Sexual Harassment on The Office - 1748 Words

The Office was an NBC Mockumentary that for nine years followed the day-to-day operations of a mid range paper supply company called Dunder Mifflin. The office manager was an eccentric, at times wildly misunderstood man named Michael Scott. Throughout his time as office manager, Michael led his employees through the gamut of human emotions. In some situations, in the real world, many of the situations that Michael found himself in may have ended with him on the receiving end of a lawsuit. Michael had a particularly challenging time resisting the urge to sexually harass his employees, not just the female employees, but the male ones as well. Due to the numerous inappropriate incidences that Michael caused in his own office, I feel strongly that Michael Scott was not fit to be the office manager at Dunder Mifflin. Sexual Harassment is any repeated unwanted behavior of a sexual nature perpetrated by one person upon another. Workplace sexual harassment is a topic that has been discussed in depth over the past six decades. The Civil Rights act of 1964 saw the beginning of the end for the normalization of sexual harassment in the workplace. The United States Equal Employment Opportunity Commission has allowed for strict penalties for those found guilty of workplace sexual harassment, punishments range from probation to termination. In todays climate, workplace sexual harassment is something that employers take very seriously. According to a Catalyst Workplace poll, 46 percentShow MoreRelatedPreventing Sexual Harassment in the Workplace1166 Words   |  5 Pages Preventing Sexual Harassment in the Workplace Does the phrase â€Å"That’s what she said.† sound familiar? The phrase is from the popular hit television series The Office. The guy behind this popular quote is none other than Dunder Mifflin’s Michael Scott. This quote is not only inappropriate but it is also a form of sexual harassment and Michael Scott is the king of sexual harassment. Unfortunately sexual harassment is a problem that is occurring in the workplace. In another popular movie, HorribleRead MoreEssay about Sexual Harrassment1535 Words   |  7 PagesSexual Harrassment Sexual Harassment in the Work Place I. Definition Sexual harassment is a form of sex discrimination that violates Title VII of the Civil Rights Act of 1964. Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes sexual harassment when submission to or rejection of this conduct explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performanceRead MoreEssay about Lonestar Case1453 Words   |  6 Pagesbe held responsible for what happens in the workplace. Why? Jack Decoste is involved in the situation because he overheard Julia talking on the phone about her problem. Jack then called the General Counsels Office and learned that he should report the problem to the Equal Employment Office. If he ignores the problem and fails to report it, it will look like he condones it. Mr. Decoste is legally obligated to report he issue. When? There is an urgency to resolve the issue. The company is undergoingRead MoreSexual Harassment Within The Workplace1567 Words   |  7 PagesSexual harassment is a continuing, persistent occupational health problem in corporations and work environments. There can be extensive, negative consequences for individual victims and the corporations involved. Assailants and harassers can impact and hurt victims by affecting both their professional work lives and personal lives. The purpose of this paper is to heighten awareness and sensitivity to this important issue, recognizing that institutions, clinics, corporations, organizations and office-basedRead MoreSexual Harassment And Assault Response Prevention1072 Words   |  5 PagesSexual Harassment and Assault Response Prevention (SHARP) Sexual Harassment and Assault Prevention (SHARP) is a going problem in the military and the world. The reason why SHARP is on the increase is that people are starting to report it. When SHARP first appeared in the many military people did not know how to report it. It is important that all soldiers and the civilians know the process how to report SHARP. According to the SHARP guide book Sexual Harassment is â€Å"Sexual Harassment is a form ofRead MoreEssay about Sexual Harassment in the Workplace1307 Words   |  6 Pages Obviously, it is a very natural thing for men and women to be attracted to each other in sexual ways. Men, more than women, have been historically known to be far more aggressive in their advances toward women sexually and it varies from each woman as to how these aggressive advances make them feel. Advances such as whistling, bottom pinching and glaring are the types of things some men do to women in an attempt to show they are sexually attracted to them. These types of advances can be attemptedRead MoreDiscrimination And Gender Discrimination957 Words   |  4 PagesGidro. 2016.p65). Harassment and sexual harassment, common forms for discriminations, are actions that go against the principle of gender equality and are described as discriminatory on the basis of gender. Harassment, a form of discriminat ion based on protected class characteristics, is an obstacle to understanding equal employment opportunity (Welsh.2013.p267). The Equal Employer Opportunity Commission (EEOC) defines sexual harassment as unwelcome sexual advances, requests for sexual favors, and otherRead MoreSexual Harassment903 Words   |  4 Pages UC Implements New Procedures for Sexual Violence and Sexual Harassment On September 1, 2017, University of California implemented a new systemwide procedure for the investigation, disposition, and adjudication of sexual violence and sexual harassment cases under the UC Sexual Violence and Sexual Harassment Policy (â€Å"SVSH Policy†) as it relates to faculty and non-represented academic appointees. Each UC campus created local procedures to define the process for the investigation and adjudication ofRead MoreEssay on Bus 520 Assignment 11503 Words   |  7 Pageswomen. Harassment, specifically sexual harassment, is one of those challenges faced by businesses and employers as of a result of workplace diversification. Inappropriate conversations, unwanted advances and uncomfortable physical contact are some of the ways sexual harassment can occur. According to Hellriegel and Slocum, â€Å"Sexual harassment refers to unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.† (p.52). To be clear, sexual harassmentRead MoreSexual Harassment Is A Form Of Sex Discrimination1547 Words   |  7 PagesSection One: Sexual Harassment in the Workplace Sexual harassment is a form of sex discrimination that violates Title Vll of the Civil Rights Act of 1964. AAUW, describes sexual harassment as unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of nature. (Know Your Rights at Work: Workplace Sexual Harassment: AAUW, n.d.) The Title Vll is a federal law in which prohibits discrimination in employment on the basis of sex, race, color, national origin, and religion

A Synthesis Of Supervision Definitions Proposed By Lambie...

Clinical counseling supervision has an integral role in the professional and personal development of counselors-in-training, referred to here as supervisees. Many definitions of the term supervision exist in counselor education literature and most researchers agree that supervision in and of itself is an intervention (Bernard Goodyear, 2014). A synthesis of supervision definitions proposed by Lambie and Sias (2009) best describes my view of supervision and role as clinical supervisor: Supervision is defined as a process in which an experienced professional holding appropriate preparation, degree, licensure, and/or certification provides consistent support, instruction, and feedback to a counselor-in-training, fostering his or her†¦show more content†¦By fulfilling these responsibilities, I ensure the provision of ethical services and ultimately safeguard the welfare of clients, the second major purpose of supervision. Theoretical Underpinnings There are three overarching categories of clinical supervision models, psychotherapy-based models, developmental models, and process models (Bernard Goodyear, 2014). My approach to supervision utilizes a combined model that integrates two established models from the process and developmental categories. Specifically, I operate from a model that fuses the Discrimination Model (process) and the Systemic Cognitive-Developmental Supervision Model (developmental). The Discrimination Model (DM) Developed in the mid-1970s, Bernard’s (1997) Discrimination Model (DM) assists supervisors in choosing the most appropriate response to supervisees based on three foci and three supervisor roles. The three foci areas concentrate on skill building and include process/intervention, conceptualization, and personalization (Leddick, 1994; Bernard Goodyear, 2014). Issues of process/intervention examine supervisees’ observable counseling skills such as reflection of feelings or exploration of ambivalence during counseling sessions (Luke Bernard, 2006). The second foci reference case conceptualization that entails supervisees’ ability to synthesize client behaviors, thoughts, and emotions to inform the use of appropriate interventions (Falvey,

Ketcham Free Essays

At the opening of his essay â€Å"A Rational for Civic Education.†Ã‚   Ralph Ketcham cites America’s forefather Thomas Jefferson who noted that to understand their rights, to maintain them, and to exercise with intelligence their parts in self-government (Ketcham 145).   Jefferson understood the great travails that people had to undertake in order to become free. We will write a custom essay sample on Ketcham or any similar topic only for you Order Now He truly felt that each person to come had a civic duty to preserve this great freedom.   I am in complete agreement with Ketcham that civic education is important, but it is a harder task to accomplish than one might think.   This attitude is embodied by many adults today, but it is harder and harder to make younger people understand its relevance. Unfortunately, over the centuries, people have forgotten the original concept of freedom as a privilege and see themselves as entitled to all the rights they can claim.   How many court cases have involved some sort of rights violation, as if everybody had a right to have everything he wanted? Civic education is important for people to learn to give back to the country what the country has given to them. Instead of the country owing them, they owe the country, which was poignantly noted in John F. Kennedy’s famous words â€Å"ask not what your country can do for you, but what you can do for your country.†   Decades after Jefferson’s speech, President Truman sadly noted that college graduates often fell short of the human wholeness and civic conscience which the cooperative activities of citizenship require† (Ketcham 146). Basically, Ketcham argues that this trend occurred as colleges and secondary schools began to see more and more diversity in their populations of students and faculty members and higher degrees of specialization in the teachers.   Because of all this difference, the general â€Å"one-size-fits-all† course of Civics became many course offerings at the college level to suit diverse interests and to, perhaps, not offend one of the many subsets of citizens in the process (146-147). Civics in many high schools is taught to students as young as fourteen and fifteen years old; these individuals are too young to drive a car, vote in an election, or even to conceptualize their roles as a citizen, let alone practice civic responsibility and self-government. In his essay, Ketcham spends a lot of time discussing the mass accumulation of data that political and social science now demands and concludes that its intended purpose is political agenda, not self-governing.   Fact seeking is a safe activity, and most educated individuals know that statistics can be made to say whatever a person wants, or needs, them to say. However, another plausible explanation is that individuals are no longer learning how to serve government, but instead they are learning how to avoid serving, how to find miniscule violations of supposed rights, to keep from having to do anything they don’t want to do.   It seems that many of these courses don’t teach citizenship, but teach how to avoid it.   The operate on the idea that â€Å"your rights are violated if†¦Ã¢â‚¬  rather than â€Å"for your rights, you should do this†¦.† Ketcham acknowledges that teaching the public to serve the government is difficult because of differing opinions on what â€Å"right† is.   The natural law may still be intact, but the different religions and cultures that make up the United States can make agreement difficult.   Add to that the inclination for human beings to be selfish and self-serving and the process is muddied further (148-149). Ketcham cited Reinhold Nieuhr who says that â€Å"man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary† (151).   While some people do take civic-minded responsibility very seriously, many others do not.   It seems that Ketcham does not really trust people to undertake their civic roles independently and that he is probably correct in his hesitation. Basically, Ketcham is arguing that individuals, left to their own devices, will not automatically mold into self-governing entities.   The problem is that he doesn’t really explain how a civic education will accomplish this.   While most people agree that a civic education is important, few really know how to turn that into a positive populace.   Even those civic duties that are extremely well-understood are severely underutilized.   In this fast-paced society, people just don’t want to take the time. For example, one civic duty that is actually the source of much bloodshed around the world right now is voting.   While the recent presidential elections have been more exciting than most, the average percentage of people voting during non-Presidential election years in my state is between 12 and 18%.   These people all know that they are allowed, even compelled, to vote, but still more than four-fifths of the state does not do so.   These numbers are similar for most states, especially among young people.   How do we convince these people to vote?   They have to know that their individual vote matters.   Most people do not really believe that. Next, another civic duty that I have had more than my fair share of is jury duty.   Jury duty is a disruptive irritation to most people.   Unless a juror is lucky (or unlucky) enough to be placed on the O.J. or Paris Hilton trial, most cases are dull and boring.   At my most recent summons, I watched as one person after another attempted to weasel out of doing the duty.   In fact, over a third of the jury pool did not show up. The bailiff assured those of us remaining that they would be subpoenaed to the judge, but few of us believed it.   The running joke is that the only members of a jury are those too stupid to get out of jury duty.   If this is the case, people seem to be actively seeking ways to avoid self-government.   To make matters worse, I got a parking ticket for parking where I was told to park.   It seems that the government is actually repelling people from becoming active citizens. Unfortunately, many people will still gripe and groan.   Perhaps the best civic education would be to teach silence to those who don’t intend to participate.   Those who do participate can then assemble and appeal all they want to.   Unfortunately, it seems that only the most extreme groups have the motivation to organize pickets, sit-ins and the like.   The rest of the citizens are just too busy.   What about writing letters to the governor or congressmen?   Well, America has seen enough shows like West Wing to know that those letters barely make it to a third of fourth string aide.   If we are to be self-governing, we must be certain that our government will listen. Ketcham makes a valid argument that people should all be introduced to a general civics course at some point during their education.   Certainly every citizen should be well versed in what it takes to be a civic-minded individual.   However, he seems at a loss about how to go from the esoteric and ideal concept of a self-governing populace to the pragmatics of actually making that happen.   If this push toward the more civic-minded citizen is to happen, the obstacles that the government and individuals have created will have to be identified, addressed, and overcome. How to cite Ketcham, Essay examples

Comparison in Higher Education Systems of UK and Kazakhstan

Question: Describe the comparison in higher education systems of UK and Kazakhstan. Answer: The teaching learning system of any country isgenerally started from the basic schooling, typically starts from kindergarten to the high school programs. The development status and the way of thinking of any generation mainly depend upon the education system of that country. It mainly depends on some factors which are regulations, policies, laws, management, community endowment, resource allotment, school amenities, book education resources and many other issues. The UK is one of a developed country where the teaching is a significant part during the whole life. In the UK, education is obligatory and free of cost from the age of 5 to 16. There are 5 critical stages of teaching here, which can be classified as premature stage (kindergarten), primary and secondary education, then advance education and last the higher education (The Headmasters' Headmistresses' Conference, 2016). But, on the contrary Kazakhstan is a besieged nation where sovereignty and egalitarianism has been rigid to resist. Russians contribute to 34.8% of its population and Kazakhstans education system of is also being prejudiced by the system of Russia. Basic education is mandatory for every student between the ages of 6-15 years. Kindergarten schooling is accessible for free of the cost to all the Kazahs students, whereas its not consent to contribute their Ist year of mandatory primary education. The UK system of higher tutoring includes Graduate, post-graduate and other undergraduate courses. The undergraduate courses are the principal courses, post which the PG courses arrive into the picture including higher degrees, master specialization and doctorate along with Diplomas. Other under-graduate includes NVQ, National Vocational Qualifications and SVQ, Scottisch Vocational Qualification and a HND, Higher National Diploma which is level 5 education and Higher National Certificate (HNC) which is known as Level-4 educations. They are preferred by students as they proffer the elasticity to get occupation while studying. Annamari Ylonen concluded in one of the research which states that Student Ambassador Scheme assists the students ahead multifaceted skills which are transportable, besides money making (Tasbulatova, 2012). In fact, they feel it highly worthwhile, while in case of Kazakhstan, higher or tertiary education focuses on several bachelor-programs, masters and further doctorate studies. Differences in the opinions of educational pattern result to the various ways of education management structure, but the wider evolution curve of UK systems implies that they intended to develop a better education system (Hansen Vignoles, 2008). The British tuition-fees are possibly the utmost amongst of all other fees and charges. The organization for the Economic Cooperation Development data discovered the same in contrast to various colleges of the US. Although, the student normally pays 19 % of the country overheads on their education during the higher studies. 57%-60% is being paid by the communal sector and the employer generally pays around 27%-30%, which is moderately less in the country. It leads a gigantic drop in the no. of part-time aspirants as per Sutton Trust. The Govt. is engaged by different ways to persuade the university who give the impression of earning better and teaching, by permitting higher fees and on the contrary, functioning on the loan repayment proposal for the PG students till 60%. Even subsequent to such a capable managing finance system, the country has very less natives in higher education than average OECD data. Mr. Schleicher suggested further participation of the business in UK which would be probably helpful for other countries, whereas the employers are part of the countrys education/learning system rather than the consumers. Above all, it has been evidently noticed that Education plays an important role in organizing the people for their jobs with bare minimum investment (Kazakhstan Education , 2016). On contrast, the Kazakhs educational system is very unique, as in the citizens may benefit higher teaching as non- biased competition. The Govt. distributes a budget yearly which covers the superiority students rely on the national programs which consists of thestudents who are enforced on the labor markets, others or people who select other specific careers have to fund on their own. The state funding is increasing sustainably. As per state education programs in the year 2015, the Govt. would be able to develop the endowment levels per capita which may proves to be effective. All the colleges engaged in providing the higher education would probably raise their funds through paid-services system, loan, sponsors, charity aid and grants etc. Other than the education grant method, the Kazakhs students acquire an improvement from few other measures like incentives, scholarships by public and private institutions and education institutes which is mainly dependent on their scores. Quality: Students of UK is attaining exceptional Grade in the higher education structure, i.e. 20% students get Ist and nearly 51% upper IInd grade in year 2014. This data is almost 70% higher as compared to the data five years back. As per Ms Dandridge, it is the accomplishment of enhancing the funding systems and graduate contributions that the students are operating hard enough these days (Coughlan, 2014). Though, the dropping no. of the part-time students is a real matter of worry, regardless of the several years of warning. A vital rethink has been call-out by the Secretary-General, various institutions and universitys unions. The problems which are in focus are to serve the a huge no. of people for those getting higher-education is exorbitant and out of pocket, decreasing no. of international students because of anti-migration language and modifications in the visa rules (Burns, 2015). Steps are taken by the Kazakh Education System for enhancing the excellence and eminence in terms of serving better quality-education are By setting appropriate education standards. Govt. based agency and committees are accountable for the amendable quality of the higher-education system and then subsequently report the same to the Ministry of Education systems. Some of the actions consist of the verification of the resources, licensing and examining conformity, and then the peripheral assessment tasks of learning.In fact, there are individual and autonomous accredited agencies plays a vital and key responsibility in managing the quality-education by hauling out a separate and sovereign evaluation with the said benchmarking, carrying internal audits and through self-scrutiny tool. Key-Challenges in the Education systems: UKs holds a worldwide headship and direction, which are the key factors for the fulfillment and contentment between the students. Though, the students of other countries such as the US and Canada are apparently getting benefit in terms of growth faster than the students of UK. The higher-education system of UK is typically impacted in case of the international students because of visa-policies and growing antagonism (O'Malley, 2015). The Kazakhs system is aimed to enhance the right to use of the education-system, which may possibly enhance the educationalmobility of the teachers and students via adoption of the analogous degree structures. The Govt. has also launched a new system in the midst of Higher Education for facilitating the better quality of higher-education system. Yet, Kazakhstans education system is faces issues in terms of outcome-based, economy and employers, stumpy modest research activities, the less- effective and further complicated quality system Conclusion: The report reflects that both countries, UK and Kazakh have been facing all the assorted stages in case of emerging their respective education-systems. UK is leading in provisions of delivering reasonably spare elastic and proscribed education system having steady improvements and substantiation of few conditional practices which is turning ahead and towards attainment of best worlds class goodwill, but still associated with numerous problems in their education-system. On the contrary, Kazakh is in process of creating their better educational-system and continuously demanding agencies and Govt. departments for building higher education-systems to be further available, regardless of of the funds factors. Bibliography Burns, J., 2015. Record numbers graduate with first-class degrees. Record numbers graduate with first-class degrees, 15 Janaury, Available at: https://www.bbc.com/news/education-30830918 Coughlan, S., 2014. UK 'second best education in Europe'. UK 'second best education in Europe', 08 May, Available at: https://www.bbc.com/news/business-27314075 Hansen, K. Vignoles, A., 2008. The United Kingdom Education System in Comparative Context, Available at: https://www.cls.ioe.ac.uk/library-media%5Cdocuments%5CThe%20UK%20Education%20System%20An%20International%20Perspective.pdf Kazakhstan Education , 2016. International information centre of the republic of Kazakhstan. [Online] Available at: https://www.kazakhstanlive.com/5en.aspx?sr=1 O'Malley, B., 2015. UK leads on international student satisfaction Study. UK leads on international student satisfaction Study, 09 December, Available at: https://www.universityworldnews.com/article.php?story=20151209142515567 Tasbulatova, S., 2012. Highr education in Kazakhstan: EACEA, Available at: https://eacea.ec.europa.eu/tempus/participating_countries/overview/Kazakhstan.pdf The Headmasters' Headmistresses' Conference, 2016. The British Education System. The British Education System.

Heritage Tourism and Cultural Tourism

Introduction Notably, the distinction between heritage tourism and cultural tourism has not been easy to draw. Researchers have devoted their time in an attempt to establish whether the two aspects are different or they just overlap (Timothy, 2011; Ivanovic, 2008). The key partners in the tourism sector have worked hard to find a way to define and distinguish between cultural and heritage forms of tourism. The subject has generated extensive debates that seek to find whether the two terms are similar and how to use them (Swarbrooke, 2001).Advertising We will write a custom essay sample on Heritage Tourism and Cultural Tourism specifically for you for only $16.05 $11/page Learn More Heritage Tourism and Cultural tourism Cultural tourism is a form of tourism that deals with the country’s culture. It has a major focus on the diverse cultures that different communities have. Sometimes, it is pegged on the art of the community. It also takes an interes t in the unique social diversity of one community in a region (Timothy Nyaupane, 2009). The distinct features of one community such as art, which makes it distinguishable, are considered cultural tourism. Cultural tourism is mainly found in an urban setting where large cities and their cultural sites are held very core to tourism (‘Oxford English Dictionary’, 2008). Cultural tourism has also been defined as a form of tourism concerned with the lifestyle of the people in a given country or region. This second definition is aligned to the activities that people engage in rather than the sites (Smith, 2003; Ivanovic, 2008). The historical practices that dictate the life style of one community form the main element of cultural tourism. This form of tourism is not just restricted to urban areas; sometimes, tourists monitor rural community’s festivals. The museums and theatres in many countries are the main reasons why cultural tourism has been considered to be urban based. In regions where theatres and museums are located in the rural areas, cultural tourism becomes strictly rural (Shackley, 1998). Cultural tourism encompasses movement of people from the residents to gather the necessary information from different cultural backgrounds. The new information and the experiences of traveling are the key purpose of cultural tourism. At the end of the day, a cultural tourist seeks to satisfy the cultural needs. The main destinations in cultural tourism are strictly cultural areas such as historical sites, festivals, and natural ecosystems (Ooi, 2002). On the other hand, heritage tourism is defined as anything that a community receives as a transmission from the past to the present. Such transmissions in the present involve cultural materials, intangible heritage, and natural heritage (Timothy Boyd, 2003). The guiding rule in preservation revolves around the uniqueness of the site to the present and future generations. For it to be considered heritag e tourism, people must be moving from one preserved site to another (Smith Robinson, 2006).Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Heritage definition has the word culture. Heritage is thus defined as the travelling of people from one site to another so as to present people’s stories from the past to the present. During the travel, culture has been a facilitating tool. The activities surrounding culture have been the core interest of heritage. It has been stated that heritage tourism is increasingly becoming popular in various parts of the globe. A tourist in heritage tourism is motivated by the presence of heritage sites. This is because heritage is the main product that shapes heritage tourism (Ronchi, 2008). Numerous explanations seeking to show how distinct the cultural tourism is from heritage tourism have been raised. The endless debate to distinguish the two proves that differentiating the two is a complex phenomenon. The distinguishable elements are not only in the definition, but also in the location of the sites. Several sites may be used for heritage tourism and cultural tourism. Such usage has confused many tourists to a point of finding no difference between the two. The interchangeable nature of the sites has made it hard to realize the difference between the two aspects (Richards, 2001). Heritage tourism has several characteristics. Firstly, it ranges from sites considered relatively small to international sites. The small sites are normally not staffed while major attractions are well coordinated and staffed. Small heritage sites have few visitors who are expected at a certain time of the year (Singh, 2002). Heritage sites also have natural resources. Admission to view these sites is free and at a time charged according to the market rate (Graham Howard, 2008). There has been a perception that heritage sites are managed for tourism purposes. However, there are other heritage sites that are protected (National Trust for Historic Preservation in the United States, 1991). Promotion of authenticity has been one of the major characteristics of heritage tourism. It consists of having a competent visitor services delivery offering quality products. The benefits offered to a visitor always vary depending on the visitor’s experiences (Moufakkir Kelly, 2010).Advertising We will write a custom essay sample on Heritage Tourism and Cultural Tourism specifically for you for only $16.05 $11/page Learn More It has been argued that heritage and cultural tourism are hard to consider as distinct. The above definitions clearly indicate that the two types of tourism tend to overlap. It has been further asserted that the areas that overlap are more than the notable differences (Singh, 2005). The main unanswered question has been how to distinguish between a cultural and heritage visitor. The tw o elements are similar and a suggestion to create well-rounded cultural heritage tourism experiences has been a fostered by key tourism stakeholders all over the world today (Lavery and Van Doren, 1990). A survey between the two types of tourism basing on the programs in heritage and cultural tourism shows that many of the heritage programs are found in rural areas. On the other hand, cultural sites are found in urban settings (Howarth, Rowley, Butterfield, Madeley Museums Association, 1901). The classification of the two programs has often been pegged on the location of the sites which distinguishes the two (Richards, 1996). In describing historical preservation, the word â€Å"heritage tourism† is used. On the other hand, in cultural tourism programs, museums and theatres are evident. In the preservation of the sites for tourism purposes, it is clear that what is termed as the â€Å"culture of today† becomes the heritage of the future (McIntosh Goeldner, 1986). The re are clear differences between heritage tourism and cultural tourism. Heritage tourism is said to be place-based compared to cultural tourism. Heritage tourism is attached to the place while cultural tourism is based on experience with minimum or no emphasis on the place. In other words, the content of cultural and heritage tourism has always been the same, but the context differs (Leask, 2008). Though the definition and understanding of cultural and heritage tourism have been hard to distinguish, it is still clear that lay people and visitors attach some different meanings to the two aspects. However, in the broad sense, the two words have been used interchangeably. An imagination of a distinct definition between heritage tourism and cultural tourism has been extremely pursued (Kockel, 1994). There is one main reason as to why different researchers and other interested parties have sought the distinction between the two elements. This reason is grounded on the fact that various t ourists find the two aspects to be different. The various reasons as to why people visit heritage sites have triggered the need to have a definition (Leask Fyall, 2006; Leask Yeoman, 1999). The complexity of definition has been promoted by the fact that a cultural tourist will visit a heritage site with a reason. On the contrary, a casual tourist visits a heritage site for adventure. The attraction is sometimes used to discover a site for the first time (Howard Ashworth, 1999).Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More To unfold the complexity introduced by definition and why it is necessary to define heritage sites, it is important to state that the object of heritage tourism is the people. Therefore, it is difficult to define heritage tourism. This is because the definition has various meanings to different individuals (Hoffman, 2006). The unique way in which different individuals perceive heritage site dictates the nature of experiences to be achieved by the tourists. There are those who view a heritage site as a place where they go for holidays. On the other hand, there are others who collect information from such sites (Agarwal Shaw, 2007). The cultural background of an individual helps in understanding heritage tourism. Notably, it is not possible to distinguish cultural influences from the understanding of heritage tourism. What the Americans consider as reasons to visiting a heritage site may be understood differently by someone in Australia (Hannerz, 1992). The main reason for such varia tions is that different places have different types of heritage sites (Timothy Boyd, 2006). In some instances, natural places are regarded as sites while others attach heritage to the notion that the people in a given place are unique. From the analysis, it is possible to observe there is no uniformity in the definition for heritage tourism (Hall Jenkins, 2003). There is a need to unveil the complexity behind the definition of heritage tourism. This is triggered from the fact that, in recent year’s, heritage has become a commodity that is capable of being sold. The selling includes substantial marketing that requires diverse knowledge. Most of the heritage sites around the globe have been widely advertised to allow tourism attraction (Hall McArthur, 1996). In order to attract the target group, one ought to be aware of the cultural meanings of a heritage. There are some parts where heritage is not a tourism product since people believe that it represents ancestry. Some are strictly opposed to its commercialization (Sharma, 2004). Such opposition is very evident in rural sites. Many still argue that it is unfair for people to try to market heritage while they are unable to get an extensive definition on what it means. The fact that heritage sites have been moved to the urban centers means that the meaning attached to them has been lost through commodification of the sites (Goeldner Ritchie, 2009). The intangible nature of culture has made heritage complex since it has pegged much value to the experience of the site rather than the site. At a time when tourism is determined by the forces of demand and supply, there are interpretations created in understanding the term and its outcome. The assertion that heritage tourism has assisted in preservation of sites has been viewed as promoting the traditional view of heritage sites being a place to remind people of their ancestry (Fyall, Garrod, Leask Wanhill, 2008). The conflict in understanding between the effectiveness of demand and those that believe that heritage is important and should be preserved while others think that heritage is a commercial product. The only way to harmonize the two conflicting sides is by finding a definition to suit the two sides (Goh, 2010). To reach that definition has been hard hence presenting the situation in complex state. Irrespective of the complexities presented by the definition, different researchers have tried to simplify the definition by introducing the three categories of heritage tourism (Drummond, et al, 2000). The first category of heritage tourism is the heritage status attributed to the visited site. Secondly, the visitor’s knowledge of the status given to the site is equally important (Herbert, 1995). Lastly, the relationship between the visitor’s personal heritage and the site is also considered. The categorization of heritage tourism simplifies the complexity (Drummond Yeoman, 2001). The above discussions show how hard it has been to come up with a universal definition to suit heritage tourism. At the same time, it has also proved hard to differentiate heritage from cultural tourism (Palang Fry, 2003). he greatest hurdle which has made it hard to get the definition is the interpersonal differences witnessing in perceiving the word heritage. The naming of the world’s heritage sites by UNESCO has continued each and every day, but it has been hard to get a definition that stands for heritage tourism (Dasgupta, Biswas Mallik, 2009). I would suggest that the suitable universal definition for heritage tourism is: the experience one gets when visiting historical and cultural places. The definition is centered on the experiences rather than the places visited. The factors that compel a conclusive definition are to effect a definition that cuts across to ensure that cultural and heritage aspects are joined together. Such a definition will establish cultural heritage tourism. This is grounded on t he fact that everyday, different heritage sites are created, and hence a more conclusive definition must state the experience and not the site. It has been established that the definition given to a site assists in guiding different tourists. At a time when tourists are from different cultural backgrounds, it is important to have a clear definition so as to avoid confusion. Conclusion The distinction that exists between cultural and heritage tourism is based on form and not substance. The features that make the cultural heritage are sometimes the characteristics of heritage tourism depending on the place. There are notable differences between the two aspects as mentioned above. The complexity in the definition of heritage tourism is worth unveiling so as to get the different context that people adopt. The suggested definition is also critical to assess since it seeks to harmonize the views of different people to create a universal definition that cuts across different people. Touris ts from different cultural background have varied reasons for visiting sites. Therefore, they can only know where to visit if clear definitions are adopted. Reference List Agarwal, S Shaw, G 2007, Coastal tourism resorts: a global perspective, Channel View Publications, Clevedon. Dasgupta, S, Biswas, R Mallik, GK 2009, Heritage tourism: an anthropological journey to Bishnupur, Mittal Publications, New Delhi. Drummond, S, et al 2000, Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, Oxford. Drummond, S Yeoman, I 2001, Quality issues in heritage visitor attractions, Butterworth-Heinemann, Oxford, UK. Fyall, A, Garrod, B, Leask, A and Wanhill, S 2008, Managing Visitor Attractions: New Directions, John Wiley, Hoboken, N.J. Goh, E 2010, â€Å"Understanding the heritage tourist market segment,† International Journal Leisure and Tourism Marketing Vol. 1 No. 3, pp. 14-23. Graham, BJ Howard, P 2008, The Ashgate research companion to heritage and identity, Ashg ate Pub. Co., Burlington, VT. Hall, CM McArthur, S 1996, Heritage Management in Australia New Zealand. Oxford University Press, Oxford. Hall, CM Jenkins, JM 2003, Tourism and public policy, Thomson, London. Hannerz, U 1992, Cultural complexity: studies in the social organization of meaning. Columbia Univ. Press, New York. Herbert, DT 1995, Heritage, tourism and society, Mansell, London u.a. Hoffman, BT 2006, Art and cultural heritage: law, policy, and practice, Cambridge University Press, Cambridge. Howard, P Ashworth, GJ 1999. European heritage planning and management, Intellect, Exeter [u.a.]. Howarth, E, Rowley, FR, Butterfield, WR, Madeley, C Museums Association 1901, Museums journal, Museums Association, London. Ivanovic, M 2008, Cultural tourism, Juta, Cape Town, South Africa. Kockel, U 1994, Culture, tourism and development: the case of Ireland, Liverpool Univ. Press, Liverpool. Lavery, P and Van Doren, C 1990, Travel and Tourism, Elm Publications, Suffoilk. Leask, A 200 8, The Nature and Role of Visitor Attractions in A Fyall, et al. (eds) Managing Visitor Attractions, Elsevier, Oxford. Leask, A Fyall, A 2006, Managing World Heritage Sites, Elsevier, Oxford. Leask, A Yeoman, I 1999, Heritage Visitor Attractions – An Operations Management Perspective, Continuum, London. McIntosh, RW Goeldner, R 1986, Tourism, principles, practices and philosophies, Wiley, Hoboken, N.J. Moufakkir, O Kelly, I 2010, Tourism, Progress and Peace, CABI, Wallingford [etc.]. National Trust for Historic Preservation in the United States 1991, Historic preservation forum: the journal of the National Trust for Historic Preservation, The Trust. Washington, D.C. Ooi, c-s 2002, Cultural tourism and tourism cultures: the business of mediating experiences in Copenhagen and Singapore, Business School Press, Copenhagen. Oxford English Dictionary 2008, viewed on https://www.oed.com/. Palang, H Fry, G 2003, Landscape interfaces: cultural heritage in changing landscapes, Klu wer Academic, Dordrecht. Richards, G 2001, Cultural attractions and European tourism, CABI Publ., Wallingford [u.a.]. Richards, G 1996, Cultural tourism in Europe, Internat, Wallingford, CAB. Ronchi, AM 2008, eCulture: Cultural Content in the Digital Age, Springer, Berlin. Shackley, M 1998, Visitor Management – Case Studies from World Heritage Sites, Butterworth Heinemann, Oxford. Sharma, KK 2004,Tourism and regional development, Sarup Sons, New Delhi. Singh, S 2002, Tourism in destination communities, CABI Publishing, Wallingford [u.a.]. Singh, T 2005, New horizons in tourism: strange experiences and stranger practices, CABI Pub, Cambridge, MA. Smith, M 2003, Issues in Cultural Tourism Studies, Routledge, London. Smith, MK Robinson, M 2006, Cultural tourism in a changing world: politics, participation and (re)presentation, Channel View Publications, Clevedon, Angleterre, Toronto. Swarbrooke, J 2001, Heritage Tourism in the UK- A glance at things to come. Web. Timothy, DJ 2 011, Cultural heritage and tourism: an introduction, Channel View, Bristol. Timothy, D Boyd, S 2003, Heritage Tourism, Pearson Education Ltd, Harlow. Timothy, D Boyd, S 2006, â€Å"Heritage Tourism in the 21st Century†, Journal of Heritage Tourism, vol. 1, no.1, pp. 22-40. Timothy, D Nyaupane, G 2009, Cultural Heritage and Tourism in the Developing World: a Regional perspective, Routledge, Abingdon. This essay on Heritage Tourism and Cultural Tourism was written and submitted by user Cuck00 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Battle of Ashdown in the Viking-Saxon Wars

Battle of Ashdown in the Viking-Saxon Wars Battle of Ashdown - Conflict Date: The Battle of Ashdown was fought January 8, 871, and was part of the Viking-Saxon Wars. Armies Commanders: Saxons Prince Alfred of Wessexapprox. 1,000 men Danes King BagsecgKing Halfdan Ragnarssonapprox. 800 men Battle of Ashdown - Background: In 870, the Danes embarked on an invasion of the Saxon kingdom of Wessex. Having conquered East Anglia in 865, they sailed up the Thames and came ashore at Maidenhead. Moving inland, they swiftly captured the Royal Villa at Reading and began fortifying the site as their base. As work progressed, the Danish commanders, Kings Bagsecg and Halfdan Ragnarsson, dispatched raiding parties towards Aldermaston. At Englefield, these raiders were met and defeated by Aethelwulf, the Ealdorman of Berkshire. Reinforced by King Ethelred and Prince Alfred, Aethelwulf and the Saxons were able to force the Danes back to Reading. Battle of Ashdown - The Vikings Strike: Seeking to follow up on Aethelwulfs victory, Ethelred planned an assault on the fortified camp at Reading. Attacking with his army, Ethelred was unable to break through the defenses and was driven from the field by the Danes. Falling back from Reading, the Saxon army escaped from their pursuers in the Whistley marshes and made camp across the Berkshire Downs. Seeing an opportunity to crush the Saxons, Bagsecg and Halfdan rode out from Reading with the bulk of their army and made for the downs. Spotting the Danish advance, 21-year old Prince Alfred, rushed to rally his brothers forces. Riding to the top of Blowingstone Hill (Kingstone Lisle), Alfred made use of an ancient perforated sarsen stone. Known as the Blowing Stone, it was capable of producing a loud, booming sound when blown into correctly. With the signal sent out across the downs, he rode to a hill-fort near Ashdown House to gather his men, while Ethelreds men rallied at nearby Hardwell Camp. Uniting their forces, Ethelred and Alfred learned that the Danes had encamped at nearby Uffington Castle. On the morning of January 8, 871, both forces marched out and formed for battle on the plain of Ashdown. Battle of Ashdown - The Armies Collide: Though both armies were in place, neither appeared eager to open the battle. It was during this lull that Ethelred, against Alfreds wishes, departed the field to attend church services at nearby Aston. Unwilling to return until the service was finished, he left Alfred in command. Assessing the situation, Alfred realized that the Danes had occupied a superior position on higher ground. Seeing that they would have to attack first or be defeated, Alfred ordered the Saxons forward. Charging, the Saxon shield wall collided with the Danes and battle commenced. Clashing near a lone, gnarled thorn tree, the two sides inflicted heavy casualties in the melee that ensued. Among those struck down was Bagsecg as well as five of his earls. With their losses mounting and one of their kings dead, the Danes fled the field and returned to Reading. Battle of Ashdown - Aftermath: While the casualties for the Battle of Ashdown are not known, the chronicles of the day report them as being heavy on both sides. Though an enemy, the body of King Bagsecg was buried at Waylands Smithy with full honors while the bodies of his earls were interred at Seven Barrows near Lambourn. While Ashdown was a triumph for Wessex, the victory proved pyrrhic as the Danes defeated Ethelred and Alfred two weeks later at Basing, then again at Merton. At the latter, Ethelred was mortally wounded and Alfred became king. In 872, after a string of defeats, Alfred made peace with the Danes. Selected Sources Berkshire History: The Legends of King AlfredBattle of AshdownBBC: King Alfred

Racism in football. final chapter Essay Example | Topics and Well Written Essays - 1250 words

Racism in football. final chapter - Essay Example We can consider anti-racist campaigns as organisations, which aim to suggest a programme whereby the public and organisers tackle racialised inequalities. The first part of the chapter will explore the various types of initiatives and discuss how effective they have been. A crucial point here is that there is no ‘real’ way of knowing how effective a campaign is or was. This is because one could interview fans to see their thoughts and attitudes throughout the years but there would still be questions raised about the reliability of the answers and the idea of how to ‘measure’ the change in attitudes. To begin with I would like to discuss ‘fanzines’ and the role of the Football Supporters Association (FSA). Fanzines are magazines, which aim to shift the idea of the football fans as ‘mobs’. These fanzines are produced independently from the football clubs and set out to raise issues about racism and football generally1 thus they can clearly be used as an anti-racist campaigning device (Back et al., 2001). The FSA is a pressure group that aims to express the opinions of supporters and its main aim is to gain an improvement in the facilities and services offered to fans as well as a legitimate way to represent all football fans. Liverpool supporters established it in 1985 and it was an organisation where supporters could talk about football in a positive way. The FSA and fanzines worked in conjunction to promote a message to the fans and the general public. The issue of racism is a complex one, especially when fans are portrayed in various fanzines as racist skinheads. According to Back et al. this image overshadows the ‘banal and the very ordinary face of racism†¦Ã¢â‚¬â„¢ (2001:188) and the racist is seen in a very narrow sense. Therefore, one weakness of these fanzines is that racist fans are constructed in a stereotypical way and a move away from these images may