Motivation Plan Essay Example | Topics and Well Written Essays - 750 words

Motivation Plan - Essay Example Each of the employee were asked to fill the two forms i.e. Employee Passion Survey and Team Alignment Survey. Both of the forms allowed the team responsible for motivating employees, the factors they are important for motivating them and they are shown in the table. Some research was done to identify the most effective strategies for motivating the employees and the most effective and easily implemented motivational strategies for different kinds of employees are deduced from the researches of Shanks (2011) and Ukandu and Ukpere (2011). The details of the motivational strategy for each employee alongwith the Action plan are detailed in the table. Team Member Name Summary of Individual Characteristics Motivational Strategy and Action Plan Relevant Theory Employee X Self-motivated and satisfied with the job Understands and handles all the responsibilities very well Demonstrates potential of handling critical tasks Well-organized and enjoys his work Performance can be improved when more critical tasks are assigned Since the employee is self-motivated, the supervisor will have to develop the leadership skills in him. The supervisor will have to arrange a meeting with him, discuss his positive qualities and then recommend him areas of improvement. The employee must be given feedback about his performance so that he knows how he is performing in the organization. Once the employee will see that he can handle additional responsibilities and that supervisor trusts him, then he must rewarded for his additional contribution. The team will have to ensure that the employees are rewarded for improved performance and also for performing critical tasks efficiently. The supervisor must give feedback to his employee after reviewing his performance after completion of the project. When the employee will feel that his work is being appreciated, he will be willing to make more valuable contribution and will be more satisfied with his job. Two theories can be applied for Employee X : 1. Herzberg’s Two Factor Theory 2. Mc Gregor’s Theory X and Y Employee Y Proper instructions alongwith guidelines need to be given Multiple tasks are difficult to manage Communication is difficult for the employee as he gets easily distracted Lack of self-confidence leads to inability of multiple tasking Gets emotional quickly and does not think logically The manager of employee Y will have to first work with his employee to understand why he is lacking confidence. The survey revealed that he found himself to be less competent. Hence, the manager will have to act as a role model for him and will develop his confidence in him. The emotional element of the employee needs to be controlled and it will be done solely by sending him on the workshop in which he should be trained about controlling his emotions and not letting it impact on his work. Once the employee is able to control his emotions and not get distracted while performing his tasks, then he will be able to han dle multiple tasks without stress and he will start feeling motivated and satisfied with his job. Hence, the manager will have to prepare him to handle tougher tasks and control his emotions to a greater extent. The manager should review the performance during and at the end of the project and acknowledge when he performs well. The appreciation should also be shown in the form of some reward that is of value to him. Theory that can be implemented for Employee Y is McClelland’

Phonology reading Essay Example for Free

Phonology reading Essay 1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. 3. I certify that this paper contains no plagiarized material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work: a. I certify that the individual work of each member of the group has been clearly indicated; b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and c. that I have not collaborated with any members of the group to breach the University’s regulations. Signature: M. Thompson Date: February 25, 2013 Children of the 21st century will face many challenges that will require them to use reading in different forms. As we begin the new millennium, research- based approaches to teach reading and writing is being relied upon to drive students towards the ultimate goal. Literacy for all, understanding how children learn, particularly how they learn to read and write influences the instructional approaches taken in homes as well as classrooms. Adams (1990) defines Phonological awareness as an awareness of sounds and the ability to revealed tasks such as rhyming, matching sounds, deleting sounds, blending or segmenting sounds. Because these sounds are spoken words they require testing to manipulate phonological segments. This is required to determine the performance of good readers and poor readers. Depend on the result one can determine which elements of phonological awareness are absent or reliable for both readers. He further articulate that they are five levels of difficulty in phonological awareness these are Awareness of rhyme and alliteration, comparing and contrasting the sounds of words for rhyme and alliteration, blending and splitting syllables, full segmentation of component phonemes and adding deleting and moving phonemes. In addition to these five levels of difficulty is the importance of phonological development. Phonological development is the key to phonological awareness. Proctor and Compton (2004) babies are not born with the full range of adult perceptual abilities, which include the five senses vision, hearing, smell, taste and touch. However, these abilities develop greatly within the first year of life. Newborn babies can only process sensory information and their understanding of sight, sound and touch stimuli develop rapidly as they grow. This leads to cognitive development which, in turn lays the foundation for language development. In preschool years, a child develops phonological skills, these skills acquired in a largely unconscious, or implicit fashion that is to say, even though the child may be able to produce certain vowels, consonants and consonant clusters he or she has not explicit awareness of doing so. Phonological awareness is so called because the child becomes explicitly aware of the phonology being taught and has the conscious ability to detect and manipulate phonological units. It is important to note that phonological awareness is a subset of the larger set of skills known as phonological processing. Phonological processing involves receiving sound waves from the ear and then using this date to assemble pronunciation of the word that was spoken. The process of assembling a pronunciation is known as coding. Deficits in phonological processing are responsible for some differences between good and poor readers (Stanorich, 1986 😉 poor readers are slower and less accurate than good readers. Many studies have found that certain levels of phonological awareness are essential to the development of early reading ability such as an awareness of rhyme, the ability to blend sounds, to isolate initial and final consonants and to distinguish phonological elements smaller than Syllables. Other more difficult elements of phonological awareness are developed as a result of learning to read, that is â€Å"the relationship between phonemic awareness and learning to read is most likely one of reciprocal causation or mutual facilitation (Yopp, 1992,) The relationship between phonological awareness and reading acquisition are complex, and there is strong evidence that difficulty with awareness and manipulation of verbal sounds has powerful effects on reading ability. However, the most positive finding stemming from research on phonological awareness is that â€Å"critical levels of phonological awareness can be developed through carefully planned instruction† (Chard Dickson 1999) there is also consistent support that â€Å"phonological awareness facilitates reading and is facilitated by reading instruction. † (Smith,Simmons Kameenui 1995) This finding has important implications for teaching. It implies that students must be taught explicitly about sounds in order to benefit from reading instruction but also that phonological awareness can be highlighten in relation to reading of text. Teaching programs, therefore, need to include activities which focus on the sounds in spoken English in pre-school and in the early years of schooling. Such activities include rhyming activities, breaking speech into individual words, alliteration, blending sounds, segmenting of words into onset rime and then to more demanding tasks such segmenting or deletion of individual. Charles A. Perfetti, Nicole Landi, and Jane Oakhill simple state that reading acquisition is the comprehension of learning to understand writing as well as one understands spoken language has empirical justification. (Curtis, 1980; Sticht James, 1984). also added that learning to read, the correlations between reading and spoken language comprehension are small because at the beginning, children are learning to decode and identify words, so it is these word-reading processes that limit comprehension. He further established that as children move beyond the beginnings of learning to read, the correlations between reading comprehension and spoken language comprehension increase and then level out by high school Famous behaviorist skinner (1974) explained students learn to read by learning a series of discrete skills. He believes that learning is the result of stimulus and response actions direct instructions are given when teaching the requisite skill in a planned, sequential manner. Information is presented in small steps and reinforced through practice until a solid foundation is laid. Jean Piagets (1969) constructivism theoretical framework differs, as learning is described as the modification of students’ cognitive structures schemata as they interact with or adapt to their environment schemata are like mental filing cabinets and new information is organized with prior knowledge in filling system. Piaget also posited that children are active motivated thinkers and learners so instead of teachers and adults dispensing information or knowledge, children are engaged with experiences so that they modify their schemata and construct their own knowledge. The sociolinguistics contributes a cultural dimension to how children learn. They view reading and writing as social activities that reflect the culture and community in which children live. (heath ,1983 ,vygotsky1978,1986)according to Vygotsky, language help to organize thought and children use language to learn as well as to communicate with others. Tremendous amount of new research under the term â€Å"emergent literacy† (teale sulzby 1991) shows us what happens in the homes of children where literacy is a priority. Children borned into homes where someone spends time with them in reading activities walk into the school system with an incredible foundation on which phonological awareness can be built. Parents or adults read to children and talk to them about what is being read. The reading is normally done in the lap position where the child can see pictures as well as the words used to tell about the pictures. Favourite books are read again and again hence creating a stimulating environment for reading acquisition to begin. Parents are the children’s first and best teachers and can therefore do many things to support their children’s development at home. In addition to reading to their children and listening to their children attempting to read to them they are building children’s self esteem and phonological awareness. In some homes the main reading experience is the bible, new papers, nursery rhyme or novels. Families write signs on furniture, make shopping lists or leave written messages for others. As children are able to hear and identify sounds from intra uterine to infancy, gradually they are able to separate syllables and manipulate the sounds in words, expanding their grasp of frequently used words and phrases. Favourite stories are re-read until they become well-known and words are easily pronounced as they talk an appreciation is developed for associating sounds with letters, a basis that is necessary for learning to read. The phonological system is important for both oral and written language as it plays a crucial role in reading instruction during the primary grades. Children use their knowledge of phonics as they learn to read and write. Phonological Development and Phonological Awareness Unit 2, outline that phonological awareness cannot be the only cause of reading acquisition. This is so based on the studies carried out which discover other influence on reading development. Adams 1990 highlighted the importance of alphabetic principle which consists of alphabetic understanding with the knowledge that letters correspond with sounds and words are composed of sounds. Therefore, it is evident that phonological awareness and reading acquisition has some forms of relationship; since both has powerful effects on reading ability. Based on the information gathered the levels of phonological awareness can be developed through carefully planned instruction where students must be taught clearly about sounds in order to benefit from reading instruction and develop phonological ability. The importance of phonological awareness in relation to reading acquisition posits by Juel, 1986) a longitudinal study of children in first and second grade. The study is quiet evident that children who perform low in phonemic awareness in first grade remained the low performances in reading through fourth grade remain the low performers in reading through fourth grade. With this in mind when working with children it must be clear that phonemic awareness is a perquisite for learning to read Cunningham, 1999, as they become phonemically aware, children recognize that speech can be segmented into smaller units, this knowledge is very useful as they learn about sound-symbol correspondence and spelling patterns. Phonological development  and phonological awareness unit 2 posits that phonemic awareness is critical to the reading process because reading involves the translation of graphemes into phonemes if one does not mastered all the phonemes in language, then they are not in a position to translate graphemes into phonemes, students’ who have not mastered phonemic awareness experience reading difficulty. So with this is mind one relevant key principle of effective phonological awareness instruction is nursery rhymes. Rhymes are the correspondence of ending sounds or words or lines of verse. Rhyming is the ability to indentify words that have identical final sounds segments Bryan and Bradley (1985)report that scores of initial rhyming test predicted reading and spelling progress and years later researcher suggest rhyme facilitates reading and spelling in the following ways: rhyming helps students develop phonemic awareness, which facilitates decoding, rhyming teaches students to group words together by sound, thereby reducing the number of words they have to learn to read by making generalizations of larger sound units, rhyming teaches students to make connections between categories and the letter string patterns that are used to spell words. I would read stories that have rhyming words, draw to the students attention the word that rhyme, help students to identify the patterns made by a rhyme, recite rhymes, sing the rhymes, clap to the rhymes even act out the rhymes. Sing and use students’ names to complete the rhyme example wallaby Wallaby, Wusan an elephant sat on Suzan wallaby Wallaby Wark an elephant sat on Mark as students catch on to the rhyming pattern, they can generate the rhyme using other names. For example in these four activities the teacher read aloud a story that contains many words that rhyme for example a fat rat in hat. After reading the story the students will chant the rhyming words heard in the story. The next activity the teacher introduce the rhyme ‘at’ then students follow the rhyming pattern bat, cat, fat, hat, mat pat, rat and sat. Students will clap and sing as they say each rhyming word. For activity two students will stand in a line the first person will say a rhyme which relates to ‘at’ if it is correct, the child gets the chance to shoot a ball in the provided hoop. If it is incorrect, teacher and students will assist and that child goes to the back of the line. The last activity students will be provided with a print activity sheet in which they will fill in the missing letter based on what was learned in activities one and two above. These activities will be modeled daily until students fully grasped the concepts. Modeling is the process of demonstrating for someone something he or she does not know Bandura,(1986). when students see teachers or parents at home reading or writing a letter modeling is taking place, so that’s why modeling can be a very constructive way that students can be taught reading. Modeling can be implicit or explicit (Roehler duffy , 1991). According to Deanna mascle rhyme is important to emergent literacy and learning to read because it teaches children about language. Rhyming helps children about word families such as let, met, pet, and get. Rhyming also teaches children the sound of language. Other important skills include phonological awareness, the ability to notice and work with sounds in language. Rhyme help with phonemic awareness which is the smallest units of sound that make up words. The awareness leads to reading and writing success. Rhyme also teaches children who are learning to read about the patterns and structures of both spoken and written language. Rhymes expose children to the rhythm of the language this will help them read with intonation in their voice instead of first a monotone. Rhymes also prepare children to make predictions while learning words and give them crucial decoding skills. When students are faced with reading challenges as that one referred to in the study by Juel et al( 1986) that children from first grade through fourth are low performing children in phonemic awareness rhyme, can help make the task both easier and more fun, teach important language skills, and teach language pattern and structure. These benefits given above are of vital importance in giving your child a positive start to reading. References. http://www. pitt. edu/~perfetti/PDF/The%20Acquisition%20of%20Reading%20Comprehension%20Skill http://linguistics. huji. ac. il/IATL/27/Abstracts/Gafni. pdf http://Ezine article. com/? expert=Deanna_mascle. Literacy for the 21st century A Balanced Approach 4th edition by Gail E. Tompkins Literacy helping children construct meaning 5th edition by J. David Cooper with Nancy D. Kiger Phonics They Use words for reading and writing by Patricia m. Cunningham Unit 2 EDLS6501 Module 2 Phonological Developments and Phonological Awareness.

Psychological and Sociological Aspects :: essays papers

Psychological and Sociological Aspects In the beginning of my freshman semester in college I decided to major in secondary education with a minor in psychology. I made the decision just recently to change my major to sociology for many reasons that relate to research during this course. I am currently enrolled in an educational psychology course as well as an introduction to sociology class. As the semester has progressed, I have gotten deeper into my research for this project. One of the main things that I have taken note of is that much of what I am learning in this course through research is being enhanced by studies we discuss in sociology. The topic â€Å"Students at Risk† is a very broad topic. In psychology class we study the behavioral and mental aspects of dealing with students who have difficulty performing in a structured classroom setting. However, in my sociology class, we touch more upon the environmental and societal effects that are common influences amongst students at risk. I have found th at sociological theories are the basis for labeling those students who have been set up for failure. The study of sociology as it relates to this topic is that environmental and societal negativities can be credited for student failure. With psychology, you are attempting to find reasons within one-self that have caused a delay in ones academic success. It becomes a main issue when dealing with these types of situations to find someone or something to blame for the student’s level of progression. Through research I have found that instead of directing our attention to the cause of the problem, we must exert more energy to finding a solution. â€Å"Learning Disabled?† or â€Å"Slow Learner?† When first approaching this subject I began to explore different behavioral disorders and learning disabilities that would cause a student to be considered â€Å"at risk†. However, before beginning to explore these sub topics in detail I thought it would be helpful to find some information on determining the difference between someone who is just a slow learner, verses someone who has trouble learning because of disability. I came across an article by author Margaret Shepherd that is titled â€Å"Learning Disabled or Slow Learner†? This article details the differences between the learning disabled child and the slow learner, and it is also a plea for caution in the use of the diagnostic term learning disabilities.

Police Shooting/Diallo Case :: essays research papers

In our society today, it is very sad that the African-American community has lost a great trust and respect for the Mayor, the police commissioner and the N.Y.P.D. Amadou Diallo's shooting was very upsetting for the African-American community. The shooting shock many people because an unarmed innocent black male was shot 41 times in front of his home by four officers that assume him to be a rapist. Amadou Diallo was a black man in a primarily black neighborhood who saw four guys in the middle of the night and perhaps he thought these four undercover police were somehow looking for trouble. He probably said," I don't want to be a part of this", and tried to leave the scene. If I were in the same particular situation as Amadou Diallo, I would be just as afraid and try to get out of the scene. No one actually knows what Diallo was thinking about, you can only imagine. People often say that if Amadou Diallo had listen to the cops he wouldn't have been killed. I also hear people say the he cause his own death because of his lack of submission. Personally, I know Amadou Diallo stood innocent before those cops. Diallo was in a situation that he had no clue about. There was an outrage when the verdict "Not Guilty" broke out. Many people were furious, astonished and stunned. When I heard that the case was not guilty I was so shocked because I felt that the evidence was perfectly clear that the four New York police officers was GUILTY. It was not fair to my community or me to see such a case misjudge like that. African-American communities has changed their hearts toward Police Dautruche Officers. Police Officers are the ones who we are suppose to trust and entrust with our lives. Obviously, in our world today, that is not the case. I have never had a dispute with an officer, though I have seen my friends go through events with police officers. For instance, I was in an elevator with my friend and when we got to the last floor, a police officer was right in front of the elevator. So when my (guy) friend and me came out, the P.O. Pointed his gun toward my friend's chest and ask him some questions. The P. O did not approach me or even acknowledge me.

Miss Havisham…A Victim or a Villain? Essay

Was Miss Havisham a victim or a villain? This extremely eccentric character is absolutely essential to the plot of Great Expectations, for with malice intended, she greatly alters the paths of Pip’s and Estella’s lives, and with obsessive behavior destroys her own life. Miss Havisham was heir to a fortune that had been gained by successful industry rather than noble birth. Miss Havisham’s suitor, Compeyson, was, by social classification, beneath her. The fact that he jilted her and was of a lower station was a double blow to her obviously frail mental state. Dickens reminds us that even money earned by hard work rather than noble inheritance does not assure happiness. With this catalytic event, Miss Havisham committed pseudo suicide and confined herself to a mausoleum†¦Satis House. It is necessary for the reader to know that Miss Havisham’s psychotic behavior began precisely at 8:40 a.m. on what was to have been her wedding day. When Miss Havisham learned that she had been deserted by Compeyson, she was wearing just one shoe. â€Å"She had not quite finished dressing, for she had but one shoe on.† Dickens is emphasizing how suspended in time Miss Havisham remains. It does not seem a stretch to believe that Dickens was showing us how all of humanity is just one step from insanity. Dickens described Miss Havisham’s surroundings: the court-yard â€Å"but grass growing in every crevice,† and the brewery â€Å"all was empty and disused.† Metaphorically, the same words describe Miss Havisham and illustrate that a life of revenge is hollow and unattended. The humiliation and hurt Miss Havisham suffers at the hand of Compeyson causes her to coach her adopted daughter, Estella, in the many ways to break  a man’s heart. Incapable of doing it herself from her weakened and aging position, she uses Estella as her weapon of revenge. I am quite certain that Dickens arrived at Miss Havisham’s name by implementing some combination of words that provided him with a metaphorical laugh. I have my own interpretation; Webster’s Comprehensive Dictionary shares my guilt. One definition of â€Å"have† is †¦ â€Å"to cause.† â€Å"Sham† is also defined as †¦ â€Å"something to be pretended other than it is.† To cause a pretension is exactly what Miss Havisham did to Pip by allowing him to think she was his secret benefactor. Miss Havisham was a victim only because she allowed herself to be. A strong person would have quickly realized that her life would be improved by being liberated from Compeyson, a white-collared criminal. Miss Havisham’s villainy is forgivable; her self-imposed insanity allows us to do that. Miss Havisham is a marvelous diversion for the reader: not quite believable, but oh, so interesting.

5 Key Tips for How to Potty Train a Puppy Effectively

5 Key Tips for How to Potty Train a Puppy Effectively SAT / ACT Prep Online Guides and Tips Potty training a puppy is a sometimes messy, but ultimately rewarding process. And with a little know-how and a regular potty routine, you'll be able to get your pup on the right track and keep both your pup and your home happy, comfortable, and clean. So let's look at the ins and outs of how to potty train a puppy: creating a proper potty training routine, setting a potty schedule, and reacting when the inevitable accident occurs. How to Potty Train a Puppy: The Fundamentals Helping your puppy develop trustworthy potty behavior is a crucial part of taking in a new fluffy family member. And it's best to start as soon as possible so that you can establish good behavior early on. Always remember that your new puppy will come to you completely ignorant of the rules and proper protocol of the house. You're teaching behavioral guidelines from the ground up. It's your job to teach your pup where and when mealtimes happen, where and when bedtime and playtime happens, and, of course, where and when to go to potty. So don't be surprised (or angry!) if the first thing your pup tries to do when it comes home is urinate on the carpet- your pup just doesn't know the lay of the land yet. To teach your new puppy the rules of the house, you'll want to give plenty of guided opportunities for the behavior you want to see and also interrupt and redirect any unwanted behavior. Applying this to potty habits, you'll need to guide and provide your dog with opportunities to eliminate in the right places and interrupt unwanted elimination whenever you see it. Though accidents will happen, proper potty training is about minimizing them whenever possible. So not only should you give opportunities for your dog to perform the desired behavior (in this case pottying in the right places), but reasons for your dog to do so. Dogs repeat behaviors that have rewarded them in the past, and they develop routines just like people do. Your job is to make pottying in the right place more rewarding to your dog than pottying in undesirable locations. If they get rewards for going where you want them to go and nothing for doing it anywhere else, then they're going to keep pottying in the "right" places so they can keep those rewards coming! Now that we've covered the basics, let's go into more depth about exactly how to potty train a dog. #1: Prepare Your Home for Potty Training a Puppy Before you even bring your new puppy home, there are a few things you'll need to purchase to make potty training go as smoothly as possible. When it comes to house training you'll need three things for your new pup: containment, a designated bathroom area, and a reward. Containment Dogs are naturally averse to soiling their den-space. Ultimately, your goal is to teach your dog that the whole house is you and your pup's extra large den. To start this process, keep your puppy contained indoors or in your direct line of sight at all times. You'll need to restrict your puppy's free movement around the house so that you can prevent any accidents from occurring (and any bad habits from forming). As your dog gets older and more trustworthy, you can extend this free play time until your dog is free to roam the house most of the time. Containment can be a dog crate, a baby gate to contain the puppy in a particular room or area, or a puppy den/playpen. You might even use multiple types of containment depending on the time of day. For example, you may use a crate at night during bedtime and a puppy playpen during the day. As long as the space is limited and your puppy spends a good deal of time there, your pup will start to feel like that space is their den area. The more at home your pup feels in a space, the more reluctant they'll be to soil it. Bathroom Area You're really teaching your pup two different concepts when you potty train them: where to go to the bathroom, and where not to go to the bathroom. Teaching your dog where to go to the bathroom is much simpler than teaching them the ten thousand places not to go. Your dog will start to understand where to go potty if you take your pup to the same spot for every potty break. If you're using a wee mat, then always keep the mat in the same place and bring your puppy there for each bathroom break. If you're teaching your pup to go potty outside, always bring your pup (on a leash!) to the same spot each and every time. Wherever you choose to take them, this will soon become their "bathroom spot." And they'll soon learn that it's time to go potty whenever you lead them there. Reward Nothing says "job well done" better than a reward! For potty training purposes, praise, treats, and gentle pats act as rewards of good elimination behavior. In the first few weeks of house training, try to give your pup both praise and a dog treat for every successful elimination. As your pup gets older and more used to eliminating in the right place, you can start giving treats less often. But always remember to congratulate your pup every time! #2: Use a Cue Word to Show Your Puppy When to Potty To help your pup know what to do during potty breaks, it's best to connect the act with a cue word or phrase. That way, your pup will learn that the cue word means it's time to go. And, eventually, you'll also be able to ask your pup to go potty on command. The phrase or word can be anything you'd like it to be, such as "go potty" or "do your business." So long as it's a phrase you don't use in normal conversation, any phrase will work. Begin the process by saying the phrase just as your dog is starting to eliminate. (Note: say the cue gently enough that your pup doesn't get startled or distracted and stop!) Use the cue word every single time your pup eliminates in the right spot. Once you feel that your pup has connected the cue word with the action of eliminating (usually after 2 or 3 days), begin saying the cue word just as your pup starts to get into "potty position," but before your pup starts to actually eliminate. You're shifting the phrase to cue the behavior just before it occurs. That way, your dog will learn that the cue word means it's time to eliminate. Once you feel confident that your pup knows the cue acts as a command to eliminate (usually after a week or two of repetition), give the cue word before your pup even gets into position. Now you're signaling to your dog: "it's time to go!" even before they've thought of doing it themselves. If your pup doesn't eliminate on cue (or make an attempt to eliminate), then take a step back in the process and try again. Eventually, they'll connect the phrase with the command to potty. #3: Rely on Positive Reinforcement When Housebreaking a Puppy Lets talk a little more about rewards- positive reinforcement is a major part of how to potty train a puppy. As we've mentioned, dogs will quickly learn to repeat any behavior that results in a reward, which is a technique known as "positive reinforcement." If always going to the bathroom in the proper place gets your pup a reward (and eliminating inside never does), then your pup is going to want to start pottying in the proper place. With positive reinforcement, both consistency and timing are key. You'll want to praise and reward your pup every time you see the desired behavior, exactly when the behavior occurs. If you don't time the reward properly, your pup might believe the reward is connected to a separate behavior. For instance, if you give a reward too late, your puppy might think it's being rewarded for stopping peeing or stepping away from the potty area, rather than for eliminating in the right spot. Because timing for positive reinforcement is so crucial, it's a good idea to connect a word or a sound with a desired behavior (and its subsequent reward). That way, your dog knows it's being rewarded for the correct behavior and not something else. For example, if you say the word "yes!" or use another consistent noise like a clicker and then always give your dog a treat, your dog will connect the sound to the reward. Then, you can use that connection between "positive noise" and "reward" during potty training. While your dog is eliminating, use the "reward" sound to let your dog know that that particular behavior is the one that's being rewarded. That way, your pup still connects the proper behavior to the reward, even if it takes you an extra second or two to give your puppy the treat. By combining your go-potty cue word with your positive-reward signal, your potty training routine will eventually look like this: "Go potty!" *dog eliminates* "Yes!" *treat* #4: Set a Potty Training Schedule For the first few weeks, expect to take your puppy to go potty upwards of 10 to 15 times a day. When to take your puppy to go potty: First thing in the morning Immediately after each meal Immediately after your pup wakes up from a nap Regularly throughout the day and evening (every hour to every few hours) Right before bed What does it mean to take your puppy out "regularly" during the day? Begin by taking your puppy to the same designated potty area once every hour. Whether this is to a specific spot outside or to a wee mat, keep the location consistent to help acclimate your pup to going in a specific place. (Special note: avoid setting a loud timer to remind yourself to take your puppy out- your puppy will likely start associating the sound with potty time and it could lead to some accidents in the house if you're not careful!) Always wait until your pup has eliminated before going back inside. There will be a lot of "waiting around" time for both you and your pup during the first few weeks of potty training and you'll just have to be patient. Sometimes your pup will be reluctant to pee outside or on the wee mat for any number of reasons, and you may want to give up and just go inside. But it's very common that a puppy will spend 5 or 10 minutes doing nothing outside and then come straight inside and pee on the floor (argh!). So patience is the key to success. Eventually, your puppy will learn that eliminating in the right place (and doing so quickly!) brings a quicker reward. For every month, increase the time between outings by an hour. So you'll go from one to two hours, then three, and four, and so on, up to a maximum time of eight hours between bathroom breaks. If you notice that your pup is having more accidents or is otherwise signaling to go outside, go back the previous schedule and reduce the time between potty trips. As a general rule of thumb, puppies can hold their bladders for about an hour for every one month of age, up to eight hours. So a two-month-old puppy can hold its bladder for about two hours and a five-month-old puppy can hold its bladder for about five hours. No puppy (or grown dog) should be expected to hold its bladder for more than eight hours unless it's overnight. Do take note that this rule mostly applies to medium and larger breed dogs (over 30 lbs). Small dogs simply can't hold their bladders as long as larger dogs can, and this applies extra for puppies. So if you have a small breed puppy, subtract an hour or two from the estimate. A five-month-old Chihuahua puppy, for example, can reasonably hold its bladder for three to four hours. For the first three or four months- or even longer for smaller breeds- you'll also likely need to take your puppy outside or to the wee mat in the middle of the night or very early in the morning (think 4 or 5 AM). Small puppies just can't last the whole night without needing a bathroom break or soiling their sleeping area. So, even though it's annoying to have to get up in the middle of the night, you must do so for your pup. For the sake of your puppy (and your house) always respond promptly to your puppy's signals to go outside. #5: Give Your Puppy Free Play Time After your pup has eliminated in the proper place, you can allow 15 - 90 minutes of free, un-contained time (depending on how old your puppy is and how long your pup can hold its bladder). Make sure you keep your eyes on your puppy during this time to help prevent any accidents. After free time is over, invite your pup to go into the puppy den or contained area until it's time for the next potty break. "Free play" time should be only a fraction of as long as your puppy can reasonable hold its bladder. So if your puppy can only last for an hour until the next potty break, let free play time be a maximum of 15 minutes. If your pup can last four hours, let free play time be 50 or 60 minutes. Just because your pup can last for four hours between potty breaks doesn't mean it wants to unless confined to a space it's reluctant to soil. So don't invite temptation for your pup to eliminate in the house by allowing your puppy too much free time. Establishing a regular potty routine with your pup will help minimize accidents, as will learning how to interpret your dog's signals. It's common for dogs to circle, sniff at the ground, move to a corner of a room, whine, or scratch at doors to signal that they're about to relieve themselves or to indicate that they want to go outside. You'll have to figure out your own dog's personal signals and keep a sharp eye out. #6: Deal With House Training Accidents Calmly Accidents will inevitably happen while house training a puppy, so don't get too discouraged. And knowing how to properly handle and move on from potty training accidents is just as important as teaching the correct behavior. If you catch your puppy going to the bathroom where it shouldn't, interrupt the behavior as quickly as you can. Clap your hands, give a small cry, or say an "uh-un!" command to stop the dog from continuing. Your goal isn't to punish or frighten your dog, merely to stop the behavior. Immediately take your puppy to the designated "potty area" to finish, and give praise and a treat as normal when the deed is done. If you find evidence of a potty accident after the fact and don't catch your pup in the act, simply clean up the mess as soon as possible and move on. Make sure to use a bio-enzyme cleaner to remove any traces of pheromones or other odors in order to prevent your pup from targeting the same spot over and over. Although it can be frustrating to have a puppy who has accidents or to find urine or feces in corners of your home, never punish your dog retroactively. Dogs don't understand the connection between their earlier behavior and a later punishment. Dogs only understand a correction if you catch them in the act of doing something wrong and you interrupt that wrong behavior. So don't yell at your puppy, try to make them feel "guilty," or bring them over to the accident area to "confront" the mess; these actions won't have any positive effect on your pup's potty training and will only upset and confuse your dog. So, instead of yelling at your dog, take accidents as an indicator that you need to more carefully monitor your puppy's schedule and behavior. Your dog may need to go out a little more often than you had thought or need a smaller space when restricted so that they won't want to soil their "den" area. How Long Until a Dog Is Fully Potty Trained? House training is a long process and many trainers say that a dog is only considered "fully potty trained" if the dog has gone more than a year without having an accident indoors. For some dogs, it can take upwards of two or three years to reach this point. But most dogs are reasonably well potty trained by 12 to 18 months. And larger breed dogs (80 lbs+) tend to pick up on potty training faster than smaller dogs. If your puppy starts to have a higher number of accidents than before, take a step back in your potty training. Regression is common, so don't get discouraged if it happens. So if you'd been waiting four hours between potty breaks for your four-month-old puppy, then go back to three hours between breaks. Potty training isn't a race and each puppy will be different. Be patient with your pup and with yourself and you'll get there in the end. How to Potty Train a Puppy: 6 Steps When housebreaking a puppy, follow these guidelines: #1: Give your puppy a contained home space and a specific bathroom space.#2: Use a cue word to indicate to your dog that it's time to potty.#3: Set a clear potty training schedule.#4: Use treats and positive reinforcement to encourage your dog's progress.#5: Give your puppy a little free play time but not so much that their tempted to potty inside.#6: Interrupt dogs who are going to the bathroom in the house, but don't punish them retroactively. This guide covers all the basics of how to potty train a puppy, but don't hesitate to ask at your local pet store or doggy day care (or even dog park) if you have more questions!

Free Essays on A Dolls House

In today’s society women are not only the backbone of the family but sometimes considered to be the one to hold the family together through thick and thin. Women want to be treated as an equal to the man. Women have fought and even boycotted but still men continue to control our society and most of the time they tend to have the final say so especially in the household. In the stories A Doll’s House and Sweat this idea of what we now call a â€Å"woman† does not even exist. Women have the right to every thing a man has a right to and more. In examining these two stories they are very similar in a great deal that they both dealt with the fact that the man in their life, in my opinion, could not handle an educated or dependent woman and they really felt intimidated. Women are people too and they should be treated as such. In the earlier days women spent most of their time in the household. Women were expected and taught to be a foot pedestal to men. The men were taught to â€Å"bring home the bacon† and provide for the family. Women, on the other hand, were expected to support their man and â€Å"do as they were told† and if their husband’s wanted anything they were to cater to his every need, no questions asked. Women had no voice, they were basically considered as property to their husbands instead of a wife or helpmate. In some cases even daughters were treated like this also. If a man wanted to marry another man’s daughter he would have to get her father’s permission and in some cases pay the father to marry his daughter. This was done because the father would be loosing help, sort of like an employee, so the man had to pay him so that he could continue with his work. In the story A Doll’s House Torvald, the husband, treated Nora, his wife, more like his daughter. But one day she finally got a backbone and left. She wanted to learn, to be educated, and to find out who she really was. In one part of the pl... Free Essays on A Dolls House Free Essays on A Dolls House In today’s society women are not only the backbone of the family but sometimes considered to be the one to hold the family together through thick and thin. Women want to be treated as an equal to the man. Women have fought and even boycotted but still men continue to control our society and most of the time they tend to have the final say so especially in the household. In the stories A Doll’s House and Sweat this idea of what we now call a â€Å"woman† does not even exist. Women have the right to every thing a man has a right to and more. In examining these two stories they are very similar in a great deal that they both dealt with the fact that the man in their life, in my opinion, could not handle an educated or dependent woman and they really felt intimidated. Women are people too and they should be treated as such. In the earlier days women spent most of their time in the household. Women were expected and taught to be a foot pedestal to men. The men were taught to â€Å"bring home the bacon† and provide for the family. Women, on the other hand, were expected to support their man and â€Å"do as they were told† and if their husband’s wanted anything they were to cater to his every need, no questions asked. Women had no voice, they were basically considered as property to their husbands instead of a wife or helpmate. In some cases even daughters were treated like this also. If a man wanted to marry another man’s daughter he would have to get her father’s permission and in some cases pay the father to marry his daughter. This was done because the father would be loosing help, sort of like an employee, so the man had to pay him so that he could continue with his work. In the story A Doll’s House Torvald, the husband, treated Nora, his wife, more like his daughter. But one day she finally got a backbone and left. She wanted to learn, to be educated, and to find out who she really was. In one part of the pl... Free Essays on A Dolls House â€Å"A Dolls House† Henrik Ibsen In the play, â€Å" A Dolls House†, Henrik Ibsens core message is to evaluate society in the nineteenth century European life. The play shows notorious issues that the audience can relate to because they take part in the similar situations every day of their own lives. Unwittingly the leading actress solves the trouble at the end of the play and in some way sends a message to the audience on how to solve their own problems. Ibsen takes a look at the issues through a different angle in which his society never knew were ever really wrong to begin with. Ibsen takes a look at one critical thing in society, and that is women’s rights. Back in the society Ibsen wrote this play in, women were not supposed to borrow money or do anything â€Å"legal†. Women were supposed to be mute and leave this up to the men. (Example on page 1774, Literature Text, 8th Edition.) On this page (1774) Nora, the main character, supposedly borrowed the money for their trip from her father. But Nora confesses to her friend Christine that she in fact did not borrow the money from her father she herself was the one who raised it. Ibsen shows the traditional look at women in which they were to stay at home, cook, clean, take care of the children and tend to her husband. Torvald (Nora’s husband) calls Nora by pet-names and speaks down to her because he thinks that she is not intelligent and that she can not think on her own Ibsen takes a look at the lack of power or â€Å"say† a women has in nineteenth century, he shows through Nora how some women would hide their strength and go above and beyond what’s expected. Like in the above paragraph we discussed how women were not supposed to do anything legal, such as taking loans from banks or other resources. In the play, Nora takes a loan from Kragstad to pay for her husband’s trip without her husband knowing. (Pg 1783, Literature Text, 8th Edition) Nora never bein...

Intelligence without representation The WritePass Journal

Intelligence without representation INTRODUCTION Intelligence without representation INTRODUCTIONWhat is Artificial IntelligenceBrooks’ ApproachTruly Intelligent Machine Conclusion ReferencesBibliographyRelated INTRODUCTION Professor Rodney Brooks’ vision is to create a truly intelligent machine without the aid of representation. He argued that when intelligence is approached in an incremental manner, with strict reliance on interfacing to the real world through perception and action, reliance on representation disappears. What is artificial intelligence? What is Brooks’ vision and his approach in achieving this? What constitute a truly intelligent machine? Is Brooks’ approach effective to create machines which are truly intelligent and what obstacles foreseen in his approach? What is Artificial Intelligence Artificial intelligence (AI) is the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable. AI is  a field in computer science seeking to create a computer system capable of sensing the world around it, understanding conversations, learning, reasoning, and reaching decisions, just as would a human. AI is a combination of computer science, physiology, and philosophy. AI is a broad topic, consisting of different fields, from machine vision to expert systems. The element that the fields of AI have in common is the creation of machines that can think. In order to classify machines as thinking, it is necessary to define intelligence. To what degree does intelligence consist of, for example, solving complex problems, or making generalizations and relationships? Research into the areas of learning, of language, and of sensory perception has aided scientists in building intelligent machines. One of the most challenging approaches facing experts is building systems that mimic the behaviour of the human brain, made up of billions of neurons, and arguably the most complex matter in the universe. AI has come a long way from its early roots, driven by dedicated researchers. AI really began to intrigue researchers with the invention of the computer in 1943. In 1950, Alan Turing proposed a test for artificial intelligence in which a human being is asked to talk with an unseen conversant. The tester sends questions to the machine via teletype and reads its answers; if the subject cannot distinguish  whether the conversation is being held with another human being or a machine, then the machine is deemed to have artificial intelligence. No machine has come close to passing this test, and it is unlikely that one will in the near future. Researchers, however, have made progress on specific pieces of the artificial intelligence puzzle, and some of their work has had substantial  benefits. One area of progress is the field of expert systems, or computer systems designed to  reproduce the knowledge base and decision-making techniques used by experts in a given field. Such a system can train workers and assist in decision making. MYCIN, a program developed in 1976 at Stanford University, suggests possible diagnoses for patients with infectious blood diseases, proposes treatments, and explains its reasoning in English. Corporations have used such systems to reduce the labour costs involved in  repetitive calculations. A system used by American Express since November 1988 to advise when to deny credit to a customer saves the company millions of dollars annually. A second area of artificial intelligence research is the field of artificial perception, or computer vision. Computer vision is the ability to recognize patterns in an image and to separate objects from background as quickly as the human brain. In the 1990s military technology initially developed to analyze spy-satellite images found its way into commercial applications, including monitors for assembly lines, digital cameras, and automotive imaging systems. Another pursuit in artificial intelligence research is natural language processing, the ability to interpret and generate human languages. In this area, as in others related to artificial intelligence research, commercial applications have been delayed as improvements in hardware- the computing power of the machines themselves- have not kept pace with the increasing complexity of software. The field of neural networks seeks to reproduce the architecture of the brain- billions of connected nerve cells- by joining a large number of computer processors through a technique known as parallel processing. A fuzzy systems is a  subset of artificial intelligence research based on the assumption that the world encountered by humans is  filled with approximate rather than precise information. Interest in the field has been particularly strong in Japan, where fuzzy systems have been used in  different applications, from operating subway cars to guiding the sale of securities. Some theorists argue that the technical obstacles to artificial intelligence, while large, are not  attainable. A number of computer experts, philosophers and futurists have speculated on the ethical and spiritual challenges facing society when artificial intelligent machines begin to  mimic human personality traits, including memory, emotion, and consciousness. Brooks’ vision Professor Rodney Brooks stated in his report his approach of creating artificial intelligence as [1]: We must incrementally build up the capabilities of intelligent systems, having complete systems at each step of the way and thus automatically ensure that the pieces and their interfaces are valid. At each step we should build complete intelligent systems that we let loose in the real world with real sensing and real action. Anything less provides a candidate with which we can delude ourselves. He backed his approach by claiming to have [1] built series of autonomous mobile robots following this approach and made mention to have reached an unexpected conclusion (C) and have a rather radical hypothesis (H). (C)  Ã‚   When we examine very simple level intelligence we find that explicit representations and models of the world simply get in the way. It turns out to be better to use the world as its own model. (H)  Ã‚  Ã‚   Representation is the wrong unit of abstraction in building the bulkiest parts of intelligent systems. Brooks’ Approach Incremental Intelligence Brooks stated in his desire to build completely autonomous mobile agents that co-exist in the world with humans and they shall be seen by human beings as intelligent beings in their own right. He called such agents Creatures. He declared this as his intellectual motivation however, immediately declared his non-particular interest in demonstrating how human beings work. Having considered the parable of the AF researchers, he convinces himself to tread carefully in the endeavour to avoid some nasty pitfalls. He considered the problem of building these Creatures as an engineering problem. He then stated some of the requirements he needed in order to build these Creatures as: A Creature must cope appropriately and in a timely fashion with changes in its dynamic environment. A Creature should be robust with respect to its environment; minor changes in the properties of the world should not lead to total collapse of the Creatures behaviour; rather one should expect only a gradual change in capabilities of the Creature as the environment changes more and more. A Creature should be able to maintain multiple goals and, depending on the circumstances it finds itself in, change which particular goals it is actively pursuing; thus it can both adapt to surroundings and capitalize on fortuitous circumstances. A Creature should do something in the world; it should have some purpose in being. Having set out all the requirements he needed to build the Creature, he then considered some of the valid engineering approaches needed in achieving these requirements. He stated that it is [1] necessary to decompose a complex system into parts, build the parts, then interface them into a complete system. Decomposition by function Traditionally, the notion of intelligent systems has been of a central system with perceptual modules as inputs and action modules as outputs. The perceptual modules deliver a symbolic description of the world and the action modules take a symbolic description of desired actions and make sure they happen in the world. This makes the central system a symbolic information processor. Brooks argued that the central system be decomposed into smaller pieces. He also stressed that when researchers working on a particular module get to choose both the inputs and the outputs that specify the module requirements he believe there is little chance the work they do will fit into a complete intelligent system. He made mention of a bug in the functional decomposition approach which is hard to fix and admitted the need of a long chain of modules to connect perception to action. He rounded up decomposition by function saying these modules must be built first in order to test any of them but emphasis that until realistic modules are built it is highly unlikely that they can predict exactly what modules will be need or what interfaces the Creatures will need. Decomposition by activity This is an alternative decomposition aforementioned which makes no distinction between peripheral systems, such as vision and central systems. Rather the fundamental slicing up of an intelligent system is in the orthogonal direction dividing it into activity producing subsystems. Each activity or behaviour producing system individually connects sensing to action. This activity producing system is referred to as layer. An activity is said to be a pattern of interactions with the world. Another name for these activities is said to be skill. The word activity was chosen however, because the layers must decide when to act for themselves, not by some subroutine to be invoked at the beck and call of some other later. Brooks gave an advantage of this approach as giving an incremental path from very simple systems to complex autonomous intelligent systems. He stressed the necessity of building one small piece at each step of the way and interfacing it to an existing, working, complete intelligence. No Representation versus No Central Representation Another Brooks’ approach is to eliminate the idea of having a central representation or central system. He said and I quote â€Å"Each activity producing layer connects perception to action directly. It is only the observer of the Creature who imputes a central representation or central control. The Creature itself has none; it is a collection of competing behaviours. Out of the local chaos of their interactions there emerges, in the eye of an observer, a coherent pattern of behaviour. There is no central purposeful locus of control.†Ã‚   He claimed however, that there need be no explicit representation of either the world or the intentions of the system to generate intelligent behaviours for a Creature. He acknowledged the fact that an extremist might say that his approach do have representations however, swiftly defended his approach by claiming that are just explicit. He differentiates his approach from the standard representation by claiming; No variables need instantiation in reasoning processes. No rules which need to be selected through pattern matching. No choice to be made. To a large extent the state of the world determines the action of the Creature. The methodology, in practice In order for Brooks to build systems based on activity decomposition so that they are truly robust he stated that they must follow a careful methodology. Methodological maxims First, it is vitally important to test the Creatures they build in the real world; i.e., in the same world that we humans inhabit. He also point out that it is disastrous to fall into the temptation of testing them in a simplified world first, even with the best intentions of later transferring activity to an unsimplified world. With a simplified world (matte painted walls, rectangular vertices everywhere, colour blocks as the only obstacles) it is very easy to accidentally build a submodule of the system which happens to rely on some of those simplified properties. This reliance can then easily be reflected in the requirements on the interfaces between that submodule and others. Second, as each layer is built it must be tested extensively in the real world. The system must interact with the real world over extended periods. Its behaviour must be observed and be carefully and thoroughly debugged. When a second layer is added to an existing layer there are three potential sources of bugs: the first layer, the second layer, or the interaction of the two layers. Eliminating the first of this source of bugs as a possibility makes finding bugs much easier. Furthermore, there is only one thing possible to vary in order to fix the bugs- the second layer. Truly Intelligent Machine Conclusion References [1] Brooks, R. (1991). Intelligence without representation. Artificial Intelligence 47 , 139-159. Bibliography Kurzweil, Ray.  The Age of Spiritual Machines.  New York: Viking, 1999. Partridge, Derek.  A New Guide to Artificial Intelligence.  Norwood, N.J.: Ablex, 1991. Shapiro, Stuart C., ed.  Encyclopedia of Artificial Intelligence.  2d ed. New York: Wiley, 1992. Turbam, Efraim.  Expert Systems and Applied Artificial Intelligence.  New York: MacMillan, 1992. answers.com/topic/artificial-intelligence

Management information system case study Example | Topics and Well Written Essays - 1250 words

Management information system - Case Study Example The system developed by Kronos is induced with latest technology that takes into account several factors such as sales in individual Wal-Mart stores, customer traffic during peak hours, number of units sold, average time taken to sell a television as well as average time taken to unburden a truck full of shipment. All this information is logged onto the system with an increment of 15 minutes and the data is then measured against the information logged in the previous year. This allows the system to anticipate the requirement of workers at a particular time and thereafter a flexible schedule is prepared. However, this new system has met with severe criticism from employees as many of them have expressed their concern about the decreasing stability of their jobs which in turn may create financial adversity for them. In light of these facts, what follows is a case study regarding the ethical dilemmas facing the company and its employees as well as the consequences of implementing this s ystem. The flexible scheduling system developed by Kronos may lead to unpredictable scheduling of work hours which may jeopardize the work life as well as personal life of employees. The system may entail an employee to be present on call during rush hours or may also require an employee to be present during the night shift in the 24 hours Wal-Mart outlet in spite of the employee’s inconvenience. The underlying problem in this case is that employees have no choice other than complying with the system as non compliance may result in the termination of their employment contract. In fact, many of the Wal-Mart associates have expressed their concern regarding the fact that this system is being used by senior managers in order to pressurize the workers to work for more hours without even considering about the impact that such pressure may have on the lives of the worker. Therefore the ethical dilemma that is being faced by Wal-Mart is the fact that the system is in

Midterm Exam Essay Example | Topics and Well Written Essays - 750 words

Midterm Exam - Essay Example It led to a hostile response to certain policies and the intent reaction against the reform enthusiasm of the Progressive Era. Diplomats and Politicians argued in reference to the peace treaties and the entry of America in the League of Nations, which at the point did not work due to the isolationist opinion that had dominated (Norton 623). On the other hand, the progressive era in America was dominated by reforms in politics and social activism. Its main agenda was to purify the government by bringing to light those political figures that were involved in major corruption. Through this era, there were major reforms in the government, finance, industry and other areas. For example, there was the ‘nineteenth Amendment of 1920 that guaranteed female suffrage a reform that was essential in ensuring that enough votes had been consolidated from them especially then that women had been allowed to vote in all the 48 states. (Norton 624) Essentially, around 1919, there were chief strik es in the meatpacking and steel industries and large –scale race riots that were witnessed in Chicago and other cities. Wall streets had terrorist attacks, which culminated to fears of radicals and terrorists. For example, the community of German and the Irish Catholic community were disappointed in the foreign policy that had been brought up by the democratic president Wilson leading to a critical weakening of his political position especially after he was said to have suffered from a severe stroke. Thus, it was evident that the presidential elections came as a referendum that was meant to go against the progressive era, which basically fought for the right on most of the citizens in America (Norton 625). In 1920 many Americans were exhausted of war, and the constant attempts to have reforms including the passing of moral legislation. It is at about this time that Harding came up with a policy of returning things to normalcy, which he attempted to capitalize on so as to curb the feelings of the populist. Essay Two Explain in detail the differences between President Franklin Roosevelt’s First and Second Newdeals. What did each focus on and why or why not do you feel they were successful? During the campaigns for the presidency, Franklin .D. Roosevelt promised the people of the United States of America ‘New Deal’ due to the economic depression that was witnessed. Hence, there was a dire need to end the depression as the most important political issue. As soon as he was voted in as a democrat Roosevelt, a former governor of the New York had two deals (Norton 745). The first new deal was the reverse of the financial system of America, institute relief programs, as well as, the crisis that had been witnessed in agriculture and industry. Essentially, the Democratic Party under the leadership of Roosevelt provided relief food for the poor, and gave a balance to the traditional policies of the federal budget, supported the gold standard and led to the reduction of the size of the government. This new deal was successful because it gave direct payment to the poor and unemployed, and there was the revival of manufacturing which contributed to the end of the depression (Norton 746). The second new deal was dominated by the continuation of the

Online Teaching Assignment Example | Topics and Well Written Essays - 1000 words

Online Teaching - Assignment Example It is also directly tied to their inability to pick up auditory social cues. This can result in a deaf person becoming generally irritable. WHO says "Children with hearing impairment often experience delayed development of speech, language and cognitive skills, which may result in slow learning and difficulty progressing in school".(1) A serious problem has been the long-term sustainability of our work. While it may be useful in the short term to inject manpower, money and technology into a program to aid the disabled, the work must be sustained particularly by the organization being assisted. Therefore, we have come to realize that technologists and disability workers have to work closely and cooperatively to effect a lasting change. Trust and mutual support must be present. But the effort will be sustainable if those numbered among the disabled are enabled to provide self-help for their fellow members. By their examples, other disabled will be motivated to emulate their success. The hearing impairment is spread thought the world. "According to 2005 estimates by the World Health Organization (WHO), 278 million people worldwide have moderate to profound hearing loss in both ears."(2) I believe developing software for hearing impaired children is the best idea. ... Trust and mutual support must be present. But the effort will be sustainable if those numbered among the disabled are enabled to provide self-help for their fellow members. By their examples, other disabled will be motivated to emulate their success. Background The hearing impairment is spread thought the world. "According to 2005 estimates by the World Health Organization (WHO), 278 million people worldwide have moderate to profound hearing loss in both ears."(2) As I. King Jordan (Former President of Gallaudet University) has said "Deaf people can do anything, except hear."- (3) So I believe that hearing impaired children can be merged with our society. I believe developing software for hearing impaired children is the best idea. Animated tutors can be programmed to be patient with learners and never become angry, tired or bored. Applications with animated tutors perceived as supportive and likeable will engage foreign language and ESL learners, reading impaired, autistic and other children with special needs in face-to-face computerized lessons. One of this software is named Badli. "Information technology (IT) research has created a 3D computerized tutor that helps profoundly deaf children to develop their conversational skills. Baldi" the animated instructor converses via the latest technologies for speech recognition and generation, showing students how to understand and produce spoken language."(4) This system is so accurate that several schools are successfully using Baldi in the classroom to teach speech, reading and other language skills to children with hearing loss, autism, and dyslexia. The potential application of Baldi to other markets such as the educational publishing, foreign language and English as a Second Language ("ESL") markets is

Influence Technique Essay Example | Topics and Well Written Essays - 500 words

Influence Technique - Essay Example I had my chance to apply the persuasion technique once when I worked part-time as a life planner. A life planner ( commonly known as an insurance salesman) is not an easy job. The rewards are great but a person must be equipped with good persuasive skills to become successful in this field. During the training, we were equipped with all the information we needed to educate potential clients; however, the real experience presents a lot of surprises for a rookie. Before graduating from the training, we must pass a role-playing with a very critical customer. This means I must be able to handle all the rejections carefully and convert them into neutral statements. The main point of the test is to sell the concept of life insurance and sell our services to the person. The person I was trying to influence is a married man who comes from a middle-class family. He is knows the value of life insurance but does not know much about our company. The strategy employed. The strategy I used was rec iprocity for a number of reasons. First, it is our first time to meet so there is no interpersonal relationship yet. Rather, both parties were using mutual trust on the assumption that we’re both professionals. Also, I have something to offer that can provide long term benefits for the person.

Research proposal Essay Example | Topics and Well Written Essays - 1000 words - 5

Research proposal - Essay Example The study will therefore focus on establishing various formal verification and security methods. The methods are expected to play a crucial role in the minimization of computer crimes and information wars. Formal verification and security are of great importance in the growth of hard ware and software systems. In the past years, there has been a tremendous progress in both the speed and capacity of constraint technology. In the 19th century the percentage of computer crimes and information war were very low. This was greatly attributed to lack of industrialization hence low technology advancement. However, in the 21st century, technology has drastically emerged amongst many societies in the world. Brake and Johnson (2001), states that technology has greatly advanced leading to computerization of various homestead and commercial based systems such as mobile phones, washing machine, automated teller machines among others. The increase in technology has led to emergence of various computer crimes and information wars hence the need for formal verification and security methods. Original methods and approaches are now being developed in order to protect the systems involved against attackers, to identify the attackers and to collect sensitive information so as to eliminate the threats. In the past, security protocols were designed and verified through informal techniques. The absence of formal verification led to security errors remaining undetected. Recently, emergence and presence of formal verification techniques have led to provision of a systematic way of discovering protocol flaws. Due to the increase in computer crimes, information wars and computer intrusions, the study purports to establish effective formal verification and security methods. The methods are expected to reduce computer crime rates in the world. The study also focuses on exploring possible applications of

Influence Technique Essay Example | Topics and Well Written Essays - 500 words

Influence Technique - Essay Example I had my chance to apply the persuasion technique once when I worked part-time as a life planner. A life planner ( commonly known as an insurance salesman) is not an easy job. The rewards are great but a person must be equipped with good persuasive skills to become successful in this field. During the training, we were equipped with all the information we needed to educate potential clients; however, the real experience presents a lot of surprises for a rookie. Before graduating from the training, we must pass a role-playing with a very critical customer. This means I must be able to handle all the rejections carefully and convert them into neutral statements. The main point of the test is to sell the concept of life insurance and sell our services to the person. The person I was trying to influence is a married man who comes from a middle-class family. He is knows the value of life insurance but does not know much about our company. The strategy employed. The strategy I used was rec iprocity for a number of reasons. First, it is our first time to meet so there is no interpersonal relationship yet. Rather, both parties were using mutual trust on the assumption that we’re both professionals. Also, I have something to offer that can provide long term benefits for the person.

Should liberalist states promote their policies abroad Is force a Essay

Should liberalist states promote their policies abroad Is force a legitimate instrument in securing these goals - Essay Example The questions asked are; is liberalism really a bad ideology that it has to be forced on other nations and how can the citizens of various nations benefit from liberalism? This paper supports the notion that liberalist states should promote their policies abroad but force should not be used as a legitimate instrument in securing these goals. Policy making was largely influenced by liberalists in the twentieth century. The liberalists influenced Public opinion and their liberal views were embraced as they gave the people hope for having free elections, religious freedom, free press, free markets, associational pluralism, free movement and many other associated benefits. However, with the First World War, liberal views subsided but after the Second World War, there was revival of liberal views marked by the establishment of United Nations. The cold war power politics extinguished liberalism again but in the 1990s; there was a beacon of hope as the Western countries announced the establ ishment of a new world order (Dunne 1). The leaders who came up with the new world order gave their justifications why the world should embrace liberalism over other ideologies but after the World Trade Centre was destroyed by a terrorist attack on September 11, 2001, America seemed to abandon liberalism and embraced realism. The United States of America and its counterparts have attempted to solidify power around them and decided to seek vengeance among their perceived enemies and the nations that sympathize with them. The paper expounds on the matter, showing liberalism to be founded on temperateness, compromise, moderation, and peace while realists strive to introduce a common power in order to achieve progress, justice and law (Dunne 2). For a long period, liberalism has been utilized to depict abroad range of practices, ideas, movements, and parties in various societies. It was mainly used to oppose the systems of governance that were oppressive and denied the citizens some pri vileges. Liberalism was used as a force of liberation for the people to obtain free initiatives from existing governments. When used as a political philosophy, liberalism can either refer to individual rights shared by liberals or basic principles of constitutional authorities. Classical liberals advocated for liberty, the segmentation of political powers, economic freedom, rights to own property, freedom of speech and thoughts, independent civil societies and religious liberty. Egalitarian aspects have influenced modern democratic liberalism in addition to the other aspects that classical liberalists advocated for, thus social equality serving as the foundation of modern-day liberal politics (Starr 34). Liberalism can be defined in four dimensions, which look into its different aspects. Firstly, when relating to the law, all the citizens are equal, meaning that they are equally bound by the law and bear basic rights to religious toleration, education, and free press among other rig hts. Secondly, the legislative body of a nation can only exercise authority vested in it by the citizens and is not permitted to abuse their rights. Thirdly, an individual has the right to property ownership and productive forces. Fourthly, liberalism identifies the free, market driven economic exchange system as the most effective and disparages market systems that are controlled and regulated bureaucratically. When one considers these four

GAP Analysis Essay Example for Free

GAP Analysis Essay My profession of interest is: _Energy Analyst_ Please visit the O*NET Web site, and research the knowledge, skills, and abilities (KSAs) that are required for your desired profession. Complete the chart below to identify which of the KSAs you already have and which KSAs you need to acquire. KSA required in your desired job or profession Description of how you meet this requirement If you do not meet this requirement, how can you acquire it? Building and Construction Knowledege Past Work with Mario Sinicola Construction and Certified Electrician Customer Service and Personal Service Experience with Customers with CountryWide lending General Studies of Math, Physics, Design, and English Aquiring my Associates degree in general business and working on bachelors in Energy Deductive Reasoning Have basic understanding to apply general rules to help the answer make sense Near Vision I have two eyes with both of them having 18/20 vision System Analysis To obtain knowledge through work experience and also studies through school to gain the information needed. Part 2: Goal Setting Using your gap analysis and what you have learned in this phase, set 3 short-term goals to fill the gaps that you have in your KSAs and qualifications. Please make sure your goals are SMART: Specific Measurable Action-oriented (What action will you take?) Realistic Timed Gap in your KSA qualifications Short-term goal to fill the gap Time frame to be completed No degree in analysis or basic business Find a business and become an apprentice 1.5 years Obtain Business degree in data and Energy Analysis Use exiting work and also find others already working in the field and gain knowledge from there 2 years General Studies Continue education through college 6 months Part 3: Revised Elevator Speech My name is Gabriel Cheney; currently I am a student at Colorado Technical University. I have been in the U.S. Army and also sales man for multiple types of businesses. I am currently working on my associates degree in general business and looking to work towards a bachelor degree in Data Analysis. I currently am working at a small software company that develops and produces point of sale systems for salons across the world. I am looking to find a position in the company the will allow me to grow in this field that I wish to work in the future.

Types Of Risks Associated With Tourism Tourism Essay

Types Of Risks Associated With Tourism Tourism Essay A fundamental worldwide issue is to critically assess how potential holiday seekers perceive the concept of risk and safety as related to tourism. It is particularly essential in the actual political and socio-economic situation when travellers are facing an increasing risk when they travel away from their usual place of stay. Today, the probability of risk that an individual will be a victim of terrorism, international conflict, health hazard or natural disaster is very considerable. If the tourism industry is going to be successful, a thorough understanding of international tourists perceptions of risk and safety is required. Ensuring safety is therefore a prerequisite and the minimum for the basic operations of the tourism industry. As a result, the issues of risk and safety within the tourism industry justify attention and research. Many researchers make a clear distinction between safety and security but some tourism and hospitality researchers do not. It is important to know that tourism security and safety are not alike to other forms of security and safety. Due to the unique characteristics of the service industry in which the tourism industry forms part, some researchers have come up with a new definition; Rather than divide safety from security, some tourists experts merge these two notions into one overall term, tourism surety, (Tarlow, 2007b). Assuring people of safety and security at destinations is an essential condition for tourism growth (Cavlek, 2002). Nature of Tourism By its very nature, tourism is a worldwide and strongly competitive sector. Although naturally exposed to economic crunch, natural calamities and outbreaks of warfare and epidemics, international tourism has shown significant resilience in recuperating from the hostile effects of such harmful, but short-term, factors. However, not only does the buyer have to spend relatively huge amount of his/her disposable income to buy the tourism product, he also sees it in a subjective and experiential manner. As a result, tourism is highly sensitive to perceptions of danger and lack of safety and security. It is in this framework that lack of safety and security and occurrences of crime represent a more severe menace to travel and tourism than any other negative factor. Tourism and travel is now considered one of the worlds largest industries: the UNWTOs (United Nations World Tourism Organization) Tourism 2020 Vision forecasts that international arrivals are expected to reach nearly 1.6 billion by the year 2020. Of these worldwide arrivals in 2020, 378 million will be long-haul travellers and 1.2 billion will be intraregional (UNWTO, 2008). Types of risks associated with Tourism The five major risks associated with tourism are terrorism (Richter, 2003), war and political instability (Sonmez, Apostolopoulos, Tarlow, 1999), health (Richter, 2003), crime (Dimanche Lepetic, 1999), and cultural and language difficulties (BasalaKlenosky, 2001). These risks are of growing importance in the global tourism environment and present threats not only to tourists but also host societies and the tourists home nations (Richter, 2003). Type of risk Examples Crimes Possibility of being robbed, becoming a subject of rape or murder Cultural Possibility of experiencing difficulties in communicating with foreigners, cultural misunderstanding, inability to adjust to a foreign way of life and standards Equipment Possibility of mechanical, equipment, organizational problems occurring during travel or at destination (transportation, accommodation, attractions) Financial Possibility of not obtaining value for money; losing or wasting money if travel expectations are not fulfilled Health Possibility of becoming sick while traveling or at the destination Performance Possibility of not receiving holiday benefits due to the travel product or service not performing well Physical Possibility of being physically injured, includes danger and injury detrimental to health (accidents) Political Possibility of becoming involved in the political turmoil of the country being visited Psychological Possibility that travel experience will not reflect travelers personality or self-image, damage self-image, reflect poorly on personality Satisfaction Possibility of not achieving personal satisfaction and/or self-actualization with travel experience Source: Sonmez and Graefe (1998a); Basala and Klenosky (2001); Dimanche and Lepetic (1999). Safety and Security in the Tourism sector Tourisms primary goal is to fulfil peoples travel desire and holidays expectations. In order to achieve the above mentioned goals, providers of tourist facilities need to make sure that safety and security of their guests are respected. The tourism industry is safety and security dependent (Tarlow Santana, 2002). Perceptions of safety greatly influence tourists intentions to travel internationally. Lack of safety is a strong predictor of tourists avoiding some tourist destinations (Sonmez Graefe, 1998a). Also it is important to know that: Perceptions of travel risk, anxiety, and perceptions of safety are important determinants of international travel (Reisinger Mavondo, 2005). The issue of Safety and Security has gained more importance in the Tourism industry during the past decade. The safety component of the tourism health and safety problem has received relatively little attention from tourism and safety management researchers. This particular topic is of fundamental importance globally when we aim at providing quality service in the tourism sector. Safety and security has been identified as one of the five global forces that will drive the tourism industry in the new millennium (Chiang 2000). Successful tourism development is subject to the reduction of risks associated within a destination. Quality service being an important dimension of the tourism industry; safety and security need to be put forward in order to achieve our objective of quality service. Compared to any other economic activity, the tourism sector is highly dependent on our ability to accommodate our guests with a secure and safe environment. In tourist destination areas, it has been n oted that tourists are more likely to be potential victims of crimes. According to Ryan (1993), crime can impede tourism by wielding a significant blow to the fragile nature of a destinations safe image. It is therefore very important to capitalise all our efforts to providing a crime free destination for the tourists. Tourism is also about providing quality experience to the guests. Safety and security are seen as a priori for a prosperous tourism industry in any destination (Pizam et al., 1997; Neumayer, 2004). The UNWTO includes safety and security as a determinant of quality tourist product (UNWTO, 2003). For a tourism product or service to comply with the UNWTOs safety and security standard, it should not pose a threat to the life, health and other interests, and integrity of the consumer. As outlined by the UNWTO, the concern for safety and security is reflected in several components of tourism experience, including health, cleanliness of accommodation facilities, and reliable and accurate information. Tourists attributes Tourists clearly possess a number of characteristics which account for their increased vulnerability (Sparks 1982). Tourists are tempting targets because they are known to carry large sums of money (Fujii and Mak 1980; Chesney-Lind and Lind 1986). They also carry items of value such as cameras, cash and credit cards (Ryan 1993). Here are three definitions that explain in details the attributes of holidaying tourists and how these attributes can put their safety and security in jeopardy. Due to those luxury and expensive equipment that they usually carry with them, they can be easily spotted. Parallel to the growth of tourism, many coastal areas of Mauritius continue to experience significant social problems. Many people in these areas are still underprivileged, and the poverty gap between the rich and the poor remains among the highest. Tourists are viewed as rich people and this can create a feeling of resentment or frustration from the local population as they usually do not posses s the same luxury goods and would like to have the same. The latter are thus tempted to enter into illegal actions such as attacking tourists to steal their belongings. How to address such issues? This is the real question here. These luxury and expensive items are needed to make their stay in a particular destination memorable, we cannot deny it. Taking pictures and filming the destination both form part of the traditions and folklore of the tourism industry. For these guests it is a way to immortalise their unique experience at the destination, hence, we cannot forbid tourists to carry those expensive equipment while they are on holidays on our island but instead we should provide them with a secure and safe environment where they shall feel comfortable to move around. Tourist perceptions on a destinations level of safety Furthermore, if tourists have a negative impression of a destination where they feel threatened or unsafe, they shall develop a negative attitude towards that particular destination whereby customer loyalty is likely to suffer a lot. For example, because of the US-Libya military confrontation in 1985, nearly two million Americans changed their foreign travel plans in 1986, which resulted in a 30% decrease in visitation compared with the previous year. (Richter Waugh, 1986; So ¨nmez Graefe, 1998b; Edgell, 1990). This can impact badly on the tourism industry in the area and thus induce a decline in tourists arrivals in the area. According to George (2003: 577), this can happen in the following ways: (1) Prospective tourist may decide not to visit the destination because it has a reputation for having a high crime rate. (2) If tourists feel unsafe at a destination, they are not likely to take part in activities outside their accommodation facility. (3) Tourists who have felt threate ned or unsafe are not likely to return to the destination, and they are not likely to recommend the destination to others. So ¨nmez Graefe (1998b) indicated that despite the tourism industrys worldwide economic strength, terrorism and political turmoil present major challenges to the industry. For instance the political unrest that is present in various African countries like Egypt, Tunisia and Libya has contributed to a negative impact on these countries as potential tourist destinations. It is therefore very important to portray a very positive image of a tourist destination, otherwise this could impede badly on the reputation of the destination. According to South African Tourism Brand Tracker, in January 2005 (DEAT 2005:29), 22-25 million potential travellers across eight key markets (the USA, the UK, Germany, France, the Netherlands, Australia, India and China) did not consider South Africa as a travel destination over the past 5 years because they were concerned about safety. The persisting perception that South Africa is an unsafe destination, with an uncontrollable crime situation, can also influence the potential tourists decision-making process (Minnaar 2007:13; Van Niekerk and Oelofse 2007:1) not to attend the event If Mauritius or other island destinations were to witness such an unsuccessful marketing campaign in regards to its tourism sector, this would be catastrophic for the economic survival of such destinations which are highly dependent upon tourists receipts. Crimes engaged against tourists are widely publicized around the globe and have an instant impact in terms of decreasing foreign visitor numbers and th e international image of the area as a tourist destination. Information on potential Risks at the destination Mawby (2000) proposed that tourists should be informed of the risks of visiting tourist areas in order to reduce fear of criminal incidents while holidaying. In a view of providing tourists with a high quality experience during their stay at a destination, they should be given sufficient information on the area. As such, they should be informed on the risks that are present in the tourist areas; hence they shall be better prepared to face any dramatic situations. It is also important that tourists are informed of the emergency processes to be adopted in case they are victim of any kind of crime. For instance, they should be given emergency telephone numbers e.g. Fire services, Police services, Hospital, Ambulance services etcà ¢Ã¢â€š ¬Ã‚ ¦ According to George (2002), tourists fear of crime might be derived from several sources, such as their own experience of crime, discussions about crime with their friends and acquaintances, exposure to crime through mass media (television, the in ternet, newspapers and radio), and perceptions of actual crime rates, as well as their perceptions of police effectiveness at the destination. It should be noted that perceived risk has a great influence on the guest during his stay at a particular destination although, that in reality, it does not exist. On the other side, an unperceived risk will not affect consumer behaviour even if it is real and tangible. However unperceived risk might be more dangerous as sometimes guests are not aware of their presence and therefore they are not prepared to face such situations. The tourism authority or other tourism linked organisations should acknowledge the fundamental role that media plays in projecting a good image of a tourism destination. It is how media will publicize crime committed against tourist and how the authorities through media will manage to reassure potential visitors of the level of safety available at the destination that will determine the long term success of a destination. Tsaur, Tzeng and Wang (1997) used an Analytic Hierarchy Process method to determine the weight of various risk evaluation criteria of six representative group package tour itineraries for Taiwanese tourists. Their study was intended to cover two main types of risk: physical risk which refers to the possibility that an individuals health is likely to be exposed to injury and sickness because of conditions such as law and order, weather, and hygiene; as well as equipments risk which refers to the dangers arising from the malfunctioning of equipment, such as insufficient telecommunication facilities, unsafe transportation, and breakdown of vehicles. Safety and Security of tourists should not be viewed at one side of the coin only, that is providing safety and security only in the hotel resort or while they are on tourist trips, the subject should be addressed in a more holistic way. Safety and Security of tourists should be the concern of the authorities at all times, hence places that are well known to be visited by tourists should be provided with a maximum level of security but not only while they are on official trips with hotel groups or Tour operators, it should be also while they are visiting on their own. Tourism is a part of the service sector whose unique characteristics (intangibility, inseparability, variability, and perishability) intensify the perceived risk compared to goods(Grà ¶nroos, 1990; Lovelock, 1996; Mitchell Greatorex, 1993; Zeithaml Bitner, 1996).We should not forget that the tourism product is exposed to factors, such as bad weather, unwelcoming host population, airport personnel on strike, inedibility of local food, terror, crime, political instability, disease, and natural disasters that account for the safety and security of tourists. Roehl and Fesenmaier (1992) were among the first to study risk perception in tourism. They asked their respondents about the types of risk present in vacations in general and about types of risk present during their most recent overnight trip. (Page and Hall 2002, Lynch (1960). They suggested that unfamiliarity and difficulties with environmental learning had implications for fear. Other studies have also stressed on the issue of overseas visitor unfamiliarity with the marine and road environments of the places they are visiting. One factor that can affect the safety and security perception of a destination is the level of familiarity with it. There is ample amount of literature on familiarity and its positive influence on destination image and subsequent behaviour (Milman and Pizam, 1995; Mackay and Fesenmaier, 1997; Sonmez and Graefe, 1998; Prentice and Andersen, 2000; Baloglu, 2001; Kim and Richardson, 2003; Prentice, 2004). An increased level of familiarity is purported to provid e rewards of security that outweigh potential rewards of uncertainty that is also highly likely to be costly (Burch, 1969, p. 132). Familiarity can be defined in different ways. Milman and Pizam (1995) defined familiarity as a dichotomous variable (familiar and unfamiliar) based on the existence of a previous visit. Several researchers investigated the influence of a prior visit and observed that visitors hold more accurate and positive images than non-visitors (Milman and Pizam, 1995; Selby and Morgan, 1996; Baloglu and McCleary, 1999; Richards, 2001; Rittichainuwat et al., 2001; Vogt and Andereck, 2003; Tasci, 2006 There is a tendency to think that the issue of safety and security is only at hotel but that is not always correct. Again the factor of addressing the issue in a holistic way comes forward. The picture should be viewed with all factors that make the environment of the tourism industry. The tourism industry is known to be a dynamic one which keeps on changing with time. It should not be viewed as a static industry; therefore safety and security are important factors that should be addressed the same way while dealing with tourists. The latter keep on changing, their needs and wants also. What used to be their top priority in terms of security and safety is not necessarily the same today. Therefore strategies should be amended when needed to adapt to these changes. Effects of terrorism and other forms of attacks on Tourism In the last decade, a series of safety and security events such as terrorism attacks, crimes, natural disasters, and accidents at destinations have increased. These events have prompted travellers to acquire more detailed information and knowledge about crimes, terrorism, political situations or safety and security at particular destinations (Sà ¶nmez Graefe, 1998a). The September 11, 2001 terrorist attacks on America spawned new and tightened security measures at corporations, airports, seaports, bus stations, train stations, sports stadiums and other places in the USA where large numbers of people, including tourists, are likely to gather for an event. (Borenstein 2001; Business Week, September 24, 2001; Merzer and Chatterjee 2001; Nieves and Samuels 2001): The tourists journey starts right after he/she has set foot out of his/her usual place of residence to travel to another destination to stay for more than 24 hours. After September 11, 2001 events, numerous attacks have been c arried out in Tunisia, Yemen, Morocco, Colombia, Indonesia, Philippines, and Saudi Arabia. There have been a number of terrorist attacks in Pakistan, Afghanistan, Egypt, and Iraq. After September 11, 2011 terrorist attack, safety and security of tourists has gained more importance. As mentioned earlier, the tourist experience does not occur only at the hotels, it is everywhere and 24/7. Tourism planners should therefore consider providing safety and security likewise. Since September 11, tourists have a constant apprehension to travel in the Middle East countries due to those attacks that have been perpetuated in those regions. War and political instability can deter tourists from travel. For example, the massacre in Tiananmen Square in China forced 11,500 tourists to cancel their visits to Beijing in 1989 (Gartner Shen, 1992). The Persian Gulf War in 1991 caused a massive redirection of tourists away from the Middle East. Even destinations such as Kenya and Tanzania that are far removed from the Middle East were negatively affected (Honey, 1999). The war on terror in Afghanistan has created a 54 percent decline in tourist visits to Nepal (Thapa, 2004).