International tourism management Assignment Example | Topics and Well Written Essays - 1000 words

International tourism management - Assignment Example One of the major challenges of corporate social responsibility of international tourism is to curb child prostitution and sex tourism. Despite many meaningful campaigns to curb these social evils, this heinous trade continues to flourish and is endangering the social fabric in and around the vicinity of the tourist hotspots across the world. This is not a sustainable practice it is time to evaluate the potential contribution of ‘corporate social responsibility’ (CSR) strategies to achieving more environmentally sustainable international tourism. Tourism is an extremely heterogeneous socio-economic phenomenon which encompasses a large array of lifestyles and cultures (Fuchs, 2010). The travel and tourism industry is one of the fastest growing industries for almost half century despite ups and downs in global financial and political ups and downs (Fuchs, 2010). Tourism casts complex and varied impact on the societies. While, there are great many tourists, there are also a large variety of societies that host the tourists catering to their every need and taste (Kala, 2008). Tourism is undoubtedly one of the major drivers of global economy. It increases opportunities in all countries whether developed or developing for its people to take part as hosts and guests in this socio-economic phenomenon (Kala, 2008). Source: UNWTO, 2010. Tourism trends and outlook update UNWTO. [Online] UNWTO Available at: http://www.unwto.org/facts/eng/pdf/barometer/UNWTO_Guilin_Forum10_day2_JK_fin_1x1.pdf [Accessed 24 November 2010]. The geographical reach and the labour intensive nature helps in generating employment, particularly remote and rural areas, where three-fourth of the two-billion people live under extreme poverty conditions (World Tourism Organisation, 2010). The World Tourism Organisation identifies seven factors that make tourism as an

Developing an English Language Curriculum Essay Example for Free

Developing an English Language Curriculum Essay The problem at hand involves developing a curriculum for English language that is suited for all people, coming from all over the country; even those without the basic knowledge of the language. The problem entails finding out the basis of developing such a curriculum, analyzing the content and coverage of such a curriculum, testing the suitability of it to the users, outlining a sample curriculum and finding out the possible outcome of such a curriculum. The problem will also discuss the likelihood of making compromises, possible compromises, the groups affected and how to counteract the effects of such compromises. Theoretical Background and Analysis Curriculum development for languages has for a good length of time been based on; developing language responsiveness, developing confidence and competence in the use of English language, trying to instil into the learners the cognitive capability, training learners to develop language imaginative and emotional skills via oral, reading and writing skills. In trying to develop any teaching curriculum, one can focus on the above as guideline. Traditionally, the curriculum activities have been determined by use of a particular set of goals needed to be achieved. Hence one would sit down and analyze the particular things he wanted to achieve then go ahead and develop a systematic way to end up with the desired results. Failure to achieve these results would be followed by corrective measures to the curriculum. However, further developments to this has led to another way of developing a curriculum based on the path or route used to achieving desired results other than the one based on developing a curriculum on goal basis. A curriculum can be developed on the basis of tasks (Nunan, 1998). One approach focuses on analyzing the psycholinguistics involved in the acquisition of a second language and activation of such in a classroom. The other approach basically focuses on the purpose the learners need the language for. Nunan and Lockwood (1991) have come up with a model to implement the latter approach. This involves allowing learners develop the skills of the language, offer a chance to analyze and listen on how sample tasks are solved, giving a grammatically instructed guidance for performance of various tasks, and stimulating them to develop skills that are emerging in them via rehearsal. We must however put into consideration the problem at hand; that the students will be expected to learn a second language, in this case English. Much as they will try to be given the above guidelines we can also be guided by a model suited for them. Two models can be focused as a basis for this: (a) The rehearsal rationale path which focuses on what they will be intending to do with the language they are learning. (b) Psycholinguistic model which answers the question on the required mechanisms to acquire a second language. I do therefore propose that such a curriculum would entail courses that will make the learners be assimilated into a culture of having a positive response to using the English language as pertaining communication on a daily basis, training them how to communicate, write, think critically and solve problems using the language. Basically, since the language entails being able to read, write (which would demand knowledge on the grammar, use the language mechanics, penmanship and spelling), to listen and speak all these would be part and passel of the curriculum. Arising Effects and Addressing the Problem It is hard to develop a compromise curriculum for everyone. While some would view such changes as only a waste of time and derailing their time in school since they know the basics, the learners would find an opportunity to assimilate what is necessary to give them an easier time in school. A compromise must however reduce the likelihood of going into what the newcomers can found out for themselves. Since they already have come to study various courses in the institution, it can be assumed as well that most of them will be aware of the challenges involved. Instead of say establishing a separate academic year to go through the curriculum, the curriculum can be made to fit into their program as they go through other courses of their study. One can therefore fit in two courses of studying English in their first year of study. The first course, for example can contain courses for the students to learn communication, writing and reading skills, while in the subsequent term, the second course can entail courses challenging students to thinking critically, analytical skills, interpretation skills, and using the language to formulate ideas. It must be considered that students will have to be exposed to acquiring a second language by presenting one which is a bit more complex that which they have and they will gain maximally. This was a belief in input hypothesis by Krashen (1981, 1982) which has acted on for many researches. The next step would entail finding out what majority of the learners will be, their background languages and how the curriculum can be suited to favour them. A research will need to be conducted to establish what the current situation is on the ground, necessity of having such a curriculum, its implications to the students already in the institution and how they think they can be helped. It would be of little need to establish a curriculum that only duplicates work and overloads the students. In deed, this can be solved by carrying out an extensive research on the need for it, even before it is designed. Once there is enough evidence that such a curriculum is of necessity, one can go ahead and design it. It would be better to incorporate the views of the intended beneficiaries to this project. The curriculum should be geared towards making sure that the students also benefit in usage of the language in other disciplines other than English itself. Therefore, a good connectivity between English language skills should be ensured by the curriculum being implemented. Implementation and Review Once the program has been implemented, there is need to keep on acquiring the feed back from the beneficiaries pertaining various courses, their benefits and what they think can be done to improve on the arising difficulties, analyzing the elements of the feed back and carrying out the corrective measures as pertaining course improvement. Conclusion In the above analysis, I have provided a basis model which can be used in developing an English language curriculum, and sort to solve problems related to its introduction in any learning environment. The implementation and review section seeks to give an outline how one can put into action such a curriculum and review it. Remember that a good curriculum is the one that accomplishes its intended purpose satisfactorily. It does not mean that it is free from difficulties, but these must be dealt with. Reference NCCA (2008): Curriculum Online. Retrieved from, http://82. 195. 132. 34/index. asp?locID=399docID=-1, on September 10, 2008 Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. Nunan D. (1998). Communicative Tasks and the Language Curriculum. Macquarie University Urbana-Champaign University of Illinois. Retrieved from http://www. iei. uiuc. edu/TESOLOnline/texts/nunan/index. html on September 10, 2008. Nunan, D. , Lockwood, J. (1991). The Australian English course: Task based English for post-beginners. Cambridge: Cambridge University Press.

Relationship Between Communication and Human Sciences

Relationship Between Communication and Human Sciences The aim of this paper is to critically analyse communication and its development of human societies. It will scrutinise whether any form of symbolic behaviour was a form of communication. This essay will question some of the findings of the past through the examination of communicative works such as cave-art. Discussion of urbanism and religion as a means of communication with divine or supernatural powers will then follow. Writing as posited as one of Childe’s ten criteria as a cause of urbanism will be critically evaluated. To conclude, I will offer my perspective on the development of human societies having evaluated the evidence and expert views. So what is communication? Communication is derived from the Latin word communis (Peters, 1999), meaning â€Å"to share†. Thus, communication is the activity of conveying information through the exchange of messages, information, and thoughts, as by signals, visuals, writing or behaviour. The history of communication dates b ack to ancient times, speech which revolutionized the human communication was developed some 200,000 years ago; symbols were developed about 30,000 years ago while writing about 7,000. Throughout the millennia, human societies underwent major changes in their social order where people lived 10,000 years ago in small, mobile groups which depended on wild plants and animals. Examples of those groups include but is not limited to those of the Yangzi river valley in East Asia and the Americas which underwent changes from hunter-gatherers to an organised society. It is these early examples of groups which domesticated local plant and animal species to forge a farming community and with the development of agriculture and sedentism, population growth soon followed. These farming societies transformed themselves into larger, more complex social systems characterised by cities, political states and class inequalities. As with civilisations such as those of Egyptian and Roman empires, rulers and dynasties rose and fell, and the potsherds and stone tools of archaeology made way for written documents. Without communication, the lives of human beings would be very different as it is critical for growing and maintaining everything around us. The relationship between communication and human society is ever-growing having achieved a huge growth in its partnership. Humans simply could not have achieve this kind of development and growth without the existence of communication. Within society, all relationships and social connections rely on communication and appreciate and understand its importance and with varying communication methods and processes, it gave a great boost to the development of human society. Communication as it is today is a continuing process as people strive to develop new and innovative communication methods and processes. To fully appreciate the growth of communication, we need to look back to the beginning to  the stone age when communication was in its initial developmental stages. There were no languages, resultantly little communication processes were followed by humans. The swift development of human abilities made way for the development of communication and human society. Humans began to use signs and non-verbal communication to communicate with fellow humans such as runners, birds, arrows, smokes. As humans became more and more organized, different kinds of languages and communication methods were developed. Major developments during the Stone Age were: Cave paintings Petro glyphs Pictograms Ideograms Later, during the Bronze Age, human beings invented writing which revolutionized the communication methods and processes, there began a new period of communication. Accepted examples of such writings are Egyptian hieroglyphs and the Indus Valley script (Tharoor 2009). By 2700 BC Egyptian writing had a set of some 22 hieroglyphs to represent syllables (Crabben 2011). Some of the prominent developments of these times are: Writing Alphabet Paper With the introduction of various form of communication, is the question whether symbolic behaviour is a form of communication? Communication and symbolic links seem to go hand in hand with features seen as symbolic objects such as daggers, warriors– some carrying weapons, axes, wheeled vehicles, houses, farm buildings and livestock. Other evidence presented is the rock-art of Valcamonica (Italy) and Southern Africa in which a number of symbolic representations were discovered. Southern-Africa in particular has cave-art of varying degrees of what I would consider a form of symbolism such examples include dancing women an various geometric forms. I believe that symbolic behaviour could be considered as a form of visual communication because a message is being conveyed irrespective of the media and form of communication. Not restricted to cave-art, symbolic behaviour is also seen through the construction of objects such as the sky-disk and sun chariot. The Nebra sky-disk depicts the sun, moon, 32 stars and two arcs, originally three. Its significance alludes any understanding of its significance, however, it does not detract from the fact that it is symbolic in nature and may have been used as an astronomical calculation tool to determine times of harvest (Haughton, 2011). Whatever the significance of the disk, it is still one of symbolism. The final piece of symbolism lies with the Sun Chariot, similar in its astronomical representation of the sun and moon which again illustrates a form of symbolism in the form of a bronze-wheeled-model of a horse pulling a large disk. Not isolated to mere models of bronze, the discovery of burial practices and metallurgy to display prestige and cultural practices can also be considered as a form of symbolism. Unfortunately, no depiction of the latter practices are represented in the rock-art, suggesting that the presence of cave-art does not fully represent the full range of activities, but does not exclude the very fact that once again symbolism is represented through prestige. Symbolism was prominent on a global basis and in Southern Africa, rock-art had symbolic meanings to those who created them. The representation of these paintings were linked between the material and spirit world which in turn depicted shamans and the spirit world. I believe that any consideration into the varying forms of symbolic behaviour should be seen as a form of communication. In summary with regards to symbolism and communication, I am inclined to support the idea that symbolism is a form of communication which is reinforced by Childes criteria for urbanism and the rise of civilisation coupled with the development of symbolic art (Perkins, 2013). Cave or rock-art is known as the oldest form of communication and is the precious remnant of an ancient way of life which provides some of the oldest clues of cultures from long ago. Rock-art and art form or drawing style provides a recorded history of human thought patterns and behaviour. Insights into their socio-religious aspects as well as their ancient culture and myths can be gained and prove valuable into gaining an insight into their lives. Between 30,000 and 5,000 years ago, no written records existed except for cave-art and rock etchings. It was not until post 5,000 years that other types of written records came into existence. Rock-art is in my opinion considered a form of communication and message, whether simple or complex, is special but yet to be fully understood. It provides a small glimpse into the socio-religious aspects of these ancient neolithic cultures. A number of theoretical views and opinions have purported to explain rock-art, but in my view, I am inclined t o suggest that rock-art simply portrays simple daily life. Another possible theory could be that of conveying a complex message about the shamans journey and their altered state of consciousness, suggesting a true appreciation and understanding of ancient tribal life. An air of caution must be placed in assuming that the paintings produced in a specific tribal social and religious context within cave-art has any resemblance to the belief systems of modern Western society and therefore should not be gauged to such. Any form of ritualistic, mythological or supernatural representations art is open to debate as to whether it is art or religion. The area surrounding art and its link to religion would be a difficult assumption to make as to view the work within a set context is to view the art in the same way as those who were around during that time period. As with any religious content, the interpretations are hypothetical and subjective based on the interpreters ideals. However, the presence of animals may have been more of a symbolic vision of the world around them. This art could also be a way of communicating possible ritual practices (Zorich, 2011) that may have taken place within the cave systems. There is a possible assumption that ritual practices taking place within the caves were a means of communication with divine or supernatural powers. The imagery of animals may have been viewed as sacred due to their physical strength indicating power. Throughout time there have been links with sham anism and rock art within the context of spiritualism. One such example is that of the Valcamonica figure which depicts a running man (Naquane, 2014), often identified as a shaman. The key controversy is that the art is a representation of the real world and with that consideration it questions its true purpose and functions. As with everything else in life, changes occur, additions are made to existing structures and art work; likewise with cave art by engraving over already existing work in addition to leaving existing engravings alone, signifies a meaning for those adding to the already present art. It is fair to surmise that maybe these images may have had a symbolic or religious function which in turn can be accepted as a form of communicating rituals and the idea of theology. To further support the theory, Scandinavian rock art is suggestive of ritual or mythological as well as associations with the supernatural. I truly believe that such interpretations are acceptable and sho uld be viewed as a way of looking beyond an established civilisation to that of conducting oneself to a higher power, a deity perhaps? Further evidence has recently come to light of the possible religious or spiritual practices from the discovery of rock-art in the highlands (McKenzie, 2014). The discovery included a boulder decorated with ancient cup and ring marks which archaeologists believe may have been made for a number of reasons. Some of these reasons include ritualistic, astronomical or simply doodling. If we were to assume that it was ritualistic, it implies that there may have been a link with divine or supernatural powers. It is a safe assumption that with cave-art, a link between communication and the belief of divine and supernatural powers exists. It is without a doubt that human communication is underpinned by a social survival imperative. In the words of Blakemore, Winston and Frith (2004) Humans crave the company of others and suffer profoundly if temporarily isolated from society. The above statement is indicative of the need to communicate hence with the spread of hunter-gatherers across various regions, communication took on differing forms. These ranged from non-verbal communication which consisted of possible facial expressions, tone of voice, body movement and stance which eventually emerged in conjunction with verbal communication within the hunter-gathers period. It is through the use of language as a symbolic form of communication to convey messages to one another but is not limited to just the verbal aspect of communicating. As previously mentioned, writing, drawing, painting and sculptures was and still is a form of communication, a graphical and yet symbolic method of communication. One asserts that the hunter-gathers of the time used various methods to communicate from non-verbal to verbal as well as art to project and record their beliefs and lifestyles. The earliest form of urbanism appeared in the Near East (3rd Millennium BC), Warka, known from texts as the Sumerian city of Uruk (Mathews, 2013). Life in the City of Warka was marked by the appearance of well known cultural innovations such as the architecture of monumental portions, commemorative art and the use of a cylinder seal. Another innovation which involves one of Childes ten criteria is that of writing which appeared during the late Uruk period and was considered the earliest form of writing. It can be implied that the presence of writing was not coincidental but one of relevance towards the formation of social organisation. I believe that writing is essential in maintaining any form of governance within a state organisation. My argument is that writing as it stands provides a method of record keeping which is essential for not only the organisation but also the administrative and social control of people living within an urban setting. If proven that the writing found at Uruk was indeed an integral part in urban life then it will be a safe assumption that the presence of writing was in effect consistent with governmental administration. However, I dispute this perspective since other societies have existed without the need for writing to maintain a society. One such society was that of the Incas. Not having a recognised writing system like the rest of the world, no carved stone, no papyrus or art, the Incas established and maintained a working empire proving that urbanism does not require a writing system to flourish. Having said that, the Incas did have a method of recording accounts, astronomical calculations and possibly their stories, this method involved the use of cords and knots (K.K. Hurst, 2002), a complicated system but yet a record, nevertheless. Having considered the Incas and the use of the cord system as a possible means of conveying messages is in my opinion open to debate as to whether the use of knots in cords is a form of communica tion. Critical analysis of the communication adopted by the Incas does not provide a convincing argument therefore in my opinion that it is highly improbable the Incas possessed a system of writing. When taking into account that for urbanism to exist and thrive, a system of communication is required, be it writing or otherwise, the Inca civilisation as far as I am concerned refutes that theory. Would the Incas have adopted writing from the people of Warka? Due to the strong beliefs of the Incas and the significance of the cord system, I would assume the Incas would have refrained from doing so. In concluding this paper, the true significance of these vast array of cave paintings discovered and possibly some yet to be discovered is and will remain elusive for now. I can conclude that the cave-art, some brilliant in comparison to the art work that we find today, reflects the development of symbolic life, and an important turning point in human evolution. This sudden burst is reminiscent of the big bang theory but in this case it is the big bang theory of the human mind. It is through the study of the cave-art that has drawn a possible link to a symbolic life and with further field study and analysis will push the theory and reveal a symbolic life from the past. I also believe that communication and its impact on past civilisations may not have had a major role to play just simply a system which was adopted for growth and control. Today, communication is a requirement for any country to succeed and flourish in the way of trade and finance as well as the setting down of laws. A s we have come to know, the effect of communication is one of globalization, take communication away now and we are left with ignorance and loss of what we have to know as part of everyday life. (2532 words) References Blakemore, Winston and Frith (2004) Social cognitive neuroscience: where are we heading? Available at: http://www.ncbi.nlm.nih.gov/pubmed/15120680 (Accessed 4 March 2014) Haughton, B. (2011) Ancient History Encyclopaedia The Nebra Sky Disc Ancient Map of the Stars Available at: http://www.ancient.eu.com/article/235/ (Accessed: 3 March 2014) Hurst, K.K. (2002) About.Com Archaeology Knotty Problems The Ancient Writing System of the Inca Available at: http://archaeology.about.com/od/americanancientwriting/a/quipu.htm (Accessed 4 March 2014) Mathews, R (2013) Peoples and complex societies of Ancient south-west Asia Edited by Scarre, C The Human Past: World Prehistory and the Development of Human Societies 3rd Edition London: Thames and Hudson, pp. 440, 443 McKenzie, S BBC (2014) Rare Neolithic or Bronze Age rock art in Ross-shire [online], Available at: http://www.bbc.co.uk/news/uk-scotland-highlands-islands-26366644 (Accessed 27 February 2014) Perkins, P (2013) A251 World Archaeology Study Guide 4th Edition Milton Keynes: The Open University, p. 34 Peters, JD (1999) Latin roots of Communication Available at: http://www.colorado.edu/communication/meta-discourses/Theory/latin.htm (Accessed 4 March 2014) Scarre, C (2013) Later prehistoric societies in Central and Western Europe Edited by Scarre, C The Human Past: World Prehistory and the Development of Human Societies 3rd Edition London: Thames and Hudson, pp. 420, 424 Tharoor, I. (2009) Time World Decoding the ancient script of the Indus valley Available at: http://content.time.com/time/world/article/0,8599,1919795,00.html (Accessed 6 March 2014) Naquane (2014) The Open University, Rock art gallery Valcamonica running man Available at: https://learn2.open.ac.uk/mod/subpage/view.php?id=342575 (Accessed 3 March 2014) Van Der Crabben, J. (2011) Ancient History Encyclopaedia Alphabet, Definition Available at: http://www.ancient.eu.com/alphabet/ (Accessed: 6 March 2014) World Heritage Convention Rock Drawings in Valcamonica Available at: http://whc.unesco.org/en/list/94 (Accessed: 3 March 2014) Zorich Z. (2011) A Chauvet Primer Available at: http://archive.archaeology.org/1103/features/werner_herzog_chauvet_cave_primer.html (Accessed 3 March 2014)

The Squire in The Caterbury Tales by Geoffrey Chaucer :: Canterbury Tales Chaucer Essays

The Squire in The Caterbury Tales by Geoffrey Chaucer In the General Prologue of The Canterbury Tales, the narrator, Geoffrey Chaucer, meets twenty nine pilgrims at the Southwark at the Tabard Inn. They are all going to Canterbury Cathedral to visit the shrine of Sir Thomas Becket. Chaucer decides to tag along, taking some time to describe each pilgrim. The author uses many metaphors, personal histories, and examples of how they would act in certain situations to fully describe the characters in the story. However, some of the pilgrims are given only a few lines of direct description in a very straightforward, visual manner. One of the characters in the tales is Squire, who gets only twenty lines of details, focusing on his appearance, his abilities, and his sexuality. The physical description of the Squire illustrates him as if he was a Roman statue, or taken from a chivalric romance. Chaucer describes his " lokkes crulle as they were leyd in presse"(Norton, 83), average height, great strength, "Of twenty yeer of age he was" (Norton, 83), bravery and cleverness. The author illustrates Squire's youth "as fressh as is the month of may." (Norton, 83). The dress of the squire is colorful, embroidered with flowers, short with large sleeves. He is very talented, too. Chaucer dedicates some lines in the poem to the squire's skills - horsemanship, jousting, sketching, dancing, song and verse writing: "Wel koude he sitte on hors and faire ryde./ He koude songes make and wel endite,/ Juste and eek daunce, and weel purtreye and write." (Norton, 83). The physical illustration of Squire is carefully surrounded by sexual references. The author tells us in his poem that the young character is "a lovere and a lusty bacheler"(Norton, 83), who loves so hotly that he sleeps at night "namoore than dooth a nyghtyngale"(Norton, 83). Chaucer uses meadows, fresh flowers, and squire's songs as the methphors to represent the character's sexual image that hides under the portrait of the candidate for a knight. Chaucer also refers to the object of squire's chivalry, his lady. The strange thing about Squire's sexuality and his character as a whole is its neutrality. He is illustrated as powerful and effective young knight. It seems however that he is lifeless, like a stone or still statue. The squire's physical characteristics strongly hit the reader's mind, yet not much is understood about Squire. Chaucer even portrays him in a morally neutral manner, he leaves the judgement of the squire to the reader.

A Human Is A Complex Organism

Human beings are complex and special organisms as there is a complex organisation of cells in the human body. The organisation in the human body is summarised as follows: Cells—> Tissues—> Organs—> Systems—> Organism.The same type of cells which carry out a specific function are organised into a tissue. For example, a group of nerve cells form a nerve tissue. They are organised to work together to perform specific functions as the result of cells in the human body do not work individually.An organ is a group of tissue that cooperates to carry out a specific life process. For examples, epithelial tissues form blood vessels. Several organs are organised into a system.Each system consist of several organs which are organised to carry out life processes such as respiration, reproduction and digestion.Various systems in the human body are well organised to carry out all the life processes efficiently. They are able to function because the cellular components wo rk together to ensure the survival of human beings.The human brain is well developed to integrate information's and store them as memory. This allows human beings to have the ability to talk, think rationally, create new things, learn from experience and use languages. The ability to do all these makes us really special compared to other organism.Water is driven into the tanks to raise density and allow the submarine to sink and it also pumped out to reduce density and hence allow the submarine to float. The tanks can be filled with water and air, which allows the submarine to sink or rise in the water. When a submarine is floating, its ballast tanks are filled with air, which makes it less dense than the sea water it displaces hence allowing it to float. Submarines sink when water is let into the ballast tank. This is because the submarine's density becomes greater than that of the surrounding water, resulting in negative buoyancy and causing it to sink.

Free Essays on Minority Women And The Glass Ceiling

Minority Women and The Glass Ceiling Two Wall Street Journal reporters first used the concept â€Å"Glass Ceiling† in 1986. Created to describe the invisible and artificial barriers that impeded women from advancing to senior leadership positions within organizations. Since then, the figure of speech the glass ceiling has also come to be applied to the advancement of minorities, deaf, blind, disabled, and sexual minorities. There is no doubt that ceilings and walls exist throughout most workplaces for minorities and women. These barriers limit the development and mobility opportunities of men and women of diverse racial and ethnic backgrounds. In this research the discussion will cover that given advances in the last ten years, have minority women shattered the glass ceiling? If there has been any studies done within the last two years, and, if so what did the data show. What profession shows the best results in eliminating the glass ceiling? What strategies were used in successful career fields? And are the strategies being shared? What is the future for women in the United States in professional fields? The suggestion of this inequality is important to all women at every level across the spectrum of job levels. Further, women entering the workforce should have every assurance that the same opportunities for compensation and advancement are available to them in the same manner as their male counterpart. The purpose of this research is for the researcher to gain understanding of the glass ceiling phenomenon and to explore its causes and effects. The glass ceiling is identified primarily as a women's issue; however, evidence shows that minorities are faced with overwhelming barriers as they attempt to move upward. The term describes the artificial area of stability, beyond which women and other minorities are denied the opportunity to advance to upper levels of executive management in corporate America. The glas... Free Essays on Minority Women And The Glass Ceiling Free Essays on Minority Women And The Glass Ceiling Minority Women and The Glass Ceiling Two Wall Street Journal reporters first used the concept â€Å"Glass Ceiling† in 1986. Created to describe the invisible and artificial barriers that impeded women from advancing to senior leadership positions within organizations. Since then, the figure of speech the glass ceiling has also come to be applied to the advancement of minorities, deaf, blind, disabled, and sexual minorities. There is no doubt that ceilings and walls exist throughout most workplaces for minorities and women. These barriers limit the development and mobility opportunities of men and women of diverse racial and ethnic backgrounds. In this research the discussion will cover that given advances in the last ten years, have minority women shattered the glass ceiling? If there has been any studies done within the last two years, and, if so what did the data show. What profession shows the best results in eliminating the glass ceiling? What strategies were used in successful career fields? And are the strategies being shared? What is the future for women in the United States in professional fields? The suggestion of this inequality is important to all women at every level across the spectrum of job levels. Further, women entering the workforce should have every assurance that the same opportunities for compensation and advancement are available to them in the same manner as their male counterpart. The purpose of this research is for the researcher to gain understanding of the glass ceiling phenomenon and to explore its causes and effects. The glass ceiling is identified primarily as a women's issue; however, evidence shows that minorities are faced with overwhelming barriers as they attempt to move upward. The term describes the artificial area of stability, beyond which women and other minorities are denied the opportunity to advance to upper levels of executive management in corporate America. The glas...

The Princess Louise, Princess Royal and Duchess of Fife

The Princess Louise, Princess Royal and Duchess of Fife Princess Louise Facts Known for:  sixth British princess named Princess Royal; daughter of King Edward VII, and granddaughter of Queen VictoriaDates:  February 20, 1867 – January 4, 1931Also known as: Louise Victoria Alexandra Dagmar, Princess Royal and Duchess of Fife, The Princess Louise, Princess Louise of Wales (at birth) Background, Family: Mother: Alexandra of Denmark (1844 – 1925): Alexandra, Princess of Wales, at the birth of Princess Louise, and later Queen Alexandra. Alexandra was the daughter of Christian IX of Denmark and his consort, Louise of Hesse-Kassel.Father: Edward (1841 – 1910), Prince of Wales, at the birth of Princess Louise, and later King Edward VII. Edward was the son of Queen Victoria and her consort, Prince Albert.Siblings: Prince Albert Victor (1864 – 1892), George V (1865 – 1936), Princess Victoria (1868 – 1935), Princess Maud (1869 – 1938, Queen consort of Norway), Prince Alexander John (1871 – 1871) Marriage, Children: Husband:   Alexander Duff, 6th Earl Fife, later 1st Duke of Fife (married July 27, 1889, died 1912) Children: Alistair Duff (1890 – 1890)Princess Alexandra, 2nd Duchess of Fife (1891 – 1959): married Prince Arthur of Connaught and Strathearn, a grandson of Queen VictoriaPrincess Maud, Countess of Southesk (1893 – 1945): married Charles Carnegie, 11th Earl of Southesk Princess Louise Biography: Born at Marlborough House in London, the Princess Louise of Wales, she was the first daughter born after two sons.   Two more sisters arrived the following two years, and the three girls were rather close to each other in their youth, known for being very active though all became more shy and withdrawn as they grew up.   They were educated by governesses.   In 1895, the three sisters were among the bridesmaids at the wedding of their aunt, Princess Beatrice, youngest of Queen Victoria’s daughters. Because her father had two sons who could succeed him, Louise’s mother did not think that the daughters should marry.   Victoria, the sister who followed Louise, never did. Louise nevertheless married Alexander Duff, who was the sixth Earl Fife and a descendant of William IV through one of that king’s illegitimate children. Her husband was created a duke when they married in 1889, just a month after their engagement. Louise’s first child was a stillborn son, born soon after their marriage.   Two daughters, Alexandra   and Maud, born in 1891 and 1893, completed the family. When Louise’s eldest brother died in 1892 at the age of 28, her next eldest brother, George, became the second in the line of succession, after their father, Edward. This put Louise third in line, and unless Louise’s only surviving brother, then unmarried, had legitimate offspring, her daughters would be next in the line of succession – and they were, unless royal decree changed their status, technically commoners.   In 1893, George married Mary of Teck who had been engaged to his older brother, thus making the succession of Louise or her daughters unlikely.   Louise hosted the marriage of her brother. Princess Louise, after her marriage, lived quite privately.   Her father succeeded his mother, Queen Victoria, in 1901, and in 1905 bestowed on Louise the title of Princess Royal, a title reserved for the eldest daughter of a reigning monarch, though not always given.   She was the sixth such Princess Royal. At the same time, her daughters were created princesses and given the title of highness.   They were the only female-line descendants of a British sovereign to be given the title of Princess of Great Britain and Ireland. In December of 1911, on a trip to Egypt, the family was shipwrecked off Morocco.   The Duke became ill of pleurisy, and died the next month. His eldest daughter by Louise, Alexandra, inherited the title of Duchess.   She married a first cousin once removed, Prince Arthur of Connaught and Strathean, a grandson of Queen Victoria, and thus had the title of royal highness. Louise’s younger daughter Maud married Lord Carnegie in 1923, and was thereafter known as Lady Carnegie, rather than Princess, for most purposes.   Maud’s son was James Carnegie, who inherited the title of Duke of Fife as well as Earl of Sothesk. Louise, The Princess Royal, died at home in London in 1931.   She was buried in St. Georges Chapel, and her remains later moved to a private chapel at another of her resisdences, Mar Lodge in Braemar, Aberdeenshire.