Tuesday, January 28, 2020
The Built Environment And Tourism
The Built Environment And Tourism Tourism has been one of the economic success stories of the last 40 years. It has grown into a major component of the world economy and one of the most highly developed and dynamic industries with an important contribution to incomes and employment. Tourism has been rapidly growing sector and a wide-sweeping socioeconomic phenomenon with broad economic, social, cultural and environmental consequences. It is likely that tourism will continue to dominate the international scene for many years to come. (Sharma, 2011) The environment is perhaps one of the most significant contributors to the popularity and attractiveness of a destination. Sceneries, pleasant climates and unique landscape features have an imperative influence in tourism development and the spatial distribution of tourist movements. Apart from environment, the other important tourist puller is culture in all its diversity across continents. Cultural tourism has long existed, but recent demographic, social, and cultural changes in the main source countries have led to an increasing number of new niche markets in destination countries, including culture-oriented holidays. However, like other forms of development, tourism has also contributed to its share of problems, such as social interruption, loss of cultural heritage, economic dependence and environmental degradation. (UNEP, WTO, 2005). Learning about the brunt of tourism has led many tourists to seek more conscientious holidays. These incorporate various forms of sustainable tourism such as: nature-based tourism, ecotourism and cultural tourism. The major problems arise because the environment (at least in the short term) is a zero priced public good and as with any zero-priced good, is subject to excess demand and over-utilization. This over-utilization of the natural resources and exploitation of cultural heritage especially during the peak periods of tourist activity as well as often ill planned tourism development, have provided a number of examples where tourism is in conflict with the environment (Coccossis, Parpairis, 1995). Not only that, as a result of environmental consciousness, a grea t number of alternative forms of tourism been developed in the last decade. Sustainable Tourism promotes limited-scale, low-impact, community-based activities. It may be defined as tourism that gives stress to the contact and understanding between the hosts and the tourist, as well as the surroundings (Smith Eadington, 1992) or as tourism consistent with the natural, social and community values and that allows a constructive relationship among locals and tourists. (Wearing Neil, 1999). Sustainable environment requires sustainable design. Architecture and design can preserve the memorable and old monuments while it can also create new and attractive qualities in which people can use and enjoy. Architecture has the talent of defining spaces and therefore has a powerful influence on the human behaviour and understanding and this is exactly what is always taken into account in sustainability, maximizing economic benefit and preserving the ecosystem. But what should be the approach to this design to achieve all goals of sustainable tourism or rather what are the tools and principles of architecture that need to be adopted to embrace sustainable tourism need to be developed. Thus the question to be answered is: What should be the architectural approach for sustainable tourism? Defining Sustainable Tourism Sustainable tourism is often considered to be a special kind of tourism that appeals to a particular market niche that is sensitive to environmental and social impacts. This is a narrow view as sustainable tourism is much more than a discreet or special form of tourism. The term sustainable tourism refers to a primary objective to make all tourism more sustainable. It is a continual process of improvement, one which applies equally to tourism in cities, resorts, rural and coastal areas, hills and protected areas. It should be thought of as a division of tourism, not a type of tourism. Sustainable tourism is based on the three pillars of sustainability (economic, social and environmental) and is simply defined by the World Tourism Organization as: Tourism that takes full account of its current and future economic, social, and environmental impacts, addressing the needs of visitors, the industry, the environment and host communities. (WTO, 2005), Sustainability is a process and not an end state. The built environment and Tourism Tourism has an adverse effect on built environment. It could be on architectural faà §ade, change of landuse, overburdening of infrastructure etc. Large scale construction of tourist facilities and other infrastructure tends to change the land use of an area and also disturb the natural ecological harmony of a destination. Also tourism brings changes to the vernacular technology and sometimes the traditional constructions simply vanish giving way to modern construction which is most of the time not following and principles of sustainability. Instead they create harm to the destination, eventually losing the character, being environmentally disturbing and not suited to the needs apart from commercial aspect. Some of the other impacts of tourism on built environment and architecture of a place are: over-intensive urbanization, illegal constructions, pollution, negative aesthetic changes, degradation of quality etc. Need Identification Tourism now accounts for 10% of the worlds economic activity but at the same time it has major impacts on the natural and built environments and as well as on well being and cultures of host population. Ecological, social and economic sustainability are intertwined. Tourism and architecture may be connected to the benefit of the two and ultimately to the benefit of the people. There has been only a very little research on the role of architecture and the approach that should be followed when targeting sustainable tourism. Since building activities like construction of hotels, guest houses, tourist centres, commercial centers etc dominate the development of tourism at any place, there is a need to develop an approach and policy on architectural developments as part of sustainable tourism. This problem is of fundamental importance as it has led to the absence of an adequate theoretical foundation for understanding the dynamics of alternative tourism and the social activities it involves and responding to it accordingly. Sustainable design and planning do not jeopardize the economical benefits that a healthy tourism industry can bring; on the contrary, they can enhance local peculiarities and make use of traditional knowledge and expertise. Where sustainable methods and materials are employed, buildings can be both ecologically and economically profitable, thanks to their lower construction and life cycle costs. This dissertation will be a small effort in the same direction. Scope Sustainability does not require a diminished quality of life, but it does require a change in mindset and values toward a less consumptive lifestyle. These changes must embrace overall interdependence, ecological stewardship, social responsibility and economic feasibility. Various government bodies, international organizations and conventions have stated the importance of tourism and its sustainability. Many countries as well wish to or have already initiated the pursuit to policies of sustainable tourism. In fact one of the most important issues in sustainable development of tourism resources is the consideration and expansion of design and construction standards in order to reach an optimum use of energy, water and land resources. The scope of the study will be to understand sustainable tourism and its forms keeping in mind the delicate destinations specially, be it in terms of their ecosystem, cultural heritage or economic stability and state principles that should govern the architectural design and planning of the tourism infrastructure keeping in mind sustainability as defined above. To lay down the architectural ethics in planning and designing of tourist needs like hotels, guest houses , activity centres etc suitable to the ecosystem ,society and economy. The study will concentrate on the fragile destinations since there is more need there but the applications will be in general universal. The scope of research is in guidelines published by international bodies keeping in mind Indian destinations. Limitations The case studies where sustainable tourism developments have been implemented will not be accessible physically and the research will have to depend on secondary sources of data. The primary case study will be covering a destination which is fragile ecologically, culturally and economically. It might not be possible to make multiple visits and at the same time while doing the survey the lack of academic knowledge regarding the subject amongst hosts could lead it directionless. None of the tourist destinations in India has adopted sustainable tourism as a whole. Few resorts, localities etc have adopted sustainability within them. Sustainable tourism is a relatively new term; the research on it will be limited to data over the past 3o years only. Since the scope has to be limited the research will concentrate particularly on role of architecture in sustainable tourism and not other means of achieving it. When formulating the survey questionnaire, the lack of knowledge about sustainable tourism might lead to indirect framing of questions. Also people will have to be relied upon for being honest which might not be the case for all. 1.7 References and Bibliography References Khaksar,A., Tahmouri,A., Hoseinrazavi,S., 2001, The Reciprocal Effects Of Architecture And Tourism: The Sustainability Approach, Allameh Tabatabai University, Tehran, Iran Sharma,K., 2011, Sustainable Tourism Development Through Sustainable Architecture: A Projected Case Study of Coxs Bazaar, Bangladesh. Masters thesis, University of Huddersfield UNEP and WTO, 2005, Making Tourism More sustainable: A guide for policy makers
Sunday, January 19, 2020
Hardys Tess of the dUrbervilles :: Tess of the dUrbervilles Essays
Tess of the d'Urbervilles               Through life people may fault, or get on the wrong side of the tracks. Yet hopefully they keep faith and then willingly they may recoup and redeem themselves by recovering. Many believe that, Tess in, Tess of the d'Urbervilles was a great example of this. In Hardy's Victorian age novel, Tess of the d'Urbervilles, he illustrates casual wrong, the will to recover, the growth of love, and death.               Almost everybody has done something casually wrong and not think much of it, many call this indifferent nature. Tess is no stranger to casual wrong. Throughout her life indifferent nature has occurred. Her parents were not the greatest of parents. She had a tough life, she was poor. When she met Alec d'Urberville, she was considerate and kind, but later on Alec took advantage of her and seduced her in a forest called the Chase,                               "He knelt and bent lower, till her breath warmed his                                face, and in a moment his cheek was in contact with                                hers. She was sleeping soundly, and upon her                                     eyelashes there lingered tears." 1 She then later fell in love with Angel, and married him. Angel found out about Tess' past experience with Alec, and he could not forgive her, even though it was all Alec's doing. Thus it is clear that casual wrong follows her and yet the wrong is not made by her.               Tess' true strength is her determination to overcome her misfortunes. When the Durbeyfields' horse, Prince died, Tess took control of the situation of the horse's death and the beehive delivery. She takes care of the kids and she had done well in school, even though Tess seems to go nowhere. Also when she leaves her job of taking care of the flock at the d'Urberville household, because of her experience with Alec, it showed she tried to take control of the situation. Even when Alec was following her home on his carriage asking her why she left,                               'Her lip lifted slightly, though there was little scorn, as                               a rule, in her large and impulsive nature. "I have said I                               will not take anything more from you, and I will not-I                               cannot! I should be your creature to go on doing that,                               and I won't"' 2 Indeed it is shown that Tess has a very strong will to recover.
Saturday, January 11, 2020
Emily: A Case Study in Adolescent Development Essay
Abstract This case study details the developmental milestones of an adolescent girl named Emily. Emily is 12 years old and lives with her mother who is a single parent. According to many theorists and researches, because she is being raised by a single mother, Emily is an at-risk adolescent who may have trouble properly hitting developmental milestones along with her peers. After observing Emily in her natural environment, then spending time interacting with Emily and interviewing her mother Elizabeth, I found that Emily is a typically developing adolescent. Emily has developed before or along with her peers physically, cognitively, and psychosocially. Emily appears to be developing a healthy sense of independence and self concept. Finally, Emily is healthy and appears to be progressing through puberty at a normal rate. Emily: A Case Study In Adolescent Development Emily is a 12-year-old girl. Since birth she has lived with her mother Elizabeth in a small South Carolina town – population 60,000. She was an only child until three years ago when her brother Wade was born. Emily’s mother Elizabeth is a single mother. Emily has never met her own father but had grown close to Wade’s father, her step dad, when he died nine months ago from Hodgkin’s Lymphoma. Emily’s mother According to Milstead and Perkins (2010), a child’s family is central to their successful development. Their research suggests that children who are raised in non-traditional families are at a disadvantage is all areas of development as well as socioeconomically. This case study will examine typical physical, cognitive, and psychosocial milestone of adolescent children and if 12-year-old Emily has been negatively affected in these areas as a result of her living in a single parent home. LITERATURE REVIEW At 12 years old Emily is entering adolescence. It is during adolescence that puberty begins. The time of adolescence is a time of rapid changes and physical growth in children. Rapid growth occurs in the bones and muscles, changes in body shape and size occur, and sexual maturation begins, essentially ending childhood. Beginning with hormonal changes, including an increase in estrogen and progesterone, girls typically begin experiencing pubescent changes at the approximate age of eight. Soon after, the uterus and vagina begin to grow larger and girls begin to develop breast buds. Around the age of eleven, girls begin to develop pubic hair. Girls can expect their weight and height to increase during this time as well. As girls a girl’s body begins to prepare for menarche, their hips will become wider. The first menstrual period typically occurs around the age of twelve; however, this can happen earlier for some girls and much later for others. Puberty continues through the age of 18 as girls breasts fully develop and their first ovulation occurs (Berger, 2011). In addition to sexual development during puberty, adolescents develop physically as well. A growth spurt occurs during adolescence where nearly every body part grows, most notably at different and uneven rates. According to Berger (2011), the fingers and toes of an adolescent grow longer before the hands and feet. The hands and feet grow longer before the arms and legs, and the arms and legs grow longer before the torso. It is not uncommon for an adolescent’s body to appear unsymmetrical. â€Å"One foot, one breast, or even one ear may grow later than the other,†(Berger, 2011, p. 393). The hormones responsible for puberty and growth spurts in adolescent girls are also responsible for emotional changes. It is not uncommon for girls experiencing these hormone changes to have sudden outbursts of anger, sadness, or even lust. Neurological changes occur as the â€Å"limbic system, responsible for intense fear and excitement from the amygdale, matures before the prefrontal cortex, where planning ahead, emotional regulation, and impulse control occur,†(Berger, 2011, p 400). These neurological changes often lead adolescents to throw caution to the wind, especially in social situations. Adolescents are more likely to act impulsively. Their impulsive behaviors coupled with their increase in hormones and interest in sexual activities puts adolescents at risk for sexual abuse and early pregnancy (Berger, 2011). During adolescence, physical and hormonal changes aren’t the only changes occurring. Brain maturation also occurs and cognitive growth increases. Adolescent children will experience increased independence, a heightened sense of self-consciousness, the ability to think more abstractly. According to Swiss developmental psychologist and philosopher, Jean Piaget, adolescents develop the ability to use abstract logic, in contrast to children in early and middle childhood who primarily only have the ability to think in concrete terms (Goncu, & Abel, 2011). In addition, during adolescence, identity struggles often begin. Developmental psychologist and psychoanalyst, Erik Erickson, described this stage of development as identity versus role confusion. According to Erickson, an adolescent’s mission during this state is to unearth who they are as individuals, apart from their families and as members of society at large. Futile navigation of this stage, according to Erickson, results in role confusion and upheaval. Adolescents develop a sense of personal identity through many avenues including religion, politics, natural abilities, and gender. Merging childhood events, social ideals, and their distinctive ambitions, identity is developed. However, according to Erickson, adolescents seldom reach identity and role confusion is more probable (Boddington, 2009). OBSERVATION AND INTERACTION Emily is attending a birthday party for one of her peers at school. The party is being held at a local church, in the church’s social hall. According to Emily’s mother this is not the first birthday party that Emily had attended where both boys and girls are present; however, it is the first co-ed party that she has attended since she began showing an interest in boys. Most of the girls are wearing dresses and shoes with modest heels; their hair perfectly tended to with hints of gloss on their lips and blush on their cheeks. Emily wears blue jeans, a blue and white stripped long sleeved shirt and boat shoes. Her normal blond curls have been flattened with a straightening iron, according to her mother. Emily likes her hair better straight and she hates dresses. Emily is tall, standing at 5 feet 6 inches tall. She weighs 150 pounds. Her body is well proportioned and she does not appear to be overweight. Emily has developed breasts and she has the appearance of some acne on her chin and forehead. The overhead fluorescent lights are dimmed in the social hall but the area is lit well with blue, red, and green lights which flash in sync with the music playing over a pair of large speakers. A DJ encourages the 28 eleven and twelve year olds to join the only two boys on the dance floor. The room is divided. Girls stand near a row of metal folding chairs lining a wall. The boys gather near a stage on the far end of the room. Emily’s mother Elizabeth is also attending the party as a chaperone. Elizabeth motions for Emily to come to her three times during a thirty minute period in an effort to encourage Emily to join the others on the dance floor. Each time Emily ignores her mother’s encouragements. The third time Emily’s eyes grow wide and from across the room she mouths the word â€Å"stop†to Elizabeth. Nearly an hour into the party, the girls scream with delight when a popular song begins to play and several rush to the dance floor. Emily rushes to the dance floor with a number of other girls and they begin to dance to the music. Song after song, Emily and her group of friends stay on the dance floor. They stop occasionally to chat with one another but never leave the dance floor. Emily dances and laughs with her female friends for nearly an hour before the group is called to have birthday cake and watch as the birthday girl opens presents. While the children are eating Emily socializes with both her female and male friends. She is particularly friendly with a male named Dawson. The two stand beside one another and talk while their friend opens her birthday presents. She playfully hits him on the arm six times during their exchange. She blushes as he playfully hit her back. Soon the group of adolescents is back on the dance floor for another half hour of dancing before the party is over. This time both the boys and girls are on the dance floor together. Emily dances alongside both her female and male friends for the remainder of the party. As the party comes to close, Emily hugs each one of her female friends’ goodbye as they leave. When Elizabeth summons Emily to leave the party, Emily shouts out to Dawson, telling him goodbye. On Sunday afternoon, Elizabeth welcomes me to spend time with Emily in the family’s home. Emily’s family lives in a modest three bedroom, two bath house in a popular neighborhood on the North side of town. Their large fenced in back yard is filled with bright colored, plastic play-things belonging to Emily’s younger brother Wade. Emily’s purple Next bicycle leans against a wall in the home’s garage. The bicycle is much too small for her growing stature and Emily readily admits that she hasn’t ridden the bike in at least a year. Nothing else in the yard or garage suggests that a young girl live there but inside the home tells a different story. On the kitchen counter lays a knotted green ribbon with long blonde hairs tangled within the knot. Emily explains that she wore the ribbon on St. Patrick’s Day this year because she had no other green in her wardrobe. Lying on the family couch is a blue and purple fleece blanket and a fuzzy heart -shaped fuchsia pillow donning the words â€Å"Drama Queen.†It’s Emily’s favorite pillow. The floor in the living area is scattered with green toy tractors and an incomplete train set. Leaving the living area and entering the long narrow hallway, Emily’s bedroom is the first room on the left. Her doorway stands open but a handmade foam door hanger hangs from the door knob reading â€Å"Do Not Enter.†Emily’s room is pink and while with accents of black and grey. Her hot pink sheets peek out from under the wrinkled black and white polka dot comforter on her bed. Her bedroom walls are adorned with pictures of her favorite singers, Cody Simpson and Selena Gomez. A large bean bag chair takes up much of the floor space in her bedroom. A large bookcase runs nearly the length of one wall while a keyboard and microphone stand sit against the opposite wall. Emily loves to sing and often spends a great deal of her time singing along with her favorite musicians on her karaoke machine. A framed piece of child-drawn art hangs to the right of her bed. Emily says she completed the work in third grade. It depicts a boy who is seemingly stuck inside of a glass bottom room. Emily explains the technique she used is called foreshadowing. When asked if it has an underlying leans, Emily whips her hair and nonchalantly replies that it does not. Emily is welcoming and excited to show off her space and her things, including her three dance trophies and her second place youth photography ribbon she won at last year’s South Carolina Festival of Flowers. Emily is creative and has an artistic side through her love of music, photography, drawing and painting, and dance. I inquire more about Emily’s art work and she pulls from her closet several pieces of art work sandwiched between two pieces of cardboard. She carefully pulls out several pieces of art and tells me how old she was when she completed it. Before we can finish, Emily’s phone alerts her that she has a text message. For the next 15 minutes Emily sends and receives text messages from her cell phone. She tells me that she is discussing an upcoming school trip to Philadelphia with her friend Jenny. They are discussing room arrangements. After texting with Jenny, Emily shows me information she has printed from the internet pertaining to her trip to Philadelphia. Emily says she is excited about the trip as she has never been away from home for more than two or three days at a time. She will be in Philadelphia for six days. Emily says she cannot wait to go and excitedly explains how she will be staying in a hotel room with three of her female friends, without an adult. Emily explains that the girls will stay on the third floor of the hotel while the boys will stay on the second floor. Emily receives another text message just as I am leaving. She says goodbye without looking up from her cell phone. INTERVIEW Elizabeth is a thirty-two year old mother of two. She gave birth to Emily at the age of nineteen. Emily was born December 10, 1999 by cesarean section after a full term pregnancy. Emily’s mother Elizabeth reports no prenatal problems and no complications during labor. At birth Emily weighed seven pounds and eleven ounces. She was twenty one inches long. According to the Centers for Disease Control (2000) Emily’s weight put her in the thirty sixth percentile for newborns and her height put her in the ninety third percentile for newborns. As an infant, Emily was breast fed for seven months, according to Elizabeth. Elizabeth explains that as an infant, a toddler, and a young child, Emily hit all of her developmental milestones early, including puberty which began for Emily around age nine. Emily’s father is not active in Elizabeth and Emily’s lives. Emily has never met her father. Elizabeth explains that Emily’s father attended college with her. They were casually dating when Elizabeth became pregnant. Emily’s father did not want anything to do with Elizabeth after she told him she was pregnant. After finding out that she was pregnant, Elizabeth quit school until she gave birth to Emily then quickly returned to finish her degree. Elizabeth obtained a four year degree in marketing from a local college when Emily was three. She now works for a major hotel chain as their director of communications. Elizabeth earns $43,000 annually. She has no other income. Elizabeth grew up in the Catholic Church but left the church as a teen. Today she is a member of a local Presbyterian church. Elizabeth considers herself an authoritative parent. She says that while she has great deal of expectations for her children, she also has a close and warm relationship with each of them. She says her relationship with Emily has become closer since Emily has begun middle school. Elizabeth believes that it is most important that her children trust her. She explains that she wants her children to feel as if they can talk to her about anything. Elizabeth expects Emily to perform well in school and says Emily has not ever been in trouble at school because Elizabeth does not tolerate disobedience, especially in school. Elizabeth believes she holds the three traits that she says make a great parent: she commands respect; she works constantly to ensure good communication with her children so that they trust her, and she has clear expectations of her children. Elizabeth says that if she were to give new parents three pieces of advice she would impress upon them how quickly time passes. â€Å"Enjoy every minute, and don’t take one second for granted,†she says. Elizabeth says she would also tell new parents to make sure they make time for themselves. Finally, Elizabeth says she would tell them to be honest with their children. â€Å"Share your life experiences with them. Tell them the things you did right and the things you did wrong. Tell them about the lessons you’ve learned. Children learn to respect you and trust you in that sense.†FINDINGS Emily is nine months shy of her thirteenth birthday. Emily is five feet, six inches tall. She weighs one hundred and fifty pounds. According to the Centers for Disease Control (2000), Emily’s height is greater than the ninety seventh percentile for height. Emily is at the ninety seventh percentile for weight. Although Emily is taller and heavier than more than ninety five percent of her peers, according to her mother, Emily has hit developmental milestones earlier than her peers since she was an infant. Furthermore, Emily is currently experiencing puberty, an expected occurrence at her age. She has developed breasts and she has had her first menstrual period. Emily is not sexually active, according to her mother and therefore she is currently not at risk for early pregnancy. Cognitively, Emily is progressing as a typical 12 year old girl. She displays eagerness to establish a sense of independence from her mother with her upcoming school trip to Philadelphia. She looks forward to being away from her mother, and proving to both her mother and herself that she is maturing in the ability to make her own choices. Emily’s cognitive development is also apparent in the choices she made when dressing and styling her hair for the birthday party she attended. Emily’s mother explained that Emily used a straightening iron on her hair because she was not fond of her naturally curly hair. This demonstrates that Emily has developed a sense of self-consciousness. Lastly, Emily’s psychosocial development is apparent in that Emily is working to develop her own identity. Although Emily’s friends wore dresses to the birthday party, Emily opted for blue jeans and boat shoes. Emily chose to wear what she was comfortable wearing instead of what social norms would have her wear. In addition, Emily knows what she loves. She immerses herself in her art, her music, and her photography. While her friends are participating in sports and trying out for cheerleading, Emily is comfortable in her own vocation and does not seem eager to change. SUMMARY Emily is a typically developing 12 year old girl. It does not appear that her physical, cognitive, and psychosocial development has been negatively affected by her growing up in a single parent home. While Emily’s development is far from over, for now she appears to be progressing well, and developing into a healthy, secure and socially responsible young woman. REFERENCES Berger, K. (2011). The Developing Person Through the Life Span, eighth ed. New York, NY: Worth Publishers. Boddington, E. N. (2009). _Cognitive Process of Development in Children_. Online Submission. Goncu, A., & Abel, B. (2011). The child’s conception of the world: A 20th-century classic of child psychology, Second Edition. Edited by Jean Piaget, Forward by Jacques Voneche. Rowman & Littlefield Publishers, Inc, Lanham, MD, 2007. pp. 432. Price:  £19.99, â‚ ¬31.48†¦ Infant & Child Development, 20(2), 246-248. doi:10.1002/icd.719 Milstead, K., & Perkins, G. (2010). Family Structure Characteristics and Academic Success: Supporting the Work of School Counselors. Academic Leadership (15337812), 8(4), 19. National Center for Desease Control and Prevention (May 30, 2000). CDC growth charts. Retrieved from http://www.cdc.gov/growthcharts/data/set1clinical/cj41c022.pdf.
Friday, January 3, 2020
The Trash Problem at Savannah State University - 1030 Words
Problem The problem at hand here at Savannah State University is that our campus is full of trash and we need to start recycling more, we spend a vast amount on money on energy when we do not have to. By participating in these innovations the university will be able to save money that could possibly go toward some much need renovations in Bowen-Smith and Bostic halls. The renovations to the two oldest residential halls campus would help the living conditions more adequate to live in while preserving historic buildings. The money could also go towards the funding for more faculty members to help teach more courses. Background College campuses across the nation have taken action to participate in the Reduce, Recycle and Reuse initiative to help make their campus a better and more environmentally safe. The program encourages recycling in communities, schools and work place. Through this proposal I plan to implement the program â€Å"Let’s Go Green†at Savannah State University. This program would challenge the faculty, students and the university itself to implement eco-friendly activities into day to day operations or everyday lives. Argument With this proposal I hope the change the way that the university thinks about recycling, energy reduction, and water conservation. Savannah State University should want to do these things because they would be doing the environment a great deal. Doing these things would reduce the schools pollution and waste levels. If the university wasShow MoreRelatedSteam Engines in the Industrial Revolution1571 Words  | 7 Pagesboats and trains allowed for the connection of geographic areas. Since the United States depended more on transportation by water than by roads, the steamboats had a great impact on the United States. Steamboats sailed on the Ohio and Mississippi rivers and between Charleston, Savannah, and other ports. Steamships did not travel across oceans until 1819 because their fuel consumption was so great. In 1819 The Savannah sailed across the ocean partially on steam. Steam power was only used for about threeRead MoreOverview of the Hospitality and Tourism Industry Essay233 1 Words  | 10 Pagesrestaurant operations that are specific to my state, as well as how I would address those challenges. Secondly, I will determine the impact of computerization on food service and lodging operations in my state. Next, I will analyze the interdependence of food service, lodging, and meeting segments of the hospitality industry and make two recommendations for how the synergy between the three sub-segments could be improved, using examples from my state to illustrate my case. In addition, I will considerRead MoreEssay A Look into Mali, West Africa3402 Words  | 14 PagesA Look into Mali, West Africa It was the day after move-in-day during fall semester 2002. I was a freshman at St. Cloud State University and new in the dorms. I was mulling around looking for something to do when I saw some guys playing pool in the activity lounge. I went in and introduced myself. This was the first time I met Kenny Kane, a Foreign exchange student from Mali, West Africa. We â€Å"hung out†in the dorms periodically through out the year, but when school was over I returned toRead MoreEquipped for Efficiency: Improving Nursing Care Through Technology12192 Words  | 49 Pageseight technologies described in this report address multiple areas of improvement (Table 1). The following sections also describe two additional solutionsâ€â€alarm/event messaging and biomedical device integration  in greater detail, including the problems they help overcome and the benefits that particular hospitals have realized by implementing them. Table 1. Selected Technologies and Improvement Areas TECHnoLogy CoLLABoRATIon/ CommunICATIon ï ¿ ¼EffICIEnCy 4 ImPRoVEmEnT AREAS SAfETy AnD quALITy Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words  | 1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins â€â€San Diego State University Timothy A. Judge â€â€University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreDeveloping Management Skills404131 Words  | 1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul SingaporeRead MoreProject Managment Case Studies214937 Words  | 860 Pagesthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978)
Subscribe to:
Posts (Atom)