young people and families (schools, libraries and so on) * pollution Lake District has a permanent population of only 2838 people – but this more than doubles in the tourist season. Tourism appears to be essential to the economy and the lives of the people of Lake District – without tourism Lake District would be just another small rural town which was struggling to survive and meet the needs of its population Tourism is both a benefit to and a problem for the people of Lake District and this is what I am going to investigating. But perhaps the biggest problem in the area is the traffic which often chokes the narrow country roads. In the lake-side community of Lake District there has been a long-standing campaign for a bypass to relieve congestion. But environmentalists have blocked the move because of the damage they say it would cause. Other problems are as follows: Traffic Footpath erosion Second homes Conflict Environment damage Pollution All these problems which I have gathered using primary, Secondary and ICT sources are going to be investigated and are going to be backed up by my coursework. Illustration of Lake District This image show the physical structure of Lake District Geography Coursework Questions for Tourist The key questions that need to be researched and answered are: What is quality of life and what factors affect it? Why do people visit Lake District? What effect do these visitors have on Lake District? What are the opinions of local residents and businesses? What impact do visitors have on quality of life in Lake District? All my questions are selected on geographical ideas to interpret my evidence adequately. I asked the tourist and locals if they don't mind me asking a few question in order to aid my coursework most tourist and locals were happy to help. 1) I asked the tourist what they think about Lake District? â€Å"It is lively and got boats and people are nice here† â€Å"it is lovely very nice here† â€Å"I think bowness is a bit too crowded and too many people† For this question I was hoping to get lots of positive answers as I expected the majority of tourist made positive comments about Lake District. I asked the tourist this question to find out what are the attractions of Bowness. I decided to use a pie chart which will show my results in a clear format. Questions for Tourist 2) What do you think are the effects on the local people because of tourism? â€Å"Yes because of the traffic† â€Å"They are making money† â€Å"Yes too crowded and traffic† â€Å"They lost their home† For this question I was expecting the tourist to address the problems of tourism as I expected the majority of tourist addressed the issue. I asked the tourist this question to find out if they know about the effects of tourism. I decided to use a graph which will demonstrate my results in a clear layout. Questions for Tourist 3) How do you think the traffic affects the tourist coming here to Bowness? â€Å"Traffic really bad in mini bus† â€Å"No the traffic is not a problem† â€Å"The traffic is getting worse every time† For this question I was expecting the tourist to address the problems of traffic as I anticipated the preponderance of tourist addressed the issue. I asked the tourist this question to find out what are the attractions of Bowness I decided to use a bar chart which will display my results in a understandable design. Questions for Tourist 4) What age group are you in? 18 to 30, 30 to 40, 40 to 50, 50 to 60, 60 to 70 18 to 30, 30 to 40, 40 to 50, 50 to 60, 60 to 70 18 to 30, 30 to 40, 40 to 50, 50 to 60, 60 to 70 18 to 30, 30 to 40, 40 to 50, 50 to 60, 60 to 70 For this question I was expecting most of the tourist to be aged well over 40 as I anticipated the prevalence of tourist was well over 40 of age. I asked the tourist this question to find out what age group visits Bowness. I decided to use a doughnut chart which will display my results in an understandable design. Questions for Tourist 5) What category do you think your salary is in the end of each month? 1500 to 3000, 3000 to 5500, 5500 to 6500 to 7500 1500 to 3000, 3000 to 5500, 5500 to 6500 to 7500 1500 to 3000, 3000 to 5500, 5500 to 6500 to 7500 1500 to 3000, 3000 to 5500, 5500 to 6500 to 7500 For this question I was hoping most of the tourists to be earning 1500 to 3000 as I anticipated the prevalence of tourist are earning 1500 to 3000. I asked the tourist this question to find out what part of the society they come from. I decided not to use any method to display my results for this question because it seems so obvious. 6) What is your occupation? â€Å"Photographer retired† â€Å"Retired Coach Driver† â€Å"Caretaker in youth club† â€Å"Retired Nurse† For this question I had no idea about the occupation, I decided not to use any method to display my results for this question because it seems appropriate. Questions for Tourist 7) What would you change about Lake District? â€Å"Wouldn't change a thing† â€Å"Loves it as it is† â€Å"I would change the traffic† â€Å"I would change the number of people† â€Å"Change the number of Mini bus† For this question I was expecting the tourist to address the problems of traffic and pollution as I anticipated the preponderance of tourist addressed the issue. I asked the tourist this question to find out what problems tourists face in Bowness. I decided to use a pie chart which will display my results in a understandable design. Questions for Locals The key questions that need to be researched and answered are: What is quality of life and what factors affect it? Why do people visit Lake District? What effect do these visitors have on Lake District? What are the opinions of local residents and businesses? What impact do visitors have on quality of life in Lake District? All my questions are selected on geographical ideas to interpret my evidence adequately. I asked the tourist and locals if they don't mind me asking a few question in order to aid my coursework most tourist and locals were happy to help. 1) How long have you lived in Bowness? â€Å"4 years† â€Å"Born here† â€Å"3 years† â€Å"6 years†