Left For Dead Essay Example for Free

Left For Dead EssayIt was a horrific experience that I would never urgency to go through again. At first it was just a normal night, a little rough but nothing too major. We were just impinge on the coast of Leyte and Guam when we were hit by two missiles. At first I was just lying in bed and thought it was a problem with the engines until the void ship order was given. The abandon ship order is the worst nightmare for any seamen. There was nothing I could do except follow procedures, I woke every(prenominal) the other men that hadnt been woken up yet and we rushed to the deck, grabbed a biography jacket and waited until the ship was close enough to the water so that when we jumped we would not die on impact. Hitting water from high enough up is like hitting concrete. We dove into the water and swam as fast as we can could away from the sinking ship so that we didnt get pulled under from the under tow. Once we were a safe distance away we hung onto the draw like our life de pended on it.We had been told that a distress betokenal had been sent out and that it would only be a couple of hours before help arrived. some(a)(prenominal) hours later there was still no help and the first sign of sharks was when one of the singles was attacked and taken down within a matter of seconds. I tried not to think about the dangers lurking around but with so much time you could not help but run it through your mind. The hardest factor was deciding whether to let the injured go or to keep them and risk the fact that they were attracting the sharks.After two days there was still no sign of help and many of us were beginning to get delusional. Men were swimming off because they thought they saw an island or hula girls. Others dehydrated themselves by insobriety the cold water at their feet because they thought it was fresh. On the third and fifth days there were only about 30 men left and some were wielding weapons and getting restless. Luckily we were able to convince them to let them go and continue to work together and live for as long as possible. Finally on the fifth day there was a sign of hope. There was a plane fly over at about 3000 ft.We began to wave wildly and let down flares to get its attention, it flashed its lights at us and that was when we knew we would be saved. It sent out to the other ships and planes with our coordinates and rescue information. The biggest surprise to me was that it landed in the ocean. He managed to land safely and we started to chain reactor into the plane and on the wings. The next sign was a ship, a little black dot on the horizon. That was when I had full hope that we would be reclaimed and could go home. The wound that I have faced over the last several years is almost unbearable and has changed my life.Just recently my family and I took a trip to Maui and we were supposed to go on the submarine but I could not get it out of my mind that I was on the ship all over again and I was going to drown. Ev en the sound of running water gives me nightmares, making me feel like Im swimming for my life in the water all over again. Immediately when I returned home I was put in psychology classes to try to get rid of my trauma or lower the affect. These classes have not made any difference and I have recently be get hold an alcoholic to numb the pain. It puts me in a state of mind that helps me forget about what I went through.I know it is not a sane way to deal with it but my traumas have come to a point where I cannot handle them anymore. The Price Chapter 11 talks about the fight-or-flight response and relates it to a squirrel and a dog and a cat and a dog. Also, the traumas and what they were called at different time periods and the symptoms of post-traumatic stress. They also talk about what six people did when the arrived home and how they handled the disaster. The rest of the chapter is about the reunions that the survivors had and how they handled them.

The Quest for Identity Essay Example for Free

The Quest for Identity EssayIn some point of our lives, we all try to find our identities try to find a transport that we can fit in completely. Most people struggle, some does non. The question of identity is especially difficult for immigrants and their coming generations since they have different cultures and different views. In the novel The Namesake by Jhumpa Lahiri, the main character Gogol struggles with his cultural identity due to the ideological difference between him and his parents on the c erstpt of name. According to Bengali label traditions, everyone has two names, a pet name and a heartfelt name.The good name is for the public to use, the pet name is for family and friends to use in private places, it is similarly a persistent remnant of childhood, a reminder that life is non always so serious, so formal, so complicated. They are a reminder, too, that one is not all things to all people (26). Different traditions represent different cultures In the United S tates, many people name their son after the father or the grandfather to honor the elders and also act as a symbol of heritage. On another hand in India, every name is sacred and cannot be inherited.Ashima and Ashoke decided to name their first child Gogol, this name doesnt just represent the life of this child, it also represents the life of the father-Ashoke. However, this shapeless and weightless name has pass a burden of Gogols life for a long long time. The first lesson that Gogol learns about his names is at the towns public mere(a) school. At first, he does not want to go to kindergarten because his parents have told him that he get out be call a new name-Nikhil at school which he does not want and does not understand.He is afraid to be Nikhil, someone he doesnt know (57). Of course, he is not the only one who doesnt understand about the pet name and the good name. When Ashoke tries to explain to the principal Mrs. Lapidus about why they want her to call Gogol Nikhil, Mrs. Lapidus tries to understand, only ends up in surprise due to the cultural difference. Im not sure I follow you, Mr. Ganguli. Do you mean that Nikhil is a middle name? Or a nickname?Many of the children go by nicknames here (58). She has never deal with this issue before, even with the other Indian students at school. And the big problem with this is that Gogol does not respond to the name Nikhil. Therefore, Mrs. Lapidus decides to ask Gogol about his own touch towards this new name, Gogol shakes his head as his answer, so Mrs. Lapidus writes a note to Ashima and Ashoke telling them Gogol will be known as Gogol instead of Nikhil at school due to his preference.In here, Gogol is just a kid who doesnt understand about his culture, but at the same time, the author is trying to hint us that even though Gogol is an Indian looking kid, he is Americanized his thoughts are very different from his parents who are usual Indians. And in the United States, his parents thoughts are not so o riginal which increases the gap between Gogol and his parents. As Gogol is getting older, he then realizes how unusual his name is. As an Indian-American, his name is neither Indian nor American, but Russian.He does not know about the story behind his name yet, all he knows is that he starts to despise his name. Before he goes to college, he decides to transport his name to Nikhil officially. It seems the like he believes that changing his name would make him who he wants to be. So he goes home and asks for his parents opinion and complaints about his name. I dont get it. Why did you have to relent me a pet name in the first place? Whats the point? Its our way, Gogol, his mother maintained. Its what Bengalis do (99). Until this point, Gogol still doesnt accept this naming tradition because he feels inferior for his name.However, The only person who didnt take Gogol seriously, the only person who tormented him, the only person chronically aware of and afflicted by the embarrassm ent of his name, the only person who constantly questioned it and wished it were otherwise, was Gogol (100). The conversation ends with a sentence by Ashoke, In America anything is possible. Do as you wish (100). This sentence sounds normal, but it is filled with helplessness and sadness. Ashima and Ashoke cant change anything, they are just two Indians living in America, no one cares about them, not even their son. They have no choice but to give in (60).Now, he is officially Nikhil, but Gogol is still like a splinter in his heart. He doesnt want to touch it, doesnt like to talk about it, but the dull pain inside his heart always reminds him that its there. After Ashokes death, he learns to seize the time with Ashima. barely when he knows that Ashima is planning to move back to India, he suddenly realizes that Without people in the world to call him Gogol, no matter how long he himself lives, Gogol Ganguli will, once and for all, vanish from the lips of loved ones, and so, cease t o exist.Yet the thought of this eventual demise provides no sense of victory, no solace. It provides no solace at all (289). He finally realizes that as he gets mature, his love once are getting older too. His name will die just like the people. This shows that finally accepted himself as a whole, and this name is part of him. Maybe Gogol is not who he wants to be, but Gogol is who he really is. Ashima and Ashoke are the first generation immigrants, they consider themselves Indians, but learning to adjust their minds and live like Americans.Struggles are parts of their daily lives. Gogol, as an American born Indian, he has an Indian appearance, but growing up in America and getting American education make him a real American inside. Living with a pet name and a good name, in a place where such distinctions do not exist-surely that was emblematic of the greatest confusion of all (118). No wonder, the quest for identity is exhausting, but eventually, you will get to the destination. O pen your mind, accepts who you really are, life is beautiful.

Evaluation of Mathematics Curriculum

Evaluation of Mathematics CurriculumThe question, Why Teach Mathematics? as put forward by Ernest (2000), is one without a straightforward solving. Ernest (2000) outlines many difficulties which must be over herald if math is to be taught effectively, namely the wide-ranging and convoluted aims of school maths (Ernest 2000, 7). The debate hold backs to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the inevitably of an increasingly complex society. Further more than, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice?The first income tax return to be discussed is the mathematics computer programme itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum1 To reproduce mathematical skill and knowledge-based capability2 To climb creative capabilities in mathematics3 To develop empowering mathematical capabilities and a critical discernment ofthe social applications and uses of mathematics4 To develop an inner appreciation of mathematics its big ideas and nature(Ernest 2000, 7)These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim to support and increase all childrens access to excellent teaching, leading to exciting and successful learning, (DfES 2006, 1). Throughout the new framework there seems to be an increased stress on problem resolve (using and applying) and calculating skills, seemingly in accord with Ernests views on the matter, particularly in terms of growing creative abilities in mathematics. The renewed framework for mathematics places increasin g importance on developing practical skills and, providing real experiences, context and meaning, (DfES 2006, 13), seemingly in line with Ernests views.Consequently, it would seem that the current mathematics curriculum is headed in the right direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers atomic number 18 encouraged to think of the needs of all their learners through using a variety of antithetical interactive teaching strategies. Children are challenged and supported to make progress at a separate level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would to a fault seemingly be at odds with the vestige put forward by Ernest when he asks, should the same curriculum be followed by all? (Ernest 2000, 8). This would fee-tail that if the same curri culum is followed by perpetuallyy pupil, the needs of every pupil are not being met. However, this is not the charge that mathematics should be dealt with in the classroom, as summarised by WainThe degree to which the teacher retains control of what the learnersdo each lesson and the extent to which the learners can choose the next taskvary only typical of all is that learning is individualized to a very great extent,although often within a group setting. Whole-class teaching is, in general,not used, or used sparingly, and each pupil is engaged in a learning processthat is unique to him or her. (Wain 1994, 136)The view that modern teaching methods fool improve the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of todays journalists. Chris Woodhead of the Sunday time (August 26th 2007) recently reported that an in decent number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are high er than everLast year 45.8% of students achieved volt A*-C grades including Englishand mathematics in the GCSE examination 54.2% did not. This annualstatistic is one that the government was long reluctant to release. In thatEnglish and maths are of such crucial importance, it is the only statisticthat matters. (Woodhead 2007)These figures would seem to suggest that the teaching of maths in this country, and peradventure the maths curriculum itself is in in many way failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher information do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics e ducation beyond GCSE level? Indeed Ernest puts forward the idea that, mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for diverse forms of work, including professional occupations, as well as in terms of suitability for higher education, (Ernest 2000, 8).Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world, (Woodhead 2007).This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed, (Ernest 2000, 8). This could be taken to mean, is mathematics as necessity as we think in order to survive and progress in todays society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties success in full. Consequently, it could be argued that individuals should be allowed to, opt out altogether, (Ernest 2000, 8), if their chosen locomote path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction.On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world todayThe indisputable fact is that mathematics is vital to the keep of satisfactory living standards. It is mathematics which underpins the scienceand engineering that support modern society. It would seem to be alegitimate aim for educators to wish that pupils will come to an understandingof how society works, and this implies an understanding of how mathematics provides support (Orton 1994, 14).Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is of the essence(p) for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in todays world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately?Another question to be considered as part of this debate is, where does mathematics teaching end, and information and communication technology (ICT) teaching start? There is surely considerab le overlap, and when considering Ortons (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, making relate between curriculum subjects and areas of learning, (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is well-read more valuable as it becomes real for the learner.Ernest puts forward the idea that, it is an unhappy learning experience for almost half of the population, (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. bear upon Richard superhighway of The Royal Society o f Chemistry said in an interview with BBC NewsSchools and students are reluctant to consider A-level mathematics to age18, because the subject is regarded as difficult, and with league tables anduniversity entrance governed by A-level points, easier subjects are taken.(Doctor Richard Pike, BBC news 2007)This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It too implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at universityIncreasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years forward at GCSE level. (Doctor Richard Pike, BBC news 2007)If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to drop maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments.The concept of making mathematics more attractive to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernests thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7 ). Perhaps by incorporating the history of mathematics into pupils education it may give them an increased appreciation of the subject itselfThe appreciation of mathematics as making a unique contribution tohuman culture with modified concepts and a powerful aesthetic of its own,is an aim for school mathematics often neglected by mathematicians andusers of mathematics alike. (Ernest 2000, 7)This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two dont necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in child ren making academic progress.In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, Why Teach Mathematics? Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupations do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics.BibliographyBBC News (2007) www.news.bbc.co.uk/2/hi/uk_news/education/6588695.stm, date accessed 27.08.07DfES (2006) Primary Framework for literacy and mathematics. capital of the United Kingdom Department for Education and Skills.DfES (1998) The National Numeracy Strategy. capital of the United Kingdom Department for Education and Skills.Ernest, Paul (2000) Why Teach Mathematics? in Bramall, S and White, J (Eds) Why Learn Maths? Bedford Way Papers London I nstitute of EducationOrton, Anthony (1994) Aims of Teaching Mathematics in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London Cassell.Wain, Geoffrey (1994) Learning Styles and Teaching Mathematics Towards Open Learning in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London Cassell.Woodhead, Chris. (2007) The GCSEs Failure www.timesonline.co.uk/tol/news/uk/education/article2326707.ece, date accessed 27.08.07

Attitudes Towards Tourism And Hospitality Career Psychology Essay

Attitudes Towards Tourism And cordial reception Career Psychology EssayTo explain tender behavior is a very difficult and complex task. But approaching it from different levels such as the persons attitude and recognition factors and so on, sheds light to this complexity. Concepts referring to behavioral dispositions, such as social attitude, and personality trait, have played an important role in these attempts to predict and explain human behavior (Ajzen, 1998 Campbell, 1963 Sherman Fazio, 1983). This study uses the scheme of Planned way (TPB model) to test the puzzle outs governing undergraduates inclination towards pursuing a passage in the tourism industriousness. This study entrust thus explore the variables that influence a students intention to pursue a career in the hospitality sedulousness and the factors that are implicated in or modify a students career commitment over time. The sample includes first year to forth year undergraduates studying Tourism manage ment courses offered by The University of Mauritius.2.1 Perceptions and attitudes towards pursuing a Tourism and Hospitality Career2.1.0 Tourism management as a courseAuthor (s)s Study SVariables used les usedDavidson and Tideswell (1998)Considering level of student affair in the hospitality programme (Australia)Industry factorsCareer prospects,Interests,See degree as a rite of passage to job and career,Entrance criteria used by institutions as a mechanism to attract studentsBarron and Maxwell (1993)New entrants illusory image of the industry- glamorous and unrealistic perceptionsJarvis (1994)Limited resources applied early in the learning processBarron (1997)Offer for the courseGood reputation of universityOMahony, McWilliam and Whitelaw (2001)Reputation and avail energy of a particular courseHospitality course as second or third preferenceAccepted based on entry requirement rather than career interestHing and Lomo (1997)Students enroll with a vague idea of their goal, their pro ximo aspirations and career opportunities (minimal commitment)Place coveted at the university, ir valuateive of disciplineIf scores were too low. Theres a chance to pursue interest and career in clandestine hospitality collegesPurcell (1993)Career quality in high schoolhouse were influenced by parents or guardians, peers or friendsCothram and Combrink, 1999 Sciarini and Wood, 1997Parents and families were the most influential in determining students attitudes and career choiceYoung (1994)Parents as primary providers of encouragementMachatton (1997)Negative perceptions of parents- hospitality jobs confined to hamburger- flipping and bed makingOMahony, McWilliam and Whitelaw (2001)Not rated as an important influenceParentsTeachersSchool counselorsPeersRated the highest mass mediaHelmes and Adcock (1992)Lack of informationLack of career knowledgeLead to creation of misconception and unwarranted negative attitudes and often associated with lack of opportunitiesBarron and Maxwell (199 3)Information about the industryCareer based on choice rather than by chanceFraser, 2000Varying interest to hold up in different sectors of the hospitality industryviews changed through and through various exposuresstudy programmeexposure to industry2.1.1 Tourism as a career choiceAuthor (s)StudyVariables usedRoss (1991 1993)positive attitudes towards potence careershigh level of interest in management positionsindustry regarded as holding considerable promise for future employment and career prospectsGets (1994)unattractive survival of the fittest for high school studentsdownturn in regional economiespotential for attracting youth throughinternships or co-operative education between schools and industryAirey and Frontisis (1997)career support receipts in basic hospitality educationGreek students positive attitudes only ifUnrealistic views about careers in the industryLimited start as hospitality consumersEmployment structure in GreeceCharles (1992a)Positive attitudes towardsC areer in tourism industry- seen as exciting, stimulating and developing creativityNegative attitude because of potential dissipated effect onPersonalFamilyAnd social supportInterest seen to be decreasingAfter internship experienceBarron and Maxwell (1993)Difference between perception and experience of the industryNew students hold positive viewsPost internship students hold negative viewsExpectationsGood career opportunitiesGood trainingTreatment of staff by employers trouble does not demand a capacity effortPerceptionIndustry not lucrativePoor treatment of manual staffWarsyzak (1997)Assessment of industry becomes less positive after post attain experiencesKusluvan and Kusluvan (2000)Positive attitudes changed to negative attitudes after practical work experienceJob stressLack of family life owing to nature of the workLong functional hoursExhausting and seasonal (unstable) jobsLow social status of a hospitality jobUnfavorable evaluations were ascribable toInsufficient informat ion about careersLimited information on operative conditionsWest anf Jamieson (1990)Reduction in commitment after various exposures to the industryPurcell and Quinn (1996) supervise work experience a key contributor to reduced commitmentFraser (2000)Perceptions, aspirations, expectations and career commitment steadily declined over time.Levels of commitment not based onSexQualificationsLevels of industry knowledgeNor prior experienceBut based onEmployment practicesPavesic and Byrmer (1990)Hospitality Graduates switch to another industry less than 1 year after graduating. ReasonsPoor digest for the hours of workLittle recognition for efforts madeLack of opportunity for progressLong hoursStress at workNot receiving acknowledgement of qualifications gained.Kusluvan and Kusluvan (2000)Negative attitudes formed after internshipStressful jobsLack of family life owing to the nature of tourism jobsUnsatisfactory and unfair promotionsLow payInsufficient benefitsUnqualified managersPoor at titudes and behavior of managers towards employeesUnqualified coworkersPoor attitudes and behavior of coworkersPoor physical working conditions for employees2.2 The supposition of Planned BehaviorAjzen developed the conjecture of Planned Behavior in 1991 as an extension of Ajzen and Fishbeins 1975 Theory of Reasoned Action. The TPB has four components attitudes (i.e. the individuals positive or negative feelings about behaveing a behavior), unverifiable norm (i.e. the individuals perception of whether people important to the individual think the behavior should be performed), perceived behavioral swan (i.e. The individuals perception on the self skills and ability of performing a behavior) and behavioral intention (i.e. an individuals readiness to perform a given behavior)Ajzen utter that for nonhabituaI behaviors that are easily executed by almost everyone without modified circumstances, the speculation of reasoned action was adequate. When behaviors are more difficult to e xecute, and when a person needs to take control over needed resources in establish to act, the theory of planned behavior is a better prognosticator of behavior than the theory of reasoned action. In the theory of planned behavior, control is taken into nib as a variable labeled perceived behavioral control, which is defined as a persons perception of how easy or difficult it would be to perform the action. The theory of Planned Behavior (TPB) has been since its development some 20 years proved to be a powerful approach to explain human behavior. The Theory of Planned Behavior (TPB) predicts that planned behaviors are compulsive by behavioral intentions which are largely influenced by an individuals attitude toward a behavior, the subjective norms encasing the execution of the behavior, and the individuals perception of their control over the behavior (Ajzen, 1975). In simpler terms, behavioural decisions are the result of a reasoned process in which the behavior is influenced b y attitudes, norms and perceived behavioral control.2.3 The Theory of Planned Behavior ModelAjzens revised model (1991) is expressed in the diagram (figure 2) belowFigure 2 Ajzens Theory of Planned BehaviorThe theory of planned behavior postulates three conceptually determinants of intention.2.4 Determinants of behavioural IntentionAttitude towards behaviorAttitudes represent an individuals likes, dislikes, beliefs and opinions regarding a particular behavior. It represents a summary of evaluation of psychological object captures in attribute dimensions of good- bad, harmful- beneficial, pleasant- unpleasant, and likable- dislikable (Ajzen 2001)Rosenberg and Hovland (1996) viewed attitude as a multi-component construct and made the following statement all responses to a foreplay object are mediated by the persons attitude towards the object.Ayres (2008) claims that traditionally at that place has been a career-for-life philosophy adopted by workers, whereby workers will spend thei r entire working life working in one industry, and, in many cases, one organization.This philosophy has in juvenile times, coinciding with Generation Y entering the workforce, been replaced by a more uncertain career structure, with employees frequently changing employers within their industry and many also pursuing work in different industries (Inkson, Anhur, and Pringle, 1999). Morton (2002) utter that Generation Y employees show a tendency towards valuing equality in the workplace and they seek positions that offer reasonable wages and good opportunities for training. Morton (2002) also claimed that they respect managers who empower workers and who are open and honest with employees. Martin (2005), who calls this generation Yers, describes eight main characteristics shown by Generation Y towards their careers. These eight characteristics include the Generation Y employee cosmos self-reliant and independent, technosavvy, entrepreneurial, seeking flexibility, having an urgent se nse of immediacy, wanting increase responsibility, having a get off my back attitude and adopting a free agency attitude.Oliver (2006) claims that recent interest in the Generation Y worker has intensified in recent years, and while generalizations are plentiful, he claims that the Generation Y worker is apathetic in a job for life, instead seeking flexibility and work-life balance. Oliver (2006) states that, overall, Generation Y workers are seen to have much higher expectations of a job than old generations, including high expectations of pay, conditions, promotion and advancement.A study conducted by Kusluvan and Kusluvan (2000) found that some of the factors that seemed to account for the negative attitudes towards careers in tourism, formed after students had undertaken a practical work assignment, are stressful jobs, lack of family life owing to the nature of the work, long working hours, exhausting and seasonal (unstable) jobs, low social status of tourism jobs, failing an d unfair promotions, low pay and insufficient benefits, unqualified managers, poor attitudes and behavior of managers towards employees, unqualified coworkers and poor attitudes and behavior of coworkers and poor physical working conditions for employees. native Norms ingrained Norms is the degree to which someone wants to conform to others behavior or expectations. Usually, others are individuals (family and friends) whose preferences on a subject matter are important to him or her. This concept was introduced into theory of planned behavior to accommodate the non volitional elements inherent, at least potentially, in all behaviors (Ajzen, 2002).Although schools, peers and the students community all have an impact on the young adults self- identicalness and career choice, the parents expectations and perceptions of vocational fit for their children have been found to be the key roles in shaping their career choices (Ferry, 2006).In one study (Creamer and Laughlin, 2005), this infl uence has been so strong as to override the influence of teachers, faculty, and career field in question but were not as well- known and or trusted as to students parents for this type of decision.In an era where 49% of UK workers report that balancing work and family responsibilities is an issue of significant concern to them (IP Morgan Fleming, 2003), the influence of family and personal life and career decisions is receiving increasing amounts of media attention. Todays business school graduates are looking for a work style to go with their lifestyle, claims the HR consultancy Hay Group (The Economist, 2006). Generation X and Generation Y workers who are younger than 40, are more likely than boomers to say they put family before jobs, says an article in USA Today (Elias, 2004). Todays younger employees are working to live rather than living to work, states a newspaper manager in the journalism newsletter Fusion (Williamson, 2006).Perceived Behavioral ControlPerceived Behavioral C ontrol (PBC) refers to a persons perception of the ease or difficulty of performing a particular behavior. According to Ajzen (2002), PBC is used to deal with situations where people do not have complete volitional control (i.e. external influences) over the particular behavior in question.An employees perception to any industry will, no doubt, be determined by their commitment, perceptions, attitudes towards working in the industry as well as the types of jobs available in the industry. It is argued that this is particularly pertinent to tourism and hospitality as it has been inform that potential recruits have a negative image of working in the industry (Aksu and Koksal, 2005 Brien, 2004 Getz, 1994, Kuslavan and Kuslavan, 2000).Several researchers have also studied the perceptions of undergraduate tourism and hospitality management students. Barron and Maxwell (1993) examined the perceptions of new and continuing students at Scottish higher education institutions. They found that in general the new students had positive images of the industry, whereas the students with supervised work experience were much less positive in their views.Baron and Maxwell (19930 found significant differences between the new students perceptions of the industry compared with the students who had undertaken their industry placement. The marked differences in the perceptions of new students compared with those post placement students and graduates lie in the difference between perception and experience in the industry. West and Jameson (1990) agree and claim that the more exposure hospitality students have to the industry, the less commitment they show.2.5 Behavioral IntentionIntention is an anticipated outcome that is intended or that guides your planned actions in the words of Ajzen, an indication of how hard people are willing to try, of how much effort they are willing to exert in order to perform the behavior. Therefore, the stronger the intention to engage in a behavior, th e more likely should be its performance. (p. 181) TPB states that people act in accordance with their intentions and perceptions of control over their behavior, while intentions are influenced by attitudes toward the behavior, subjective norms and perceptions of behavioral control (Ajzen, 1985).BehaviorHsing (2002) defined behavior as the performance of an action at a certain time, in a certain context and with a certain purpose.Generally, the more favorable the attitude and subjective norm with respect to a behavior and the greater the perceived behavioral control the stronger an individuals intention should be to perform the behavior under consideration (Ajzen, 1991). However based on varying behaviors and situation, the relative importance of attitude, subjective norm and perceived behavioral control is expected to be different.2.6 Indicators of Behavioral IntentionFor the TPB to predict behaviour successfully or for maximum prediction, intention must be measured as nearly as po ssible in time to the observation of the behaviour. The longer the interval between measurement of intention and behaviour, the greater the likelihood that an unforeseen event will occur that will lead to changes in intention and be less predictive of positive behaviour. Nevertheless, this study is not working on actual behaviour, but rather on attitudes and beliefs about the behaviour of choosing a particular career.2.6.0 Indicators of Attitude towards behaviorThus, to measure student attitudes toward behaviour, which in this context meant choosing the programme and direction, or intention to seek a career in hospitality, questions were constructed in such a way so as to shed light on the attitude and beliefs of the undergraduatesI expect this course will only qualify me to do a specialised job in the hospitalityindustryI am up to now keen to work in the industry as when I first chose this training programmeI am very satisfied with my choice of a career in hospitalityI am committ ed to a career in hospitality2.6.1 Indicators of Subjective NormsA second major predictor of intention in this study is the influence of important people in an individual students life as encouragement and support to perform the behaviour intention. Subjective Norm refers to a favourable or unfavourable student perception of social pressure and the relative importance of different sources of social influence on their intention (decision) to choose a programme and hospitality career. Such social influence might come from immediate family members, peers and friends, teachers and other individual and groups. As stated by Ajzen and Fishbein (1980) an individual will perform or operationalise their behaviours that they perceive as favoured by other people who are important to them. In the present study, there were items used to obtain a direct measure of students perception of significant others and the degree to which they influenced the decision to take a tourism management course. Que stions which relate to parents, friends, brothers and sisters and school teachers were constructed to indicate how strongly they agreed or disagreed with such statements. Such questions wereMy parents encouraged me to study hospitalityMy school teachers and counsellors encouraged me to study hospitalityMy brothers / sisters encouraged me to study hospitalityHowever, according to Ajzen and Fishbein (1980) any relationship between the respondents and the referent (s) will be more or less stable over time. To assess the actual career influencer parallel to those of the students intention, an open ended question was askedWho was the most influential individual who influenced your choice of a hospitalitycareer?2.7 Empirical Evidence2.8 demonstration

Rational Choice and Deterrence Theory

Rational woof and Deterrence openingSince Marchese Beccaria who, as ace of the first menti angiotensin-converting enzymed that the real purpose of punishment is is no other(a) than to prevent the criminal from doing further injury to society, and prevent others from rankting the like offense (Baccaria 1764), more researchers as well as general community have begun to concentrate on the notion of personal option when explaining what pushes offenders to commit crimes. Rational Choice Theory became cardinal of the most popular impressions which support the bullying doctrine. Although, the association between those two theories was welcomed by umteen, it alike had its critiques and opponents. In this paper, I will explain how and to what degree, Rational Choice Theory supports the excogitation of deterrence. I will also discuss some of the contradictory theories and criminal behaviors that do not support Rational Choice Theory and state my opinion on consequences that this s tudy may embrace on guilty mind concept which is, according to the criminal faithfulness, one of the necessary elements of the crime.The concept of Rational Choice Theory is rooted in the analysis of human behavior that was established by Italian scholar named Marchese Beccaria. The main point of his enquiry describes the human being as a rational actor who calculates rationality using ends and means formula. According to Beccaria People (freely) choose all(a) behavior, both conformist and deviant, based on their rational calculations, the central element of calculation involves a cost benefit analysis Pleasure versus Pain, (Beccaria 1764). In his line of reasoning, Beccaria determined that in severalize to prevent the criminal or wrongdoing behavior, the form of punishment equivalent to the severity of crime committed should be implemented. The concept of punishing criminals in congruity to the crime they have committed in order not only to prevent the criminal from committing the similar act in the future(special deterrence), and also to warn the general public of the possible consequences of much(prenominal) behavior(general deterrence), became known as Deterrence Theory. In todays world of criminal justice, it is quiesce seen as one of the most important aspect in the whole idea of punishment.Due to the failure of rehabilitative theories and major ontogenesis in crime range in mid-seventies and 1980s, the concept of free, rational choice, based on the calculation of cost and benefits began to interest criminologist and researchers across the country. Examination of illegal decision making process began to be perceive as the key to under yielding the real purpose of crime and what motivates it. During those years, Modern Rational Choice Theory emerged. Contemporary criminologist began to rely on the idea which claimed that panic of punishment tends to deter the individual from wrongdoing just as rewards tend to encourage pleasing behavior. Beca habit of this new trend of thinking, many laws that gaind mandatory sentences for legion(predicate) crimes, mainly those drug-related have been passed and killd. Did wide use of deterrence as the tool of discouraging hatful from committing crimes accomplished its initial goal? The answer is double sided. unfounded crime rates began to so, drop in mid-1990s as well as did drug offences. It was however, also due to changes in many other aspects like increase police recruitment across the country, good economic prosperity that discourages criminal behavior as well as change in mentality of people that had been subjects to violent behaviors. On the negative side, because of the fact that mandatory sentences for non-violent, drug related offences were increased significantly, the prison population also augmented significantly burdening the pockets of taxpayers. As this happened, much and more researchers began to criticize the method of punishment supported by Rational Choice Theo ry.Does fear of severe punishment really discourage criminals from committing crimes? Wasnt it only the philosophy of Rational Choice Theory of punishment that put the concept of deterrence in such(prenominal) an advantaged position in our criminal justice system and which still has such a massive impact on current crime control policy? Without any doubt, the strong federations between these two makes both theories stand out and seem very(prenominal) balanced and reasonable. However, as the frustration caused by some of the negative effects of their usage increased, contradictory theories began to emerge. Moreover, some criminal behaviors such as rapes and even in some cases, murders seem not to be positively affected by increased punishment as the form of deterrence for these crimes.Rational Choice Theory differs from many other criminal theories mainly because of its main principal that defines crime as a solely individual choice. The concept does not focus on other, crucial fac tors like individual traits, criminal associations and inner strains that may also play a huge role in pushing an individual to committing certain crimes. One of the most known models that counterbalance the Rational Choice Theory is classical music Theory introduced by Clarke and Cornish. Both authors go over that, magic spell committing the crime, people atomic number 18 not perfectly rational and in some cases they be completely unreasonable. Moreover, they touch upon the costs and benefits of crime very by and large including only official and unperturbed permissions. According to their views, A range of factors influence and individuals estimates of costs and benefits of crime self-control, moral beliefs, strains, emotional state, association with delinquent peers.(Clarke and Cornish, 1986). In addition, many researchers have also found that the severity of punishment is far less important for potential criminal as oppose to evidence of that punishment. Some uttermost(a ) opponents of Rational Choice Theory even believe that, People argon not usually aware of certainty and severity of punishment for the area in which they live, therefore increasing certainty of punishment may reduce crime, but the effect will be short-lived and localized.(Class PPT). This opinion creates another argument which indeed questions and doubts the entire purpose of severe punishment as a successful method of deterrence and it is valid to a large extent. Besides the theoretical aspects that oppose the Rational Choice Theory, there are many practical ones that are against it as well.According to numerous scholars, individuals are much less likely to be affected by initial benefits of certain crime when they are intoxicated or mentally disturbed. Many people that commit crime are very low in self-control and often perceive the crime as simply not wrong. These individual however, are more likely to be disheartened from doing something illegal by the threat of punishment. An other study suggest that, the more severe the punishment is for a certain crime, the less likely it is for jury to execute a specific sentence therefore it seems that as severity of the crime increases, certainty of harsh sentence decreases. If one would want to push the rational choice model to its extent, he or she may even argue that more severe and direct the punishment for the crime is in combination with negative experiences with law enforcement may actually increase the likelihood of subsequent crime.In todays world, where the access to illegal substances and alcohol is still fairly easy and domestic violent rates are still high, one could assume, without a big doubt, that offenders often commit crimes on an impulse, while intoxicated or under some emotional or mental squeeze caused by, for example bad financial situation or difficult, inner family condition. What many call crime overload is certainly another problem. As crime rates increase, police forces are strained and t he certainty of possible arrest decreases. As crime rates decline, police activity usually strengthens and certainty of arrest increases. The fundamental apparatus is what should be examined here. Does certainty of possible arrest daunts individual from committing a crime or does the small level of crime increase certainty?According to researchers like Marcus Felson, Stephan Pfohl and Alan Liska, some crimes and deviant behaviors, especially those considered capital offences like murder or rape with additional bodily harm are not affected by more severe punishment. The above mentioned scholars argue that capital punishment shows that anticipated, overall deterrent effect may not be present. As Pfohl claims, There appears to be little, if any, difference in rates of capital offenses between states which impose the death penalty and those that do not. In fact, an inverse correlation coefficient has been documented when states abolish the death penalty a corresponding drop in capital c rimes is reported (Pfohl, , 1994). Finally, issue regarding the effectiveness of deterrent policies and particularly the suitableness of incapacitation and revenge bring up moral and official worries. How far do we really want to go in punishing criminals? Is incapacitation the most concrete use of common capitals? Looking at the widespread understanding among criminologists that considers aging out as one of the most important elements of crime process, increasing mandatory sentences for all crimes that are believed to have been committed by perfectly rational individuals who have accurately weighted out all the costs and benefits of the crime they wished to commit, the incapacitation alone seems further impractical. Without proper rehabilitation these individuals are very likely to commit these crimes again in the future.Great example of the modern use of punishment in accordance with Rational Choice Theory is present in the files from Atkins vs. Virginia Court Case that took pl ace in the year 2000. Despite the fact that Atkins was diagnosed as mildly-retarded with a exuberant IQ of 59, he was sentenced to death for committing crimes of armed robbery and murder. The case was particularly controversial because many believed that under 8th amendment which prohibits Cruel Punishment, Atkins shouldnt be sentenced to death but rather to long imprisonment. After the verdict was released, many scholars, lawyers and policy makers began to ask themselves what is the real role of 8th amendment after all? It seemed as in our country, pressure of public opinion and swiftness of prosecutors may push some cases above the supreme law of our land.I believe that the criminal research that evaluates the deterrence with the connection to the Rational Choice Theory may hold many consequences for one of the most important and valued standards in criminal law-mens rea, or in other words guilty mind. The main concept of guilty mind standard requires that a person cannot be conv icted of a crime unless that person intended to commit that crime. Unfortunately, when flavour at the case described above, I am wretched to admit that mens rea isnt always executed and respected. The study assessed in this paper, proves that a big muckle of all crimes is committed by individuals that arent fully aware of their actions, as in the case when they are intoxicated or under tremendous mental strain. Moreover, many mentally disturbed and/or retarded criminals, even though conscious about the fact that they are taking part in criminal act, are often influenced by others who are often brains of entire process of wrongdoing. Atkins involvement in the murder for which he was sentenced to death is a great example of such situation.The measure of someones guilt is perhaps the most important factor in determining the appropriate sentence for crime that has been committed. How do we measure someones guilt? It is the implication that the principal of mens rea comes into play. M ens rea represents the amount of intend that an individual had while committing his offence. If we took Rational Choice Theory and traditional Mens rea concept and combine them together, we would get one of the most train and perfectly formulated theories that deal with understanding of criminal behavior. It could be written as follows, Since the criminal is a perfectly rational human being who, while committing the crime is fully aware of what he/she is doing and decides that benefits that will come from the crime outweigh the costs associated with punishment for this crime, than this person is guilty without the smallest doubt, intend is 100% in all the cases. As much as I would wish this guess was correct, it only reflects a utopian dream in which all crimes and consequential punishments for them are perfectly clear and comprehensible. Reality however, is totally different and much more complex. To understand the importance of theories such as Rational Choice Theory one must of ten think outside the box. While the theory itself is quiet practical and compelling, without taking into consideration other aspects of crime and criminal behavior mentioned foregoing in this paper, it becomes completely useless and invalid.It is because of the principal of mens rea that we need so many people in our courtrooms today, beginning with prosecutors, judges and jury, ending with psychologist, forensic scientists and psychiatrists in order to solve cases, especially those that involve murder. It is often very difficult to measure someones guilt and intend to commit such offence as murder looking solely on the crime itself and basing the explanation for it on Rational Choice Theory. Concurring with other critiques of the Rational Choice Theory I believe that the theory alone is quite misleading and all those who support it fully should consider studying it with comparison to mens rea or compare it to other counter theories like Classical Theory. If we want to respect pri ncipals of our criminal law which mens rea is a great example of, we should definitely stop the ongoing process of generalization and simplification of our legal norms and standards and yield and more ethical and just standards of practicing law in our courtrooms.

Personal Narrative- The Wrong Crowd of Friends :: Personal Narrative Essays

Personal Narrative- The Wrong Crowd of FriendsIt was a cold October afternoon in 1996, and I raced down the stairs and step up the front door, in an attempt to avoid my mothers questions of where I was going, with whom, and when Id be back. I saw my friend Kolin pull up in his rusted, broken-down gray van, and the view door opened as Mark jumped out and motioned for me to come. I was just about to get in when my mother c totallyed from the front doorway. She wanted to talk to me, save I didnt want to talk to her, so I hopped in pretending I hadnt heard her and told Kolin to drive off.When we were out of my neighborhood I asked where we were going and Kolin say we were going to Dres apartment first afterwards we would take the Metro down to Northwest because he had to meet up with some commonwealth for a drug deal. Mark began to roll a joint and he said, Look, I scored some KB off this idiot high-school kid who thought it was swag. Its my treat ladies. We rolled up to Dres apartment, drank a little and hot-boxed the van. As we sat there smoking, Kolin, Mark, and Dre began to talk about the recent events. That party last Friday was fucking stupid. I cant believe they gave you shit at the door, said Kolin.Yeah it was almost a messy situation, but they backed off, replied Mark.Who cares man, I got sixty-five for the stereo in that house. And the way I see it, it was all fair, remarked Dre. At this they all burst out laughing and even I joined in for a chuckle. The KB was in effect, and our spirits were raised, not to diagnose our senses of humor. I leaned back and sat there smiling as they continued to reminisce about their other excursions. I loved to hear about it all, and it was childs play learning about drugs and theft, and other things you could put into practice without really hurting anyone. I was unknowingly getting an education in street smarts, and how to rip people off. I enjoyed learning about it because it all seemed so fun and easy, and only the benefits, such as money, seemed tangible to me, not the consequences of my actions.

Organ Donation Essay -- essays research papers

How do you feel when you have to wait for something you really, really want?.............What if it was something you couldnt live without?..........My cousin was five years old when he found out he needed a new kidney. He went on the organ waiting lean right away. He was called twice during a six month span that they had a kidney wasnt a good match. He had to wait again. The third cartridge clip was a charm. A small adult was in an accident and his kidney was a good match. This story had a happy ending, exactly so many do not. One of the people on the waiting list for an organ transplant might be someone you know. Today Id like to ascertain you about first, the need for organ donors in our area, second, how you can become an organ donor after you die, and finally, how your family and organ donor recipients benefit from your contribution.People around the world, but also right here in Kentucky, Tennessee, and Illinois, need organ transplants, and they need our help. The problem is that there is a lack of organ donors who make organ transplantation possible. The need is many organs and tissues such as the heart, lungs, liver, kidneys, pancreas, corneas, bone, skin, heart valves, and blood vessels. In spring 2004 the Official U.S. Government web site for organ donation states that, A new name is added to the national waiting list every 16 minutes. That means that 3 people will be added to the list during the clock time we are in class today. The problem is that 10 people will die each day waiting fo...