Voting Essay :: essays research papers

Voting Essay Can you imagine walking into the scheduled spot chosen in your riding for voting, to find a group of young teenagers just hanging around talking and laughing amongst themselves? Wouldn't you be thinking, what do those kids know about voting? Look at them just mingling about with each other! This election could determine my lifestyle in the future! For this reason and others, I believe the voting age should be left at 18, if not raised a year or two.   Ã‚  Ã‚  Ã‚  Ã‚  Is it not true that the Young Offenders Act was created because youths under the age of 18 cannot think rationally for themselves and need special guidance? Well one could argue that for the same reason, youths shouldn't be given the right to vote. Politics, Federal Bills, and the government can all be classified as jobs for the elders. Perhaps it is best for the elders to decide upon who they are. Don't get me wrong, I'm not trying to put down young people, obviously not, look at myself, its just that it is safe to say that citizens older then me, even one year older have more knowledge then me and would have better understandings of who to vote for. People may argue that some teens do have more knowledge then some adults, but we're talking majority wise.   Ã‚  Ã‚  Ã‚  Ã‚  Voting is also not an easy task. It takes a lot of effort and research to distinguish which Member of Parliament would be the best to vote for. Some representatives may even come door to door to persuade you to vote or them and since they would be aware that young teens now have a say in elections, they would use their sneaky minds and somehow promise something attractive to youths, possibly a four day school week or three months summer of summer break as opposed to two. Surveys have shown that teens are much more gullible then adults and this could also cause a problem within a group of friends. e.g.(Hey man! Who are you voting for? Umm… The Reforms. All right sounds good to me, I'll choose them too.

Barriers Of Implementing Technology In Education

Over the past fifty years or so, teachers and parents have read and heard forecasts of an impending educational revolution each time a new technological innovation arrived on the scene. Fifty years ago, radio broadcasting was suppose to revolutionize education. Soon thereafter, teaching machines were predicted to bring sweeping changes.Next, television was touted as the medium that would solve problems facing education. Now, the computer is being hailed as the next technological innovation to have a major impact on the educational process.Modern education, in fact, has sustained a long-term interest in the use of educational technology as a means to design more efficient learning opportunities for students. There are tools on how to use the new electronic technologies and this includes: skills software; computer graphics; word processors; telecommunications; simulations; multimedia/hypermedia; virtual reality and distributed learning.. In a field with such a wide range of powerful an d complex tools, experts cannot help but disagree about what teachers need to know and even where they should begin.Not long ago, many experts advised teachers who wanted to become capable computer users learn to write computer programs in languages such as FORTRAN and BASIC. To become computer literate, many assumed that teachers needed to know enough about the technical workings of computers to follow. Few people today believe that teachers need this much technical skill, but textbooks still provide wide varieties of information for beginning technology users. The following steps are needed to take by the beginning technology users: †¢ Develop a philosophy.Teachers must observe where current resources and types of applications fit in the history of the field. Then they must begin developing personal perspectives on the current and future role of technology in education and in their own classrooms. †¢ Purchase products. Teachers must become informed, knowledgeable consume rs of computer products and select wisely among available alternatives. †¢ Identify the problems. Teachers must be able to troubleshoot computer systems they use frequently in order to discriminate between problems they can correct and those that will require outside help.†¢ Speak the language. Sufficient understanding of the terms and concepts related to technology allows users to exchange information with other teachers and experts and to ask and answer questions to expand their knowledge. †¢ See where technology fits in education. In perhaps the most important- and the most difficult- challenge, teachers must identify specific school activities where technology can help to improve existing conditions or to create important educational opportunities that did not exist without it. As part of this process, teachers decide what they need to make these changes occur.This process of determining where and how technology fits is known among users of educational technology as integration. Successful integration requires a connection between how people learn and how teachers employ technology to assist and enhance this learning. DISCUSSION Computer networks offer a significant opportunity for improving the educational climate, especially in situation calling for teaching at a distance in settings which are either primarily educational or primarily business oriented. Computer-based education networks are characterized by a large-scale central computer connected by a communication link to remote terminals.Students work at the remote terminals either individually or in groups. The major advantage of computer-based systems to the student is the potential for individualizing instruction.. Student progress can be continuously evaluated and the student can be assigned to appropriate learning activities. Individualization of instruction is possible because of the one-to-one interaction between the educational system and the student. As far as the student is co ncerned, this is a confidential interaction between himself or herself and the system.The fact that the student is one of many persons using the system at the same time, and the fact that a record is often made of the students’ progress, do not seem to detract from the feeling of individuality and confidentiality on the part of the student. The significant problem for many students in using computer-based system, especially adults, is the typing ability required for the use of the system. The need for typing can be minimized by the use of programming techniques that limit the complexity of responses. System malfunctions are another disadvantage of computing networks and are very frustrating to the individual student.Malfunctions can occur either in the computing itself or in the communication links between the computer and the terminal. While the geographic and time-scheduling of computer-based systems can be an advantage, it can also be a limitation. The terminals themselves and communication links are expensive. At present they cannot be universally located throughout the world. The distribution of other educational materials, such as books, can be accomplished with considerably more ease. Information technology (IT) can be a very effective distance learning medium.The IT package consisted of word processing, spreadsheet and communications software (via Telecom Gold) and a personal computer. IT is an interesting teacher. It can make learning easier and more attractive; for example, a resource for learning about animals could include written information about their habitat, and pictures of it. There could be video clips showing the animal running, accompanied by animated diagrams of the operation of their skeletal structure and muscles. IT is also a patient and responsive teacher. Software does not tire of waiting for a response.Computer Aided Learning software can give pupils immediate feedback. Pupils are rewarded as they make incremental progress. T his can be particularly helpful where pupils have learning difficulties. Rewards can be structured so that pupils are motivated to learn. IT is pupil centered. Unlike traditional didactic teching, strategies for teaching IT will emphasize pupil centered, resource-based learning. This helps IT teachers with the particularly exaggerated problems they have in planning and controlling continuity, progression, differentiation, and breadth and depth of learning.After citing some of the benefits derived from using IT, what therefore, has inhibited a greater use of IT in management education? One reason may be a paucity of good quality educational material for use with computers. Another reason may be a lack of incentive or a resistance to change. Economic reason is also a possibility. Until very recently the use of IT as an instrument for individual learning has been prohibitively expensive. However, the reduced purchase price of the microcomputer has helped lower that barrier. Many teache rs are busy with their daily routines and can find any excuse when asked to add something new.â€Å"Why change what is working? † Many teachers find that it is easier to maintain the status quo: staying with what has been comfortable. Some teachers are afraid of taking any risk and exposing themselves as lacking skills, especially in front of their students. According to Rick Maurer, this fear of change can be categorized into three levels of resistance. Level One: â€Å"Resistance to any use of technology. † These teachers do not understand what the administration is trying to accomplish, or doubt if the school realizes how much technology will cost in time or money.They have their own ideas about what the school should do-they like the status quo, and believe the timing is wrong. Their main concern may just be fear of letting others know what they don't know. Level Two: â€Å"Deeper than the use of technology. † These teachers believe the administration has ma de promises before which they did not keep. They are afraid that technology use is really the start of something deeper and fear if they do not use technology, they will no longer be included as â€Å"in. † Actually, many of these teachers may be worn out by taking on so many changes all at once and may not be completely opposed to using technology.Level Three: â€Å"Deeply embedded resistance. † These teachers may have developed deeply entrenched distrust over many years. They fight anything the administration is supporting because values differ from what teachers want and what administration is proposing. Teachers need a great deal of motivation when it comes to implementing technology in the classroom (Gahala, 2001). There are many obstacles to overcome. Technology can be very intimidating for many teachers â€Å"because introducing technology almost always requires new learning† (Dyrli & Kinnaman, 1994).â€Å"Teachers may lack the time and the motivation to learn technology skills . The integration of technology into the curriculum will not succeed without giving teachers ample time to practice, explore, conceptualize, and collaborate† (Gahala, 2001). This can be done by inviting them to join the school technology planning committee. â€Å"Solicit teachers' participation on the technology planning committee and explain why their participation is important† (Conner, 2002). Another barrier to consider is the cost of technology to be implemented.Computer-based systems are more expensive to set-up. Hardware and softwares must be purchased and staff must be re-trained or recruited. Some disturbance and expense can be expected due to the need for the installation of additional electrical power circuits and computer network cabling and redecoration in parts of the school. Besides the high initial cost, the primary problem with investing in technology is the changing pattern of technology usage along with revisions in the associa ted definition of â€Å"adequate resources†.Maintenance and security for existing resources also became important cost issues. In the 1980’s and 1990’s, new directions in technology use replaced the emphasis on microcomputers with the trend toward multimedia and integrated learning systems. Schools now face a dual challenge that seems likely to remain the only constant amid changing educational technology. Monetary costs associated with the implementation of computer-based technology system includes : 1) Capital cost of computer and network hardware and software; 2) Installation cost, including classroom and laboratory renovation.; 3) Hardware and software upgrades; 4) Support personnel for hardware and software installation, repair, and maintenance; 5) Support personnel and facilities for training and support of users (instructors and students). Obsolete computers are replaced with more powerful computers, which include more sophisticated peripherals and networ k connections. These computers, software, and the associated infrastructure require a greater level of training to use and maintain. Public school systems in the U. S. are currently spending $4,100,000,000 on hardware and software [8].A detailed study of K-12 education estimates that a reasonable target spending for technology should be approximately $300/student, compared to $70/student now being spent [9]. A 1996 forecast predicts spending on educational technology by K-12 and higher education to rise from $6Ãâ€"109 to $14Ãâ€"109 by the year 2000 [10]. As a specific example in higher education, Virginia Tech, which has 25,000 total students, is spending $10-million over four years in an Instructional Development Initiative for classroom and faculty infrastructure.Computer projection equipment is being installed in classrooms, and approximately 1500 faculty members are receiving information technology training and a computer. Once all faculty members complete the course, another 4-year cycle will begin. The dollar amount of this initiative does not include money spent by individual colleges, departments, and research groups for information technology for educational use. Oberlin quotes a total expenditure of $40-million on information technology for a Research-I university of 25,000 students [11].This figure translates to $1,600 per student per year, and does not include the money spent by individual students who can afford their own personal computers, peripherals, and software. Whether purchased with government support, tuition, student fees, or personal funds, the use of information technology is increasing the cost of education. Moreover, other problems may arise during the implementation of technology and these include the following: 1) Methods of working are distorted to fit the requirements of the software used.If the software is not sufficiently flexible so that it can be changed to support current or proposed methods of working then these may have to be adjusted to match the requirements of the software. 2) Bringing new IT-based systems into use can be time-consuming, as it is prudent to continue with both the old system and the new system until it is clear that the new system is working effectively. 3) Software may not do what is required of it. This may happen when the software does not work as it should or because new demands are made for additional facilities that the software is not designed to supply.CONCLUSION/RECOMMENDATION: Nowadays, technology is rapidly moving and we cannot help but to cope with the advancement. It is true that using technology in education is very expensive and time consuming but it was worth the cost. Unfortunately, lack of global long-range planning often amounts to wasted efforts and excessive costs. For an innovation to be successful, teachers need to learn new skills and they may need to unlearn beliefs about students or instruction that have dominated their professional careers (Darling, Ham mond & McLaughlin, 1996).Thus teacher professional development is at the heart of sustaining an innovation. Student support and enthusiasm for the local innovation also played an important role in motivating teachers to continue to carry out and improve the innovation. Teachers want to do what is best for students to enhance their learning. If they believe that students are benefiting from a particular innovation, they in turn will be willing to devote additional time and effort required to maximize the advantage brought on by the innovation.Likewise, educators must resolve many complex issues in order to apply technology solutions to educational problems. They must address many concerns before and during implementation to ensure that technology will have the desired effects on students and schools. These concerns range from funding to selection and placement of technology resources. The author believes that regardless of the downfall of technology, computer-based system of educatio n must go on to continuously improve learning. REFERENCES: 1. Conner, D. (2002, April 12). Technology planning: Closing the communications gap Education World.Retrieved March 19, 2004, from http://www. educationworld. com/a_tech/tech152. shtml 2. Crawford, R. (1997). Managing information technology. London: Roulledge. pp. 131-135. 3. Dyrli, O. E. , and Kinnaman, D. E. (1994, January). Gaining access to technology: First step in making a difference for your students. Technology and Learning, pp 16-50. 4. Crawford, R. (1997). Managing information technology. London: Roulledge. pp. 131-135. 5. Gahala, J. (2001, October). Critical issue: Promoting technology use in schools. Retrieved March 29, 2004, from http://www. ncrel.org/sdrs/areas/issues/methods/technlgy/te200. htm 6. Maurer, Rick. (1995) Beyond the Wall of Resistance: Unconventional Strategies that Build Support for Change. Bard & Stephen. 7. Norton, P. & Sprague,D. (2001). Technology for teaching. USA: Allyn & Bacon. pp. 23-30. 8. Data from a Quality Education Data (QED) report(1996), quoted in J. Chem. Ed. 73, A248. 9. Glennan, T. K. ; Melmed. (1996) A. Fostering the Use of Educational Technology: Elements of a National Strategy; RAND: Santa Monica, CA. http://www. rand. org/publications/MR/MR682/contents. html 10. CCA Consulting Inc.(1996) quoted from News, Resources, and Trends, June 28, 1996, SyllabusWeb, Syllabus Press: Sunnyvale, CA. http://www. syllabus. com/ntr06_28_96. html. 11. Oberlin, J. L. (1996) â€Å"The Financial Mythology of Information Technology: The New Economics,† CAUSE/EFFECT , 19(1) issue of Spring 1996, 21; http://cause-www. colorado. edu/information-resources/ir-library/abstracts/cem9616. html 12. Darling-Hamilton, L. & McLaughlin, M. W. (1996). Policies that support professional development in an era of reform. In M. W. McLaughlin & I. Oberman (eds. )Teacher learning: New policies,new practices. NewYork: Teachers College Press.

Case Study – Sustainable Tourism in Lagos, Portugal

[pic] College of Commerce Catering and Tourism Sustainable Tourism Case study on the tourism related problems of Lagos, Portugal [pic] Rebecca Zug 19. 11. 2012 Table of Contents 1. Executive Summary 3 2. Findings 4 3. Discussion 5 4. Conclusion and Recommendations 8 5. Implementation 8 6. References9 Case study: Lagos, Algarve, Portugal 1 1. Executive Summary The reason why I choose Lagos for this case study is because I was living there from May 2012 – October 2012 and I think it is a good example for some problems which may occur due to tourism.However it is not an example for the typical mass tourism associated problems, because the nature of tourism in the Algarve is water sports related and therefore reflects a different lifestyle and attitude to the local environment. Lagos Lagos is a harbor town in the Portuguese Algarve coast. The region Lagos has about 30000 constant inhabitants, but due to the fact that Tourism brings 3 million people to the Algarve every year the am ount of inhabitants may be tripled at certain times of the year. Furthermore it has the highest share of residents with foreigners in the whole country.It is probably the most popular destination in the Algarve, because it offers a great diversity of activities for the whole family but mainly the younger generation (water sports: surfing, kiting, wakeboarding, diving, kayaking, as well as a huge gastronomical repertory with countless English bars, restaurants (mainly foreign cuisine), but still kept its old flair in the carless old town due to its 2000 year old history. There are several beaches, one km long sandy beach and more small bays, which are although it is quite a big town still not the typical city beaches.There are only separated single restaurants directly at the beaches, keeping the â€Å"original† coastline, while buildings are only few hundred meters behind. As you can see the problem is obvious as tourism caused kind of an invasion of foreigners on Lagos. A s very tough example: I did not use the Portuguese language ones because there were more foreigners around in town than Portuguese and even them adapted the English language so well (in the most important daily functions) that it was absolutely not necessary.This overcrowding of foreigners leads to a couple of tensions with the locals but there are some opportunities arising of tourism there as well which I am going to explain in the following study. First of all I am going to analyze all the problems occurred by tourism differentiated by their nature. First the problems occurred by the amount of foreigners (- socio cultural impacts) and then the environmental impacts and their economic consequences. Furthermore I am going to point out the opportunities which are already given but not used in this area.These opportunities lead to the solutions I may suggest to overcome the problems and finally I am going to write about the implementation, how the solutions may be adopted. 2 2. Finding s The main problem of Lagos is that the tourism sector and therefore the main business sector is ruled by foreigners. Most hotels, surf camps and water sports providing facilities as well as bars are owned by foreign people, mostly English and Germans which is the reason why most of the tourists are English and German too.Other than in most other vacation spots the tourism facilities are not only owned but run as well solely by foreigners. The reason for that is the new â€Å"fashion† of employing foreign interns rather than locals for every department in hospitality and gastronomy, because they are even more cheap (mostly board and lodging and a little pocket money) than locals. This phenomena is not used in lower quality accommodation but, as I experienced in former internships, in up to 5 star hotels as well.Of course it is a profitable way for the owners, because interns are highly motivated to learn, therefore they accept every kind of work for a very low compensation. F urthermore they are usually highly educated, studied in the field of operation and speak more languages. This is why owners of in this case surf camps and hotels employ mainly interns for the seasons. Another advantage of interns is to avoid the problems of seasonality, because they can primarily work in semester breaks or after high school graduation exactly in the time when the (high) season is.However this sounds perfect for accommodation facility owners it is a huge problem for the local community. Like this the positive impact of tourism in generating jobs for the community is missing due to the fact that even the lower quality jobs are given to foreigners. As well with the low wages for interns it is impossible to actually live a normal life in the area. My experience was that ONLY if it was really necessary (end of the season when everybody has gone home) owners are willing to employ locals for a couple of weeks as well on a higher wage (almost double), but solely if there is no other choice.Another problem arising of this is that most of these interns are not registered or on a no-payment base for what the owners do not have to pay taxes. This induces a lack of income for the community as well. In higher quality hotels it also creates an image of not trained staff (â€Å"intern flair†) which degrades the quality of services. But not only the accommodation facilities are run and owned by foreigners, almost every single bar in town as well. Also because of the majority of outgoers are foreigners the barmen and waiters are 90% foreigners, youngsters working the seasons, who only need money for their next trip.My observation was that only some restaurants but rather bistros and breakfast cafes are owned and run by Portuguese. The lack of jobs (unemployment rate in the Algarve is the highest in the whole country: 20%) leads to crime generation of the locals, who as kind of a revenge rob and break into foreign-owned houses. Other socio-cultural proble ms arising from the impacts of tourism are due to the above mentioned: the standardization and commercialization of the Portuguese culture. A very common phenomena is the building of outlets or well known chains in gastronomy or commerce sector (e. . McDonalds, Pizza Hut, Aldi, Lidl). The gastronomy of Lagos is ruled by all imaginable foreign The Green Room (Mexican Restaurant) in the old town of Lagos countries cuisines (Italian, Japan, Thai, English, Turkish, Romanian, Mexican†¦) but a very small part of real Portuguese food. An economic disadvantage is furthermore that there are loads of foreign supermarkets as well like Aldi and Lidl, which are cheaper and more familiar to tourists and the great number of English residents in this area.This means that the positive impact of the multiplier effect of tourism is missing, because foreigners do not go grocery shopping in local shops. As already mentioned the Portuguese language is starting to get lost due to the number of foreig ners not willing to learn and not forced to learn it because everybody speaks at least the necessary communicative English needed to manage everyday life. This adoption of tourist demands leads to a slow but very significant decrease in Portuguese culture. Environmental ImpactsThe problem of pollution is steady everywhere where people are and of course more people create more pollution and waste, this makes it to a fundamental problem of tourism. Water consumption in watering gardens of hotels, camps as well as pools and golf courses is an essential problem in the rainless months of the summer. Moreover is there no regulation for recycling in Portugal. Waste is collected in one huge ton for every street. There is no refuse collection for every house, however there are quite a lot recycling stations but this is only volunteer.Seasonality as in almost every tourism destination is an issue in Lagos as well. Low season starts in May + June, July + August are high season and September + October are low season again. From November – End of April most of the hotels, camps are closed or operate only partly. This provokes an even higher unemployment rate and of course lack of income. 3 3. Discussion The main problem of the foreigners â€Å"stealing† the jobs of the Portuguese is a very serious issue and can not be solved without the interaction of the local government.In my opinion there should be a regulation, setting a specific percentage of employees, who must be local. There are several examples where this governmental interaction lead to advantageous outcomes (GCC member states). In the Oman for example, the government set a guaranteed employment quote of locals, called Omanization, aiming the reduction of the portion of foreign employees. This way the unemployment rate would be decreased and therefore the tensions between locals and foreign business owners would be reduced as well.Difficulties may arise with the European Union, whose four main aims (free movement of people, capital, goods and services – jobs) are in contradiction with not allowing foreigners to work in a country different to their home country. But realizing the bad financial situation of Portugal and the statistical data has a lot to commend it. Also is employing locals a very important cultural aspect in the guests satisfaction, who lacked the involvement of Portuguese culture during their stay. As well do people living their whole life on the spot of course have a better knowledge about natural conditions, which are very important for water sports.Furthermore there should be a tax reduction for employers hiring locals, to make the employment of them attractive and economically advantageous. Due to this business owners are hopefully keen to officially reinvolve locals rather than foreign interns and therefore pay taxes on them. As well education in Lagos must be enhanced. There is only one University in the Algarve (in Faro) with an extension to the n earby Portimao which is public, all other higher education institutes are private.Furthermore most of the international schools are private as well and there are barely high quality state-run secondary schools. This means that mostly only the children of foreigners are getting a good education in this area, locals mainly have to go further away (Lisbon) and when they are already gone, they most of the times are not coming back, being aware of the bad employment situation in the Algarve. So even if the youth has the opportunity to be educated quite far away, they afterwards go abroad (a phenomena we can observe in Hungary as well).My suggestion would be to make the access to higher and good quality education available for everybody (mainly with European Union tenders) and put an effort in the education of occupations needed in this area: Tourism and water sports. Economically surf camps can help as well in producing income for the local community, for example in sending their guests to nearby cafes to have breakfast there. These breakfast possibilities are around almost every corner and owned by locals, because locals love to eat breakfast outside and combine it with a casual chat with friends.Thus guests have the opportunity in learning about the culture and habits as well as add to the local economy. Economically this won't affect the camps, because breakfast is absolutely not the main income source and rather eases up the work in camps and helps to concentrate on the major activities. Discounted firm prices may be negotiated, sometimes even with a commission for the camps. Problems would occur for camps outside the city center, there are a few camps (Algarve Watersports, The Surf Experience) which are located far away from the old town and therefore do not have the opportunity to send guests away for breakfast.The standardization problem of the local restaurants, who barely serve typical Portuguese food occurred due to the fear of local business owners. Ther e are a few Portuguese restaurants (e. g. Casinha do Petisco) with great Portuguese cuisine, enormous portions and good prices. Every single night this restaurant is full of people and there is barely never a less waiting time than 45 minutes to get a table. Although it looks quite unimposing it is the best going restaurant in town (even in the off season) full of a mixture of locals and tourists as well.This means that the demand for Portuguese cuisine is present and a great opportunity, which only has to be captured. Here the camps might help again, due to the fact that they normally do not serve dinner. Making agreements with local business owners serving Portuguese food, will probably emphasize others to at least serve Portuguese food as well, because many guests complained about â€Å"not being in Portugal† regarding the food supply. The environmental threats may be solved due to small interactions of the government again. For example the recycling of waste should be obl igatory.As it is seen in several European countries since decades (Germany, England), those guests and foreign residents even do it voluntarily in Lagos. We made it obligatory in our surf camp, but every time I brought the separated waste to the recycling stations, I only saw Recycling station in Lagos foreigners, who did the same. This is a good opportunity of tourism to promote recycling. It may be made obligatory intern by single camps, but there is a need of governmental intervention to make locals recycle as well.Due to the fact that there is no regular garbage collection for every house making it very difficult to control who is throwing his waste how away. Therefore it should be (e. g. as in Germany), that there should be a garbage collection for every house and every household gets different recycling tons on a yearly payment. Thus if people do not recycle his waste won't be taken away. As a matter of course this is combined with enormous costs, but may be covered by e. g. h igher annual payment of foreigners and European Union contributions.It would furthermore create jobs, because the garbage collection of every household requires more people. The pollution due to water sports activities is in proportion very low, because the main activity of surfing comes with an environmental friendly lifestyle. This green close to nature way of life is promoted and educated in the surf camps in encouraging their guests to be very careful with the environment, recycling, low water consumption etc. and advertise to respect the locals (with t-shirts for example).In a surfing society these things are so evident, that people react very upset on people ignoring these unwritten laws. (â€Å"Leave nothing but footprints and take nothing but memories†) Surf camps and locals know that the beaches Beach of Zavial are their main income source, this is why they are absolutely protected, no waste is left there and they are almost totally untouched, mainly only one restaur ant. Even the beach boys and lifeguards use surfboards and not motorized lifeboats in cases of emergencies.This statement is as well proved by the fact that even robberies hardly ever occur on the beaches, it is possible to stay hours in the water while nobody looks after one's belongings and nothing happens, but if one once do not lock the windows in his apartment, it is 99% sure that he won't find his apartment as it was left. The only thing which could be reduced are the daily long drives to the west coast. Every surf school in the Algarve has only one or two licenses (only The Surf Experience (first surf school in the Algarve) has the right to go to almost every beach) to teach surfing at a beach.This is actually a very good thing, so the carrying capacity of the beaches is balanced anf there are never to much schools, people at the beaches. But many schools have licenses for far away beaches (e. g. Algarve Watersport in Lagos has a license for the beach in Monte Clerigo  œ 40 km away) they have to drive there every day. Surely the possibility of surfing must be secured, but there are geographically closer beaches for the differently located camps as well. Also the public transport opportunities should be enhanced. Currently there are barely busses to the beaches, only to the major cities.As well the accessibility of Lagos from the airport after 20. 00 is poor, only with private shuttle busses. Due to the extension of the public transportation air pollution may be reduced. The problem of seasonality, in Lagos due to the climatic variations of a continental area, are that serious that most of the tourism related businesses have to close down the operation for the winter months, to avoid financial loss. Resulting in Lagos becoming a â€Å"ghost town†. An opportunity to avoid closing down the whole operation may be to offer discounted packages for this time, because actually the natural conditions or surfing are the best from November until March and the air temperature is still mild and springlike. But it is always hard to measure if it is worth to even run the operations on a very low level, because the â€Å"real surfer† for whom this conditions are advantageous won't come to a surf school or camp. This is why I would suggest a steady operation especially for apartment rentals, rental car providers, surf shops and restaurants. It is as well important to consider that people working during a season do not have the chance to rest or even think about holidays.Off season is the only time these workers can think about themselves, go on holiday, visit their families or even make doctors appointments. So people are actually looking forward to the end of the season (if they have an alternative job or earned enough to bridge the income less winter months). In addition may these time be used for maintenance works in the accommodation facilities. On these grounds I think that seasonality in this area has indeed a very powerf ul impact, but not in an absolutely negative way. 4 4. Conclusion and RecommendationsAs already mentioned is governmental intervention essential to solve the problems of the Lago's community. To avoid the negative economical impacts occurred by tourism and to achieve more positive impacts of it some regulations must be appointed: The introduction of an obligatory guaranteed employment rate of locals in every tourism related business and a tax reduction for businesses employing more locals than required, so the unemployment rate can be controlled and the thereby emerging socio-cultural conflicts may be reduced.In addition should recycling be made obligatory and the public transfer to the beaches should be enhanced. Also should the state-owned educational system be improved and specialized on available occupations, so that locals are able to stay in their home towns or areas and still receive effective education and have a belief in a future there. All in all are surf camps ecological ly sensitive accommodations that work to preserve the local environment, culture and surf. Those camps help ensure that tourism is sustainable and that the spot will be around for years to come.This great opportunity given by tourism must be captured. Surf camps can contribute economically and environmentally to make tourism in Lagos more sustainable. Economically and socio-culturally by encouraging their guests to go to local restaurants and put their breakfast into local cafes and environmentally while staying educative and teach the environmental friendly surfer's lifestyle to their guests. 5 5. Implementation The implementation of these solutions must be â€Å"SMART†: Specific, measurable, attainable, realistic and timely.To specify the goals I have to answer the following questions: What: To make Lagos more sustainable, while balancing the amount of local and foreign workers, therefore encouraging business owners to employ more locals, ease up occurred tensions between l ocals and foreigners and promote the â€Å"green† surfer lifestyle. Who: With the regulative and financial help of the government and the educative support of local surf camps When: Regulations should be set for the next season already, education during the season Where: Lagos and its affected beaches, PortugalWhy: Lagos is one of the most visited cities in the Algarve, not capturing the potential of being more sustainable would occur in an absolute invasion of foreigners, the loss of Portuguese culture and the excess of Lagos' carrying capacity. Measuring: How much? How will I know when it is accomplished: The unemployment rate should be reduced down to max 5-10 %. Local tourism related businesses should have a percentage of min 30% of locals working for them.All the surf camps in town should if possible transfer their breakfast to local cafes. Attainable: How can the goal be accomplished: The goals may be accomplished with the interaction of the government, the surf camps a nd the locals as well. Relevant: Does this seem worthwhile: Implementing these solutions will make Lagos more sustainable and keep it as an attractive destination in the future as well. Is this the right time: It is definitely the right time, because the problems will get worse and worse if nothing is to be done.Does this match other needs: It perfectly matches the most important need of reducing the negative and increasing the positive impacts of tourism. Time-bound: When: ASAP What can be done today: Inform and encourage to do something: governments, authorities, camps and locals. 6 6. References Personal experiences while working at Algarve Watersports http://www. carvoeiro. net/news-reader/items/2011-01-01_arbeitslosigkeit_an_der_algarve. html http://topachievement. com/smart. html ———————– [pic] ———————– 9

Zachary’s Story Essay

A. An ulcer starts by eroding the mucosa of the G.I. tract wall. What functions of digestion and/or reabsorption might be lost if this layer is no longer functional? What functions will be compromised if the ulcer eats through the sub mucosa and then the muscularis? Absorption would not happen correctly some of the ingested and secreted may seep out of the lumen. This also could create a pathway of entry for pathogens if the ulcer ate through to the muscularis mucosa. You may lose some control of defacation. B. If Zach has a peptic ulcer affecting his stomach or duodenum, which components of the peritoneum will be affected? If the ulcer eats a hole into the wall of the stomach, bacteria and partially digested food can spill through h the opening into the peritoneum causing severe inflammation of the abdominal cavity and wall. C. How can Zach’s stomach contribute to the formation of ulcers in other parts of the G.I. tract? Which cells are direct participants in formation, and how do they contribute to lesions in the G.I. tract wall? Zach’s stomach contributes to the formation of ulcers by the acids needed to breakdown food when they are excessive. Parietal cells (secrete HCI) and gastric glands (acetylcholine) are directly related to the formation of ulcers. D. Why does Zach’s G.I. tract need the substance that contributes to the formation of ulcers? How is this substance secreted by cells within the gastric pits? Zach’s G.I. tract needs the substance to assist in the breakdown of food and for absorption. Epithelial cells extend into the lamina where they form secretory folds called gastric glands. Several of these glands open into the gastric pits and secretions from these glands flow into the pits.

Annotated Bibliography-Sheila Coursework Example | Topics and Well Written Essays - 1250 words

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Framework Essay Example | Topics and Well Written Essays - 750 words

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