Communicative Language Teaching: The Origins

Communicative Language Teaching: The Origins This chapter is devoted to the CLT approach, its origins and major features. Also the chapter sheds the light on grammar, how it is handled in language teaching, the way it is defined and lastly, and perhaps most importantly, its role in CLT. 3.1 Communicative Language Teaching CLT is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as communicative approach to the teaching of foreign languages or simply the communicative approach. 3.1.1 The Origins Educators such as Richards and Rodgers, Savignon, and Sano state that the origins of communicative language teaching are many, in so far as one teaching methodology tends to influence the next. Sano (1984:171) says that the communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation method of foreign language instruction. Richards and Rodgers (1986:93), on the other hand, claim that the origins of CLT are to be found in the changes of situational language teaching approaches, which influenced the British language teaching tradition till the late 1960s. 29 Meanwhile, Savignon (1991:262) asserts that the emergence of CLT can be traced to concurrent developments on both sides of the Atlantic, i.e., in Europe and the United States. Educators and linguists e.g., Candlin (1981: 121) and Widdowson (1978: 61) saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures. They felt that students were not learning enough realistic, whole language in those methods, i.e., situational language teaching, audio-lingual or grammar-translation method. Students did not know how to communicate using appropriate social languages, gestures, or expressions; in brief, they were at loss to communicate in the cultures of the language studied. In respect of this point, Widdowson remarks the following: The problem is that students, and especially students in developing countries, who have received several years of formal English teaching, frequently remain deficient in the ability to actually use the language, and to understand its use, in normal communication, whether in spoken or written mode (1972:15). Similarly, Howatt says that the original motivation for adopting a communicative approach in the early seventies was remedial, an attempt to overcome the inadequacies of existing, structural syllabuses, materials, and methods (1984:287). To put simply, the rapid application of these ideas by textbook writers; and the equally rapid acceptance of these new principles by British language teaching specialists, curriculum development centers, and even governments gave prominence nationally and internationally to what came to be referred to as communicative approach. There was a positive response from linguists, methodologists, and classroom teachers offering the best hope for the elaboration and diffusion of language teaching methods and materials that work, encourage and support learners in the development of their communicative competence (Savignon, 1991: 264). Although the movement began as largely British innovations focusing on alternative conceptions of a syllabus since the mid 1970s, the scope of communicative language teaching has expanded. Interest in and the development of communicative style teaching mushroomed in those years; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. Also, numerous textbooks for teachers and teacher trainers expound on the nature of communicative approaches and offer techniques for varying ages and purposes (Brown, 1994: 217). It is this socio-linguistic perspective, which is the unifying principle and the driving force behind a communicative approach to language teaching (Sano, 1984: 174) Although this socio-linguistic approach is basically a language theory rather than a learning theory, taking into account Richards and Rodgers definition of approach, CLT encompasses a theory of language and a theory of language learning, and see it as an approach than a method. Briefly, they define an approach as a set of theories about the nature of language and of language learning. It is axiomatic, as it takes a number of assumptions as a starting point. A method, on the other hand, is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented. Besides, these writers claim, at the level of language theory, CLT has a rich, if somewhat eclectic theoretical base (1986:102). 3.1.2 Language Theory The rise of interest in the individual and in relationships among individuals, which characterized the sixties, marked the emergence of socio-linguistics, that branch of science where sociology and linguistics meet. A new light was shed on language, not simply as a system of structurally related elements, which form a rule, but as a vehicle for the expression of meaning and social interaction. In other words, the structural view was supplemented with a functional, a semantic and interactional view. It was this idea of language as communication that started off the whole communicative movement (Savignon, 1991: 266). And it was Hymes (1972) that made history by challenging Chomskys view on linguistic competence, and replacing it by the notion of communicative competence (cited in Savignon, 1991: 269). In the words of Canale and Swain (1980:7) communicative competence refers to the interaction between grammatical competence, or knowledge of the rules of grammar, and socio-linguistic competence, or knowledge of the rules of language use. In other words, rules of use and rules of usage are complementary and not mutually exclusive. According to them; the primary goal of a communicative approach must be to facilitate the integration of these two types of knowledge for the learner (1980: 25). Savignon notes that communicative competence characterizes the ability of language learners to interact with other speakers to make meaning, and [it] is relative, not absolute, and depends on the cooperation of all the participants involved (1983:9). Broadly speaking, communicative competence is an aspect convey and interpret messages and to negotiate meanings interpersonally within specific contexts. According to the socio-linguistic theory, the act of communication is seen not as basically an exchange of linguistic messages, but rather as a social phenomenon in which the use of language plays a part. In the field of the ethnography of communication, which Stern (1983:220) defines as the study of the individuals communicative activity in its social setting. language is a sub-ordinate, yet integrated part of social and situational systems, which are actually behavior patterns. Halliday argues the existence of a semantic network which is the linguistic realization of patterns of behavior. He postulates that the more we are able to relate the options in grammatical system to meaning potential in social contexts and behavioral settings, the more insight we shall gain into the nature of the language system (1978:44). In his functional account of language use, Halliday has criticized Chomskys linguistic, theory of competence. He says Linguistics is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus (1970:145). This view complements Hymes opinion of communicative competence, and we can only understand language if we view it as an instrument or as a communicative tool. To which Widdowson (1979:50) adds that once we accept the need to teach language as communication, we can obviously no longer think of language in te rms only of sentences. This statement provides the justification for the emphasis on discourse in CLT. 3.1.3 Learning Theory In contrast to the amount that has been written in CLT literature about communicative dimensions of language, little has been written about learning theory. However, two of the general learning theories, which emphasize common features among learners, are cognitive theory and skills theory. 3.1.3.1 Cognitive Theory According to cognitive theory, learning involves the ability to understand, to anticipate, and to relate new information to pre-existing mental structures. This focus on meaningful learning is derived from an attempt to make sense of the world. The heavy reliance of CLT practitioners on the mental schema theory is exemplified by Brumfits statement that new learning must be closely assimilated with what is already known, and if language is being learnt for use, then new learning must be directly associated with use (1979:189). Hence, at the level of learning theory this view supports Hallidays claim about the semantic network as a bridge between linguistic form and behaviour pattern, a link between words and the world. As Stern (1983:261) posits The learner must become a participant in a real-life context of language use as a condition of effective learning. Macdonough (1981:27) describes the cognitive process as hypothesis testing, and adds, significantly, that rules can only be found if the risk of error is run (ibid: 29). This view is reflected in the great tolerance of CLT towards errors. Errors are not to be avoided at all cost; they are not to be seen as evidence of non-learning, but being an external manifestation of the continual revision of the inter-language system. They are essential elements in the learning process. 3.1.3.2 Skills Theory This theory emphasizes the importance of cognitive learning and practice. However, advocates of this theory reject mechanical practice altogether as being totally irrelevant to genuine learning. Skills theory links mental and behavioural aspects of performance through a hierarchically organized set of plans, in which low level of automation is necessary to free attention for high level of planning. In this regard, Littlewood states the following: The cognitive aspect involves the internalization of plans for Creating appropriate behaviour. For language use, these plans derive mainly from the language system they include grammatical rules, procedures for selecting vocabulary, and social conventions governing speech. The behavioural aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance (1984:74). Skill practice is considered as a legitimate learning principle (Richards and Rodgers 1986), provided that it offers natural options of language use which reproduce the kinds of choice that occur in spontaneous communication (Stern 1983:260). 3.1.4 Major Features CLT is, relatively, a newly adapted approach in the area of foreign/second language teaching. CLT is a hybrid approach to language teaching, essentially progressive rather than traditional. (Wright 2000: 7). CLT can be seen to derive from a multidisciplinary perspective that includes, at least, linguistics, psychology, philosophy, sociology and educational research (Savignon 1991:271). It is generally accepted that, proponents of CLT see it as an approach, not a method (See Richards and Rodgers 1986; Savignon 1991; Brown 1994). For Brown, for instance, [Communicative language teaching] is a unified but broadly- based theoretical position about the nature of language and language learning and teaching(1994: 244-245). He further maintains that though it is difficult to synthesize all of the various definitions that have been offered, the following four interconnected characteristics could be taken as a definition of CLT: 1. Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence. 2. Language teaching techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes. 3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. 4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts (Brown, 1994: 245). The communicative approach is a hazy concept, which can have a variety of meanings along the continuum between a strong version and a weak one. Johnson (1979: 155) argues that the weak version attempts to integrate communicative activities into an existing programme, where as the strong version claims that language is acquired through communication. According to Howatt (1984: 279) the weak version, which became more or less the standard practice in the late 70s and early 80s of the last century, stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically, attempts to integrate such activities into a wider program of language teaching. As for the strong version of communicative teaching it advances the claim that language is acquired through communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. If the former could be described as learning to use English, the latter entails using English to learn it (ibid). Howatt adds that creating information gap activities, games, role-plays, dramas, simulations etc., are some of the exercise types in the weak versions of CLT. Although we have different versions and various ways in which CLT is interpreted and applied, educators in the area, Richards and Rodgers (1986, 2001); Littlewood (1981); Finocchiaro and Brumfit (1983); Brumfit (1984); Candlin (1981); Widdowson (1978, 1979); Johnson and Morrow (1981);; Larsen-Freeman (1986); Celce- Murcia (1991b) and Johnson (1982), put some of the major characteristics of CLT as they are presented in the following subsections. 3.1.4.1 Emphasis on Language Function It is felt that students need knowledge of the linguistic form, meaning and functions. However, CLT gives primary importance to the use or function of the language and secondary importance to its structure or form (Larsen-Freeman 1986: 88; Johnson 1982:63). This does not mean that knowledge of grammar is not essential for effective communication, rather systematic treatment of both functions and forms is vital. Stressing on this, Littlewood says one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language (1981: 1). CLT suggests that grammatical structure might better be subsumed under various functional categorieswe pay considerably less attention to the overt presentation and discussion of grammatical rules than we traditionally did (Brown, 1994: 245). Emphasis is also given to meaning (messages they are creating or task they are completing) rather than form (correctness of language and language structure). For Finocchiaro and Brumfit meaning is paramount (1983:91) since it helps the learners to manage the message they engage with the interlocutors. 3.1.4.2 Fluency and Accuracy Fluency and accuracy are seen as complementary principles underlying communicative techniques (Brown, 1994:245). However, at times fluency may have to take on more importance than accuracy because fluency and acceptable language is the primary goal (Finocchiaro and Brumfit 1983:93) and accuracy is judged not in the abstract but in contexts. Fluency is emphasized over accuracy in order to keep learners meaningfully engaged in language use. It is important, however, that fluency should never be encouraged at the expense of clear, unambiguous, direct communication. And much more spontaneity is present in communicative classrooms (Brown, 1994: 246) 3.1.4.3 Teaching Techniques Language teaching techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Classrooms should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication. Emphasis on creative role plays, simulations, dramas, games, projects, etc., is the major activities which can help the learner provide spontaneity and improvisation, not just repetition and drills. Another characteristic of the classroom process is the use of authentic materials because it is felt desirable to give students the opportunity to develop the strategies for understanding language as it is actually used by native speakers. In the classroom, everything is done with a communicative intent. Information gap, choice and feedback are thought to be truly communicative activities (Johnson and Morrow, 1981: 25). 3.1.4.4 Grammar Teaching Grammar can still be taught, but less systematically, in traditional ways along side more innovative approaches. Savignon (2002:5) says for the development of communicative ability [communication depends on grammar], research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Grammar is important; and learners seem to focus best on grammar when it relates to their communicative needs and experiences. Disregard of grammar will virtually guarantee breakdown in communication (Thompson, 1996: 10). These writers also say that there are some misconceptions about CLT that makes difficult for many teachers to see clearly what is happening and to identify the useful innovations that CLT has brought. One of the persistent misconceptions is that CLT means not teaching grammar although the exclusion of explicit attention to grammar was never necessary part of CLT (ibid). In CLT involvement in communicative event is seen as central to language development, and this involvement necessarily requires attention to form (structure). In fact, it is certainly understandable that there was a reaction against the heavy emphasis on structure at the expense of natural communication. Nonetheless, it would seem foolish to make mistakes on the side of using communicative approach exclusively and totally disregard grammar teaching. Regarding this, Celce-Murcia comments: In spite of the intuitive appeal and the anecdotal evidence Supporting proposal for exclusively communicative language teaching, there is equally appealing and anecdotal evidence that grammarless approach. can lead to the development of a broken, ungrammatical, pidgenized form of the target language beyond which students rarely progress (1991a:462). Savignon also remarks that, communicative language teaching does not necessarily mean the rejection of familiar materials [grammar](2002:7). Rivers in her famous statement strengthened Savignons remark in that Saying that we do not need to teach grammar is like saying that we can have a chicken walking around without bones (cited in Arnold, 1994: 122). Nowadays, it seems that educators accept that an appropriate amount of class time should be devoted to grammar, but this does not mean a simple return to a traditional treatment of rules. Rather the focus has now moved away from the teacher covering to the learners discovering grammar (Thompson, 1996: 11). 3.1.4.5 Skills and Activities Communicative approach is not limited to oral skills. Reading and writing skills need to be developed to promote pupils confidence in all four skills areas. Students work on all four skills from the beginning, i.e., a given activity might involve reading, speaking, listening, and perhaps also writing (Celce-Murcia, 1991b: 78). Of course, oral communication is seen to take place through negotiation between speaker(s) and listener(s) (most likely among students), so too is the interaction between the reader and writer, but with no immediate feedback from the reader. Hence, in the classroom, emphasis is given to oral and listening skills, as contact time with language is important. It paves way for more fluid command of the language. Learners do not hear the teacher all the time, but having personal contact themselves, practicing sounds themselves, working on the permutation of sentence patterns and getting chance to make mistakes and learn from doing so. The idea of emphasizing the oral skills creates uncertainty among teachers. They misconceived CLT as if it were devoted to teaching only speaking. But, CLT is not exclusively concerned with face to face oral communication (Savignon, 2002:7). The principles of CLT apply equally to reading and writing activities that engage readers and writers in the interpretation, expression, and negotiation of meaning. In other words, it is important to recognize that it is not only the speaker (or writer) who is communicating. Instead, communication through language happens in both the written and spoken medium, and involves at least two people. Thompson (1996:13) further states that, though there is a complaint that CLT ignores written language, a glance at recent mainstream textbooks shows that reading and writing materials have been given attention too. 3.1.4.6 Pair Work and Group Work Students regularly work in groups or pairs to transfer (and if necessary to negotiate) meaning in situations where one person has information that others lack (Celce-Murcia, 1991b: 82). More emphasis should be given to active modes of learning such as pair or group work in problem-solving tasks in order to maximize the time allotted to each student for learning to negotiate meaning. Many people assume group/pair work is applicable in all contexts. However, classroom group and/or pair work should not be considered an essential feature used all the time, and may well be inappropriate in some contexts (ibid). Thompson (1996:12) and Savignon (2002: 6) claim that group and/or pair work are flexible and useful techniques than that suggests, and they are active modes of learning which can help the learners to negotiate meaning and engage in problem-solving activities. The use of pair/group work is a physical signal of some degree of control and choice passing to the learners; but that needs to be complemented by real choice (learners need to be given some degree of control over their learning). Therefore, the use of pair/group work needs to be complemented by real choice for the following reasons: (1) they can provide the learners with a relatively safe opportunity to try out ideas before launching them in public; (2)they can lead to more developed ideas, and therefore greater confidence and more effective communication; (3) they can also provide knowledge and skills which may complement those of their partners which in turn lead to greater success in undertaking tasks (Thompson, 1996:13). 3.1.4.7 Errors and Correction Errors are seen as a natural outcome of the development of the communication skills and are therefore tolerated. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive. Correction noted by the teacher should be discreet. Let the students talk and express themselves and the form of the language becomes secondary. If errors of form are tolerated and are seen as a natural outcome of the development of communication skills, students can have limited linguistic knowledge and still be successful communicators (Larsen-Freeman, 1986: 121). 3.1.4.8 Evaluation Sano (1984: 176) states that evaluation is carried out in terms of fluency and accuracy. Students who have the most control of the structures and vocabulary are not necessarily the best communicators. A teacher may use formal evaluation i.e., he/she is likely to use a communicative test, which is an integrative and has a real communicative function (e.g., Madsen, 1983; Hughes, 1989). Larsen-Freeman (1986: 132) points out that the teacher can also informally evaluate his students performance in his role as an advisor or co-communicator. Savigonon, (1991: 275: ; 2002: 4) reports that the communicative approach follows global, qualitative evaluation of learner achievement as opposed to quantitative assessment of discrete linguistic features. 3.1.4.9 Native Language Use The students native language has no role to play (Larsen Freeman, 1986: 135). The target language is used both during communicative activities and for the purpose of classroom management. The students learn from these classroom management exchanges, and realize that the target language is a vehicle for communication. Whatever the case may be, the teacher should be able to use the target language fluently and appropriately (Celce-Murcia, 1991b: 8). However, for others (e.g., Finocchiaro and Brumfit, 1983: 98) judicious use of native language is accepted where feasible. Teachers may provide directions of homework, class work and test directions by using the native language. 3.1.4.10 Teachers Role The teacher is the facilitator of students learning, manager of classroom activities, advisor during activities and a co-communicator engaged in the communicative activity along with the students (Littlewood, 1981: 9; Breen and Candlin, 1980: 90). But he does not always himself interact with students; rather he acts as an independent participant. Other roles assumed for the teacher are needs analyst, counselor, researcher and learner. Students, on the other hand, are more responsible managers of their own learning. They are expected to interact with other people, either in the flesh, through pair and group work, or in the writings. They are communicators and actively engaged in negotiating meaning in trying to make themselves understood. They learn to communicate by communicating (Larsen-Freeman, 1986: 142). Above all, since the teachers role is less dominant; the teaching/learning process is student-centered rather than teacher-centered. In other words, it is the learner who plays a great role in a large proportion of the process of learning. 3.2 Grammar and Grammars Yule (1996: 87) states that each adult speaker of a language clearly has some type of mental grammar, that is, a form of internal linguistic knowledge which operates in the production and recognition of appropriately structured expressions in that language. This grammar is subconscious and is not the result of any teaching. A second, and quite different, concept of grammar involves what might be considered linguistic etiquette, that is, the identification of the proper or best structures to be used in a language. A third view of grammar involves the study and analysis of the structures found in a language, usually with the aim of establishing a description of the grammar of English, for example, as distinct from the grammar of other languages. Linguists define grammar as a set of components: phonetics (the production and perception of sounds), phonology (how sounds are combined), morphology (the study of forms, or how elements are combined to create words), syntax (how words are strung together into sentences), and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (VanPatten, 1990:288). However, grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar (Chamot Kupper, 1989: 15). Actually the word grammar has been defined rather differently by various grammarians and dictionary writers. According to Crystal (2003:207), grammar is systematic description of a language. Also, Widdowson describes that grammar is the name given to the knowledge of how words are adapted and arranged to form sentences (1988: 147; cited in Shih-Chuan Chang, 2011: 14). Still other definitions of the term specify the scope of grammar. In fact, grammar is multi-dimensional (Kennedy, 1987: 165) and has multi-meanings. It is generally thought to be a set of rules for choosing words and putting words together to make sense. Every language has grammar. It has been held that if a language is a building, the words are bricks and the grammar is the architects plan. One may have a million bricks, but do not make a building without a plan. Similarly, if a person knows a million English words, but he doesnt know how to put them together, then he cannot speak English (Karavas, 1996: 189). In other words, grammar is a framework to describe languages. 3.2.1 Grammar in Language Teaching The role of grammar is perhaps one of the most controversial issues in language teaching. In the early parts of the twentieth century, grammar teaching formed an essential part of language instruction, so much that other aspects of language learning were either ignored or downplayed. The argument was that if one knew the grammatical rules of the language, he would be able to use it for communication. This concept was strongly challenged in the early 1970s (Ellis, 2006: 90). Knowledge of the grammatical system of the language, it was argued, was but one of the many components which underlay the notion of communicative competence. To be considered a competent user of a language, one needs to know not only the rules of grammar, but also how the rules are used in real communication. During this period, grammar teaching became less prominent, and in some cases, was abandoned (Hudson, 1998: 12). In recent years, grammar teaching has regained its rightful place in the language curriculum. People now agree that grammar is too important to be ignored, and that without a good knowledge of grammar, learners language development will be severely constrained. There is now a general consensus that the issue is not whether or not we should teach grammar. The issue now centers on questions such as, which grammar items do learners need most? How do we go about teaching grammar items in the most effective way? And are they best taught inductively or deductively? (Tomlinson, 1994: 22). In fa

Key Facts About Madagascar Tourism Essay

Key Facts About Madagascar Tourism Essay Tourism can be a great development tool, stimulating economic growth, enhancing the economy, and contributing to poverty within almost all sectors of a society. In Madagascar, where poverty is common and where the poor put pressure on the natural resource base, tourism can generate positive externalities on the third party. First tourism creates places of economic growth in regions on the island that have no alternative sources of income and employment. Tourism helps to reduce poverty by diversifying income sources. Second, tourism, can help to preserve the environment, whether for ecotourism or for resort-based tourism, meaning that most of the products used are ecologically efficient. The current Madagascar tourism assets have great prospects however are not fully realized and developed. Tourism is complex and requires its own analysis, particularly as it is one of the largest in the world and rapidly consolidating into a few large players, moreover it becomes a sector of the econo my that annually increases its role in the total economic section so to say. More needs to be done to build a dynamic partnership between business and tourism, in recognition of the fact that a sound business plan for tourism, an effective environmental plan, and a framework for social appreciation are mutually reinforcing and that absence of one may put the others into question. This is why it is important to balance the sectors and all factors that could have an effect on the country and its tourism prospects. 1.Key Facts About MadagascarMacintosh HD:Users:IrinaMalysh:Desktop:ma-map.gif Madagascar is located in southern Africa on a separate island in the Indian Ocean, next to Mozambique. The Coast line of Madagascar is relatively huge 4,828 km. the climate of Madagascar is tropical along the coast, temperate inland and arid in South. Madagascar is worlds fourth largest island with a strategic location along Mozambique Channel.  [1]   Source: The CIA, World fact book Madagascar, mapMadagascar has a magnificent range of biodiversity, nature and cultural resources to support tourism. However, out of the 200,000 visitors the island per year, only about 60,000 come expressly for tourism, the res are traveling for different other reasons but which can include some tourism activity. Madagascar has the potential to welcome many more tourists if the sectors growth is well planned in a broad way focusing on economic aspects, infrastructure and environmental and social concerns, particularly for community participation. Also we would like to mention some key facts that are influencing Travel and Tourism in Madagascar: 1.GDP: Direct contribution The direct contribution of Travel Tourism to GDP was MGA1, 095.8bn (5.4% of total GDP) in 2011, and is forecast to rise by 13.9% in 2012, and to raise by 4.4% pa, from 2012-2022, to MGA1, 924.8bn in 2022 (in constant 2011 prices). Total Contribution-the total contribution of Travel Tourism to GDP was MGA3, 005.2bn (14.9% of GDP) in 2011, and is forecast to rise by 11.6% in 2012, and to rise by 4.3% pa to MGA5, 086.2bn in 2022 2.Employment: Direct Contribution-In 2011 Travel Tourism directly supported 197,500 jobs (4.3% of total employment). This is expected to rise by 13.6% in 2012 and rise by 2.8% pa to 297,000 jobs (4.8% of total employment) in 2022. Total Contribution-In 2011, the total contribution of Travel and Tourism to employment, including jobs supported by the industry, was 12.5% of total employment (577,000 jobs). This is expected to rise by 11.2% in 2012 to 642,000 jobs and rise by 2.7% pa to 835,000 jobs in 2022 (13.5% of total). 3.Visitor Exports: Visitor exports generated MGA1, 397.5bn (26.6% of total exports) in 2011. This is forecast to grow by 13.8% in 2012, and grow by 5.0% pa, from 2012-2022, to MGA2, 582.2bn in 2022 (24.7% of total). 4. Investment: Travel Tourism investment in 2011 was MGA590.4bn, or 15.5% of total investment. It should rise by 6.7% in 2012, and rise by 3.5% pa over the next ten years to MGA884.7bn in 2022 (14.9% of total).  [2]   Also, extremely important factor for country is its own World Ranking between other countries, which provides us with information considering whether the country is doing well or not. The details about Madagascars world ranking is showed below. 2. Madagascars Rankings Also, an extremely important factor for the country is its own World Ranking between other countries, which provides us with information considering whether the country is doing well or not. The details about Madagascars world ranking is showed below. Source: Travel and Tourism Economic Impact 2012 MadagascarMacintosh HD:Users:IrinaMalysh:Desktop:Screen Shot 2012-11-28 at 8.03.06 PM.png According to statistics, Madagascars travel tourism is playing an important role within its country. On one hand, its providing a total amount of more than 577,000 jobs annually, on the other hand, economical wise, its contributing to the 14.9% of the countrys GDP with US 0.5 billion in 2011. In the Travel and Tourism Ranking of 2011 of 181 countries, Madagascar is placed 120th at Direct Contribution to GDP and Total Contribution to GDP, 56th at Direct Contribution to Employment, 49th at Total Contribution to Employment, 98th at Capital Investment, 111th at Visitor Exports. All these numbers are estimated to be continuously moving upwards. Madagascar has moved to the 3rd growing country among all. Thus forecasting the long-term growth over the next ten years starting from 2012, Madagascar is predicted to move up from 120 to 87 out of 181 countries. In Madagascar, the International promotion is under the responsibility of the Maison du Tourisme. Yet, as a major potential exotic location for increasing foreign tourism, international tour operator has pointed out the fact that the government has not been distributing enough funds currently to promote the country. Worldwide countries that have successfully promoted and established a steady beneficial income from tourism, they normally combine efforts and findings from both public and private sectors. Kenya for example, ranking 75 in the survey of Travel and Tourisms Direct Contribution to GDP of 2011, with only two wildlife destinations is already willing to spend more than US $ 10 and 23 million respectively on tourism promotion. Madagascar, position at 120, was only providing US 150,000 for promotional budget annually. Tourist numbers cannot continue to grow at the pace of recent years for much longer, unless some of the constraints are removed. If Madagascar ever succeeds in removing the constraints and moving forward to expand its tourism sector, following up with supporting plans to new investments projects with an effective promotion and marketing campaign, the potential economic growth is almost unlimited. As related to this issue, a resolution to the current financial shortage of the Maison de Tourisme should be proposed. 3. Visitor Exports and Investment Visitor exports are a key component of the direct contribution of Travel Tourism. In 2011, Madagascar generated MGA1, 397.5bn in visitor exports. In 2012, this is expected to grow by 13.8%, and the country is expected to attract 232,000 international tourist arrivals. By 2022, international tourist arrivals are forecast to total 381,000, generating expenditure of MGA2, 582.2bn, an increase of 5.0% pa.  [3]  Macintosh HD:Users:IrinaMalysh:Desktop:Screen Shot 2012-11-29 at 6.34.42 PM.png Source: Travel and Tourism Economic Impact 2012 Madagascar Travel Tourism is expected to have attracted capital investment of MGA590.4bn in 2011. This is expected to rise by 6.7% in 2012, and rise by 3.5% pa over the next ten years to MGA884.7bn in 2022. Travel Tourisms share of total national investment will fall from 16.1% in 2012 to 14.9% in 2022.  [4]   Macintosh HD:Users:IrinaMalysh:Desktop:Screen Shot 2012-11-29 at 6.34.51 PM.png Source: Travel and Tourism Economic Impact 2012 Madagascar 4. The Size and Characteristics of the Tourism Sector Another important factor that influences the Travel and Tourism Industry is the size and characteristic of  Tourism Sector as such. In this section of the report we will look at certain questions like: how many tourist visited Madagascar, which country are they traveling from, how long do they stay, what time of the year they travel. Also as well as what are their socio-economic characteristics and how much are they spending while in Madagascar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Madagascar is affected by economical events constantly, which actually affects the inflow of tourists to the country. For instance, September 11, 2011, undoubtedly had an impact on Madagascar and may even have contributed to a spike in tourism as travelers sought safer destinations. Secondly, the political events in Madagascar itself were probably of far more important than September 11. The prolonged political stalemate resulted in visitation to the island plunging, hotels could not find supplies for businesses and were forced into bankruptcy or to sell assets to maintain their properties. There is no way in which such effects can be programmed with any degree of realism into projections of growth. 4.1 Tourist Arrivals In 2001, 170,208 foreign visitor arrivals were recorded, compared with 74,619 in 1995 and 52,923 in 1990, according to the Ministry of Tourism. Year 2002 was pretty much a disaster for tourism in Madagascar and up until now the country is still recovering from it. The relatively low number of foreign tourists were recorded as visiting national parks (54,440 in 2000) these tourists generally visit more than one park during their stay, hence there is a great doubt on the total figure of 160,071 tourists (2000). Possibly, some visitors may escape being recorded as they enter the national parks, but the numbers still seem low in relation to the claim of 160,071 total visitors. The visitor survey undertaken in 2000 indicates that 63% of tourist visitors state that tourism is the main purpose of their visit. This suggests that of the 160,071 arrivals in 2000, only 100, 845 were real tourists so to say. Moreover there are fake tourists, meaning that business travelers use tourist visas to have business in Madagascar. This suggests that the number of real tourists may have been somewhere between 68, 054 and 100, 845 in 2000. Undoubtedly, some visitors who are not tourists will behave as tourists for part of the time they are in Madagascar, i.e., they will use hotels and related services in major cities, and places. These people are called internal tourists, because they travel outside their usual living place.   4.2 Local transport They will probably make a couple trips to the parks, shops, restaurantetc. by using a method of transportation. They may also buy handicrafts and other souvenirs; clearly the souvenirs will vary occurring to the nation. Nevertheless, the distinction between a tourist and a non-resident visiting a country for other purposes must be maintained in order to plan effectively for the needs of tourists as well as give a clear estimate of the real visitors coming. The Government is aware of tourisms statistical problems and, with financing from the EU, has undertaken two sample surveys, the most recent in 2000, to help correct and supplement existing data going into economical terms equalize demand and supply to an equilibrium point. Visitor surveys are expensive to undertake and, though they provide valuable data on visitor characteristics, should not substitute for standard data collection at points of entry otherwise a chance exists that a survey can be not as efficient due to the fact that people can be surveyed more than once. The Government recognizes the need to improve the statistical base for tourism but is constrained by lack of financing hence they are short on the supply of either the needed machinery or working labor. There are significant opportunity costs attached to not knowing the size of a sector that has the potential to become a significant generator of jobs, foreign exchange and taxes, as well as stimulate production of go ods and services in other sectors, hence the government has no choice but to give something in return, i.e. the agricultural sector. A tradeoff between the two sectors will be present. These costs may persuade the Government to find the money and/or a donor to assist with the important task of improving the tourism database. Moreover this can be done through the tradeoff meaning that the government pulls funds out of agriculture or military or education, etc. and transfers them to the tourism sector. 4.3 Countries of Origin France dominates the market with 60 % of foreign visitors, broadly defined and not exclusively tourists. This however is because French love travelling within a country that shares the same language; hence Reunion was a perfect place. Language and a partial common heritage, added to the frequency of flights from Paris and Reunion, are the reasons for French predominance. Italians are the next largest contingent with 12%, followed by US (4.2%), Swiss (2.9%), Germans (2.8%) and British (2.2%). Given the quality and variety of assets in Madagascar, and the European appreciation for eco/cultural tourism, the small percentage share of these countries, other than France, simply indicates unrealized potential demand in those markets. 4.4 Seasonality of Arrivals. Peak months are consistently August and July, when about 21% of tourists arrive, 37 % of tourists arrive from September to December. The lowest month is February after which arrivals build up steadily to the peak months.   4.5 Average Length of Stay. The 2000 visitor survey suggests that the average length of stay for foreigners visiting relatives is 24 days, but for bona fide tourists it is 20 days. Tour operators confirm that tourists stay at least two weeks and sometimes up to three weeks clearly long term stays are beneficial for Madagascar. As noted below, the average combined length of hotel stay is 15 days. The data may be influenced by the large numbers of those visiting friends and relatives and by other non-residents, such as the scientists and potential businessman who are likely to be long-stay visitors. The exact length needs to be confirmed for planning purposes otherwise it becomes impossible to keep track of the individual tourists travelling in and out of the country. Ideally, the length of stay should be determined for at least two broad categories of visitors; eco-tourists and resort tourists, and by type of accommodation. The average length of stay in the National Parks is said to be 1 3 days depending on location, the quality of accommodation, and services for tourism. Clearly looking at the types of restaurants visited, the transportation methods, etc. can broaden the type of tourism and hence narrow it down even better. 4.6 Gender, Age and Income Levels of Tourists According to the survey, the majority of tourists traveling to Madagascar are men (64%). Nevertheless this statistic also suggests that not all visitors are legal tourists and, in this case, may be businessmen declaring themselves as tourists to overcome visa problems and other factors that could stop them. Over 60% of tourists are between 30 and 49 years old, but the median age is below 40. This once more underlines that there is high chance of them being businessman in their midlife looking for attractive offers and opportunities. Nearly three quarters of tourists are highly educated. Nearly two-thirds of visitors are professionals or heads of businesses/ enterprises hence coming to the country not only for leisure purposes. From observation, a significant number of tourists are backpackers. The term backpacker can include the adventure tourist, who is often quite well off, as well as the student hiking on a low budget. Madagascar welcomes a broad range of tourists, with backpackers at one extreme and those arriving through international tour operators at the other. For planning purposes, more needs to be known about the different requirements of each tourist and there approximate number and time of stay. 4.7 Tourist Expenditures The survey showed that, on average, tourists spent a little over FF 16,205 (roughly $2,000), including international travel costs on their visit to Madagascar. The survey also found that the average cost of the trip changed according to whether the tourist traveled as an individual, a pair, a group, or an organized tour. Tourists using tour operators paid FF 17,300 before departure for the combined package of air travel and accommodation in Madagascar and spent an additional FF 3,494 during the visit, for a total expenditure of FF 20,794. Those traveling alone spent FF 7,885 on their air ticket and FF 6784 while in Madagascar, for a total of FF 14,669. This statistic illustrates the weight of the airfare in the total package-well over 50%, which is high by international norms. Moreover this underlines that using tour operators is not always more beneficial. As in this example 6,000 FF could have been saved. The breakdown of expenditures in Madagascar by those who did not use a tour operator was as follows: 1. Accommodation and food 50.5% 2. Internal travel 24.1% 3. Excursions (Parks) 11.5% 4. Souvenirs 8.7% 5. Other 5.2% Tourists traveling with tour operators will have prepaid their holiday in their country of origin so that expenditure in Madagascar, as reported to a visitor survey, is incorrect, hence signifying that the survey brought more misunderstanding, moreover the money spent on the travel agency didnt go directly to Madagascar but firstly came to the HQ of the tour company and only part of the income was given to Madagascar.   The survey cannot take account of transfers made by the international tour operator for lodging and services used by tourists in Madagascar. It is often that a hotel located inside a country works with specific tour operators at specific given prices. 4.8 The State of Knowledge about Demand for Tourism As the above analysis shows, much of the data related to tourism is questionable and/or insufficient to help formulate policies for the sector and address the questions raised at the beginning of this section. Madagascar needs to improve its collection of data on visitor arrivals at key frontier points. This can be done as already stated, by creating a trade off between the economical sectors in the country and balance the needed funds. Because of the relatively few entry points, islands like Madagascar should have less difficulty in identifying tourists among other foreign visitors. At the same time, Madagascar has done well to conduct visitor surveys because that are revealing about the characteristics of tourists. The government is able to tell that a lot of tourists use the wrong visa for the purpose and hence a better control system has to be put in place. The next visitor survey that Madagascar undertakes could address some of the anomalies raised in this section. The Government should also examine the reports that the tourism industry itself (hotels, tour operators, ground transportation, airlines) provide for other purposes (taxes, licensing, etc.) to help improve its database. The industry itself would benefit from better databases and communication between the country and the tourist.  [5]   5. Negative Social Impacts of Tourism Around the world, many countries are facing not only positive aspects of tourism, but as well negative. In Madagascar this problem is related with increase in prostitution at its worst of child prostitution. The Ministry of Tourism of Madagascar realized that there is a high level risk of child prostitution, especially in Nosy Be and Diego. Moreover, there are rumors of linkages to the international pornography circles, which move this problem on the international level. Additionally, Madagascars government started a strong campaign against abuses which tourist does to the prostitutes. The campaign actually states that offenders will be prosecuted to the full extent of the law, and send back home due to the international pact considering abuses. Furthermore, The Ministry of Tourism noted that actually extreme poverty drags people to send their children to earn money for the family in prostitution business. The World Tourism Organization recently published a Code of Ethics and all me mbers, including Madagascar are encouraged to adhere to its principles  [6]   6. Accommodation and Tourist Services The following sections analyze the supply side of the tourism sector, i.e. hotels and other tourist accommodation. Little information is available about tourism-related services, e.g., the numbers or operations of restaurants, scuba diving instructors, and other related services. This section, therefore, focuses on the supply of accommodation by category and by distribution throughout the island. Occupancy rates are also discussed. The objective is to determine whether the supply of accommodation is appropriate for the types of tourists who visit Madagascar and for the locations that are most visited. 6.1 Availability, Quality and Occupancy Rates of Tourist Accommodation In 1999, the country had 556 hotels with 7,207 rooms in 1999; some 111 were classified as meeting international standards and were rated with stars (mostly 3 star). Another 109 met local standards and were rated with palm trees (ravinala). The remaining 336 were unclassified, with many of these containing no more than 5 rooms, operated as a family business, including providing living quarters and meals for the family. By July 2001, the number of hotels had increased and reached 787 and the number of rooms was 8,248 (nor further detail on breakdown is available). The number of hotels increased by 42% between 1999 and July 2001 and the number of rooms by 36%, compared with an increase of 31% in hotels and 19% in rooms between 1996 and 1999. This big leap in accommodation was caused by the expectation of a large increase in tourism in 2001 because of Madagascars vantage point for viewing the total eclipse of the sun Hotels are the main types of accommodation used by tourists-over 90% spend about 15 days in a hotel according to the 2000 visitor survey. Some 25% of tourists spend on average 2 days camping and 21% of even bonafide tourists spend 3 days with family or friends. The 1998 survey had indicated that tourists spent only 4-5 days in hotels. It is inconceivable that the hotel stay would have increased so radically in just two years, so there is an inconsistency between the two surveys. Given the scarcity of appropriate camping or other alternatives to hotel accommodation, the 15-day combined stay for all hotels visited, seems more likely. 6.2 Quality of Accommodation A recent visitor survey of the national parks concluded that facilities in the interior of the parks are limited and sometimes non-existent. Furthermore, accommodation and restaurant services are inadequate and sometimes non-existent in areas surrounding the parks and in neighboring villages. The 2000 visitor survey points out an anomaly in that tourists spend most of their time in nature sites yet it is the towns that are served by more hotels-and by hotels that are generally better than the accommodation in the nature sites. The most significant characteristic of the hotels is that they are very small-the average size for the entire country in July 2001 is 10.5 rooms. Even Antananarivo, with its several business hotels, averages 13.6 rooms per hotel. Moreover, the average number of rooms per hotel has been declining since 1996, when the national average was 14.3 rooms per hotel. The substantial increase in hotel investments between 1999 and 2001 resulted in a decline in hotel size from 13.0 in 1999 to 10.5 rooms per hotel in 2001. The very small size of a hotel can indicate radically different hotel types-luxury or low end. Although Madagascar does have a very few luxury hotels the majority of the existing accommodation, even the newly built hotels, are designed for relatively low-income international tourists, which is not appropriate to demand. In the 2000 visitor survey, Tourists rated highly security and reception. The hotel rooms received average to good ratings, and were criticized mainly because of their lack of maintenance and modern fixtures and fittings. Cleanliness was similarly criticized. Food was rated more highly than all other categories. Tourists had some ambivalence about hotel tariffs with 32% rating them good, 26% very good and another 26% average. As noted in the quotation from a tour operators brochure, below, about hotels in Madagascar, in general the accommodation is not up to western standards. Group travel is a characteristic of tourism today and hotels outside Antananarivo cannot accommodate even the small groups of 16 people and less that travel to Madagascar. Tour operators are unwilling to distribute their group among a number of small hotels because of the lack of sufficient combined good accommodation and, to a lesser extent, because it raises their operational costs. All the ground operators interviewed in Madagascar stated that they compete with each other for rooms in the small number of hotels that meet acceptable standards. When there are no acceptable alternatives, tour operators change itineraries or even cancel groups for peak dates. Absence of quality accommodation in tourist destinations is a major constraint on the growth of the sector. 6.3 Occupancy Rates Hotel occupancy rates were 60% in 1999, 63% in 2000, and 66% in 2001. Thus the occupancy rate is increasing at a time when capacity is also growing, indicating fairly strong growth. An average figure means little in a country with such a large number of hotels, dispersed over many destinations and with a few business hotels in the main cities. From conversations with hotel owners and tour operators, it seems that the few good hotels are operating at or near peak capacity in the main tourist months. In other destinations, seasonality has been tempered by offering lower prices for hotel rooms, Inflexibility caused by climate in Madagascar makes any increase in tourism demand in the low season through pricing incentives less susceptible to success, though some parts of Madagascar are more affected than others by climate (see below). Because of the heavy weight of the airfare in the total tourist package (at least 50%), incentive pricing would also need to be practiced by airlines to have any effect on the total cost of the package and so on the current timing of tourist arrivals. This suggests that an increase in occupancy rates can only occur if tourists can be redistributed in the peak season to areas where occupancy rates are low. Tour operators, however, say that current destinations are selected because of their accessibility and the quality of accommodation. These operators also agree that the asset base is more diversified than the accommodation base and new areas would attract tourists if access and accommodation were available in new sites. The main areas where new accommodation is likely to be required in the near term is in the main ecotourism destinations, the prime beach resorts and in Antananarivo, where some of the bigger hotels have occupancy rates in the 70 + % range. Pressures on itineraries could also be alleviated if there were quality hotels along the roads to the major tourist destinations.  [7]  

Time Travel Essay -- essays research papers fc

Time travel is feat thought by most to be impossible. After all time travel is what many science fiction movies are made of. Let us not forget such movies as â€Å"Back to the Future† or â€Å"The Time Machine.† Yet unlike those movies time travel is not necessarily fiction. â€Å"We are in our own time machines, our hearts are pumping blood, we're breathing, we are existing through time (at least until our own personal time machines seriously malfunction).† (Need help citing this!) Still surrounding this topic is a series of theories, and surrounding these series is a number of flaws. Theories and flaws that need to be explained to fully understand the idea of time travel. First things first we must state the basics.   Ã‚  Ã‚  Ã‚  Ã‚  To begin with throw away whatever you thought you ever knew about time travel. There is no such thing as working time machines, you can’t go back in time by falling into a black hole, and sitting in a tub of water is not going to change you molecular structure and send it back in time by having you float through a wormhole. Time travel is achieved through speed; theoretically you must reach close to light speeds to go forward in time and faster than light speed to go back in time, according to Einstein’s theory of relativity mind you. Einstein’s theory of relativity is the basis of all time travel theories (Davies 1), â€Å"The essence of his prediction is that time is not absolute and universal but depends on the observer’s state of motion.† (Davies ...

Testing the Theory of the Oedipus Complex :: Psychology Psychological Experiment

Abstract from Paper: ___________________________________________________ THEORY: If a subject in the experimental group shows more aggressive behavior toward his father and increased affectionate behavior toward their mother after receiving the subliminal messages and the control group shows no increase when shown neutral messages, then it will be proven that the Oedipus Complex does in fact exist in the unconscious. To prove this we bring the behavior out from the unconscious to the sub conscious through the subliminal messages. These boys have repressed these feelings for so long because it is too painful for them to deal with. ______________________________________________________ Research Paper Begins Here   Ã‚  Ã‚  Ã‚  Ã‚  The positive libidinal feelings of a child to the parent of the opposite sex and hostile or jealous feelings toward the parent of the same sex that may be a source of adult personality disorder when unresolved. It is a pattern of profound emotional ambivalence, a troublesome mixture of love and hate.   Ã‚  Ã‚  Ã‚  Ã‚  The Oedipus Complex occurs during the phallic stage, from roughly ages 3-6 years. Freud believed that during this stage boys seek genital stimulation and develop both unconscious desires for their mother and jealousy and hatred for their father, whom they consider a rival. It was said that boys felt guilt and lurking fear that their father would punish them, such as by castration. Freud also believed that conscience and gender identity form as the child resolved the Oedipus Complex at age 5 or 6, but this actually happens earlier. A child tends to become strongly masculine or feminine without even having the same sex parent present.   Ã‚  Ã‚  Ã‚  Ã‚  Freud argues that all sons unconsciously desire to kill, even if they love, their fathers. He found his own unconscious wish to murder his father in his intensive self analysis in 1897, shortly after the death of his father.   Ã‚  Ã‚  Ã‚  Ã‚  Freud says it is only the male child that we find the fateful combination of love for the one parent and simultaneous hatred for the other as a rival. Freud believed Oedipal was a normal part of human psychological growth and it is during this stage children produce emotional conflicts.   Ã‚  Ã‚  Ã‚  Ã‚  Other psychoanalysts believed that girls experience a parallel called the "Electra Complex". This comes from a Greek legend of a women named Electra who helped plan the murder of her mother.   Ã‚  Ã‚  Ã‚  Ã‚  The Oedipus Complex originates from a myth about a Greek hero named Oedipus, written by Sophocles. Oedipus was the son of Laius and Jocasta who in the fulfillment of an oracle unknowingly kills his father and marries his mother. When Oedipus and Jocasta realize what has happened, Jocasta hangs herself and he rips the golden brooches from his dead mothers gown and plunges them deep

Irish Immigrants in Boston Essay -- Ireland Immigration History Essays

Irish Immigrants in Boston The life of Irish immigrants in Boston was one of poverty and discrimination. The religiously centered culture of the Irish has along with their importance on family has allowed the Irish to prosper and persevere through times of injustice. Boston's Irish immigrant population amounted to a tenth of its population. Many after arriving could not find suitable jobs and ended up living where earlier generations had resided. This attributed to the 'invisibility' of the Irish. Much of the very early migration had been heavily male, but during the famine years, migration was largely a family affair. Families were arriving serially in ?chain? migration while others suffered high mortality rates in these years. The Irish were the first to practice ?chain or serial migration? on a large scale. During the famine years males still outnumbered women in migration numbers but not by a large margin. However in the post famine years and especially after 1880 more women came from Ireland than males. The reason for this was that women were always more deprived of work than men in Ireland, and in the post-famine years the position of women got exponentially worse. In Ireland, contrary to what was happening in the United States, women did not live longer than men. The lives of immigrant Irish women were not easy, but much better than a life back in Ireland.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1850?s through the 1870?s 45% of all Irish immigrants were persons in the 15-24 age group with gender evenly balanced. But in the 1880?s to 1920 that same age group made up about 60% of all Irish immigrants. This social class was young and could adapt to working in the harsh conditions. Immigrants who arrived alone often eventually married either someone from the immigrant community in the area. With each passing year women began taking up a higher and higher percentage of Irish immigrants. By 1921 women outnumbered men 2:1. These women were overwhelmingly concentrated in domestic service. At the turn of the century more than half of all Irish immigrant women were servants. These Irish women learned American housekeeping through first-hand experience, living in the home of the family they served.   Ã‚  Ã‚  Ã‚  Ã‚   The Irish usually tended to support the Democratic Party rather than support the Republican Party. Most Irish had little sympathy for slaves because they feared that if th... ...cause of the Irish church and family. Bibliography: Brinkley, Alan. The Unfinished Nation. New York, NY. McGraw-Hill Companies. 2004 Daniels, Roger. Coming to America. New York, NY. HarperCollins Publishers. 1990 Glazer, Nathan. Beyond the Melting Pot. Boston, MA. The M.I.T. and Harvard University press. 1963 Handlin, Oscar. Boston?s Immigrants: A Study in Acculturation. Cambridge, MA. Harvard University press. 1959 Hoobler, Dorothy and Thomas. The Irish American Family Album. New York, NY. Oxford University press. 1995 Howard, Brett. Boston: A Social History. New York, NY. Hawthorn Books, INC. 1976 Laxton, Edward. The Famine Ships. New York, NY. Henry Holt and Company, INC. 1996 Nichols, Guild. ?The Irish Influx?. North End Boston. http://www.northendboston.com/history3.htm. Date checked 2-15-05 O'Connor, Thomas H. The Boston Irish: A Political History. Boston, MA. Northeastern University Press, 1995. ?Timeline: 1850-1949.? Boston Family History. http://www.bostonfamilyhistory.com/ir_1850.html Date checked 2-10-05 ?Irish Immigration?. Spartacus Educational. http://www.spartacus.schoolnet.co.uk/USAEireland.htm. Date checked 2-10-05 Irish Immigrants in Boston Essay -- Ireland Immigration History Essays Irish Immigrants in Boston The life of Irish immigrants in Boston was one of poverty and discrimination. The religiously centered culture of the Irish has along with their importance on family has allowed the Irish to prosper and persevere through times of injustice. Boston's Irish immigrant population amounted to a tenth of its population. Many after arriving could not find suitable jobs and ended up living where earlier generations had resided. This attributed to the 'invisibility' of the Irish. Much of the very early migration had been heavily male, but during the famine years, migration was largely a family affair. Families were arriving serially in ?chain? migration while others suffered high mortality rates in these years. The Irish were the first to practice ?chain or serial migration? on a large scale. During the famine years males still outnumbered women in migration numbers but not by a large margin. However in the post famine years and especially after 1880 more women came from Ireland than males. The reason for this was that women were always more deprived of work than men in Ireland, and in the post-famine years the position of women got exponentially worse. In Ireland, contrary to what was happening in the United States, women did not live longer than men. The lives of immigrant Irish women were not easy, but much better than a life back in Ireland.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1850?s through the 1870?s 45% of all Irish immigrants were persons in the 15-24 age group with gender evenly balanced. But in the 1880?s to 1920 that same age group made up about 60% of all Irish immigrants. This social class was young and could adapt to working in the harsh conditions. Immigrants who arrived alone often eventually married either someone from the immigrant community in the area. With each passing year women began taking up a higher and higher percentage of Irish immigrants. By 1921 women outnumbered men 2:1. These women were overwhelmingly concentrated in domestic service. At the turn of the century more than half of all Irish immigrant women were servants. These Irish women learned American housekeeping through first-hand experience, living in the home of the family they served.   Ã‚  Ã‚  Ã‚  Ã‚   The Irish usually tended to support the Democratic Party rather than support the Republican Party. Most Irish had little sympathy for slaves because they feared that if th... ...cause of the Irish church and family. Bibliography: Brinkley, Alan. The Unfinished Nation. New York, NY. McGraw-Hill Companies. 2004 Daniels, Roger. Coming to America. New York, NY. HarperCollins Publishers. 1990 Glazer, Nathan. Beyond the Melting Pot. Boston, MA. The M.I.T. and Harvard University press. 1963 Handlin, Oscar. Boston?s Immigrants: A Study in Acculturation. Cambridge, MA. Harvard University press. 1959 Hoobler, Dorothy and Thomas. The Irish American Family Album. New York, NY. Oxford University press. 1995 Howard, Brett. Boston: A Social History. New York, NY. Hawthorn Books, INC. 1976 Laxton, Edward. The Famine Ships. New York, NY. Henry Holt and Company, INC. 1996 Nichols, Guild. ?The Irish Influx?. North End Boston. http://www.northendboston.com/history3.htm. Date checked 2-15-05 O'Connor, Thomas H. The Boston Irish: A Political History. Boston, MA. Northeastern University Press, 1995. ?Timeline: 1850-1949.? Boston Family History. http://www.bostonfamilyhistory.com/ir_1850.html Date checked 2-10-05 ?Irish Immigration?. Spartacus Educational. http://www.spartacus.schoolnet.co.uk/USAEireland.htm. Date checked 2-10-05

American Cancer Society Essay

Am I a patient, no. Am I a survivor, no. I am someone who has seen cancer through the eyes of others. An uncontrolled division of abnormal cells creates the cancer within the body (â€Å"What is Cancer†). More than 1 million people in the United States are diagnosed with cancer each year (â€Å"Learn about Cancer†). An estimated 10,450 new cases and 1,350 cancer deaths are expected to occur among children in 2014 (â€Å"What are the key statistics†). The American Cancer Society is one of the greatest resources to turn to when cancer strikes. The American Cancer Society was founded in 1913 to raise the public’s awareness about cancer (â€Å"The Early Years†). With millions of supporters, the American Cancer Society saves lives and works to create a world with less cancer and more birthdays. They do this by helping people stay well, get well, by helping support the findings of cures, and fighting back against the disease (â€Å"Who We Are†). It is imperative to fund basic research with the American Cancer Society because it saves lives. The American Cancer Society strives to help our society stay healthy by helping people take the necessary steps to prevent cancer or detect it early. Through the American Cancer Society Clinical Trials Matching Service, patients are connected with more than 64,000 different treatment options. Also provided is an online support community for cancer survivors and caregivers that have brought together more than 93,000 people since 2000 (â€Å"Online Communities and Support†). The American Cancer Society acquires results by investing in research that helps to understand cancer causes, determine how to prevent it, and discover new ways to cure it (â€Å"Explore Research†). The American Cancer Society has several fundraising methods. The main fundraiser The American Cancer Society holds is a walk called the Relay for Life. This event takes place across the globe in different communities to honor cancer survivors, remember loved ones, and fight back against this detrimental disease. The Relay for Life has varying meaning to different people, but we all want the same result, a cure for cancer. We walk, we talk, we cry, we laugh, we learn, we love, and we hope. Today there are nearly 14 million cancer survivors, and with the money raised, the number of survivors will continue to rise (â€Å"What is Relay For Life†). Personally, my family has been involved in American Cancer Society fundraisers for the past several years. Not only has our family been able to raise money for the cancer society, but we have also entered races and walks for the cure. Cancer affects every individual and family in a different way physically and emotionally. Whether you are joining the fight to end cancer for a family member, or a friend everyone has personal reasons for taking action. What we all share is the belief that we can end this terrible disease if we work together. The donations, long-term involvement, and healthy choices of our society, have helped contribute to a 20% drop in death rates from cancer since the early 1990s (McDaniel np). The American Cancer Society is continually working hard to lower the death rate, and while the disease still claims 1,500 lives a day in the United States, change can be made by speaking out (â€Å"Cancer Facts and Figures 2013). Donating, signing up for a local fundraising e vent, helping fund the next research breakthrough, or spreading the word to friends and family are all ways society can join the fight against cancer. The American Cancer Society also helps families by helping them understand and cope with the fact that diseases such as cancer can occur at anytime, and in any age group. Cancer brings families together in though times, and the importance of life is soon realized. The American Cancer Society has helped save these lives and has brought families together and continues to do so today. Cancer does not define us but how we chose to cope with it does. Every one needs to involve as many people as we can to raise money for research and education. There is a passionate aggression in each of us as we are fighting to save more lives. The American Cancer Society would not exist without fundraisers and donations. Advocates are imperative for the support and fundraising of the American Cancer Society. Without it, individuals around the world would continue to get cancer and not know what to do about it. Without the research and effort The American Cancer Society puts in patients would get no where, have a lack of education, not know what to do when they get it, and most importantly never have a cure to cancer. We need the American Cancer Society and they need our support. So let’s finish the fight and  donate today! Works Cited American Cancer Society. American Cancer Society Inc., 2014. Web. 12 Mar. 2014. . Cancer Action Network. American Cancer Society Cancer Action Network Inc., 2014. Web. 12 Mar. 2014. . McDaniel, Justine. â€Å"Cancer Society, Researchers Look Back on Decades’ Worth of Progress†¦Ã¢â‚¬  McClatchy Washington DC News Bureau. 07 Oct. 2013: n.p. SIRS Issues Researcher. Web. 12 Mar. 2014. Relay for Life. American Cancer Society Inc., 2014. Web. 12 Mar. 2014. .

The Life of Endangerd Species

I am doing my project on endangered species. In the world there are a lot of endangered species for example: birds, insects, tigers, whales and many more. I have learned many things from this project on how the animals get endangered and ways how to help these animals. I learned that we should recycle because the more trees that we cut down the more homes for animals we demolish. We should all stop hunting animals for pleasure and just watch them have fun for pleasure. Endangered Species means when an animal or a plant of any kind is in danger of extinction for ever and is in danger to never be seen again. An endangered specie can get extinct any time, if it is endangered today it might be extinct tomorrow or extinct in the future. Or it might not happen like that. If you leave it alone and do not harm it, it might have baby†s and have more of its kind. A species is named endangered when of its kind occurs in a low number. About 1000 species in the world are named endangered, or are in threat to be extinct. I never knew that some kinds of birds were in danger. We can help these animals and plants by making laws that you are not allowed to hunt or kill any animal that is in danger of extinction. Only since the 19th century has there been worldwide concern about the case of species in their natural environments. Finally in 1916 they made a law called Migratory Bird Treaty. They had this law in United States, Great Britain, Canada, and later in Mexico. This law was made so that people can not kill animals that are endangered. This law did not work that well because the animals that were endangered were not put in zoo†s. People still killed theses animals not caring that they were in danger of becoming extinct. In 1973 a another law came down where a 100 nations came together and were working together to save endangered species that were being imported and exported. This organization was known as CITES. Convention on International Trade in Endangered Species of Wild Fauna and Flora. The United States Fish and wildlife Service had to assist foreign countries on managing endangered animals. Here is a list of endangered species. This list is only describing a few examples. There were to many animals that were endangered to write about. So I took the most popular animals and decided to write about them. Birds provide several modern examples of how extinction can occur. One of the best known is the passenger pigeon, a species that occurred in greater numbers than any other bird or mammal for which there are records. Passenger pigeons looked very similar to mourning doves, a close relative that is still common. One distinction a requirement for nesting in colonies which finally led to the destruction of the passenger pigeon. The extinction of the passenger pigeon is a commentary on the mistaken belief that if a species occurs in large numbers it is not necessary to be concerned about its welfare. The last member of the species died in 1914. In 1918 the last Carolina parakeet died. This colorful green bird with an orange or yellow head was seen throughout the eastern United States in the 1800s. Parakeets were shot for their beautiful feathers and because they damaged crops. The ivory-billed woodpecker, the largest woodpecker to inhabit North America, was believed to be extinct in the United States, they are also seen in remote areas of the South. The cause of its disappearance is presumed to be the major habitat destruction that resulted from logging of large Southern forests. Ivory-bills required large tracts of land with old trees and were unable to cope with timbering activities. The world's last dusky seaside sparrow died in Florida in June 1987 because its habitat, Florida's coastal salt marsh, was severely depleted. In the early 1990s the spotted owl of the United States Pacific Northwest sparked debate between conservationists concerned with the survival of this threatened animal and the local timber industry workers which were worried in loosing their jobs. About 20 insects, most of them butterflies, are endangered species. Populations of two butterfly species the San Bruno elfin and the mission blue are very few now because they have been killed. The These animals are dying because we walk over were they live, we step on there food, we cut down there homes. FWS is looking after the few butterflies that are left. The recovery plan also provides for research programs designed to understand the requirements of each species so that proper habitat management decisions can be made. More than 90 species of United States fishes, most restricted to specific bodies of water, are in danger of extinction. Most live in deserts of the Southwest, where water is rare. Many species of desert fishes became extinct before protective measures were taken. The desert fishes do not have that much of a chance to live because in the desert when the sun gets hot the water starts to disappear. Now a days the NFW is looking after the fishes that live in the desert. Whales are endangered species too. There are very little whales left in the world. People still go hunting for them when the law says that you can kill them. People use whales for ivory for oil and to make lip stick and more stuff that women wear. More than 300 mammals of the world are recognized as threatened or endangered. These include eight whales, more than two dozen apes and monkeys, and more than 20 deer, as well as leopards, tigers, elephants, and other large mammals whose numbers have been severely reduced by overhunting and habitat destruction. Included among United States mammals that are protected to some degree are the gray wolf, the Florida panther, and the grizzly bear. The 1973 Endangered Species Act officially addressed the issue of why an endangered species of plant or animal should be offered formal protection. As stated in the act, such species â€Å"are of esthetic, ecological, educational, historical, recreational, and scientific value to the Nation and its people.† Numerous species are medically or agriculturally significant because of their unique properties or traits. It cannot be predicted when a species might be discovered to be of direct value to humans. Once a species becomes extinct, however, the opportunity is lost forever. As scientists try to solve the twisted network of plant-animal relationships in the natural world, more and more species are discovered to have a necessary, and often unsuspected, dependence on other species. Obviously, if the extinction of one species is permitted through rapid, human-caused activities that do not permit natural adjust and development to occur, certain other species may also be affected. This can result in a â€Å"domino effect† of likely extinction†s. Through breeding programs and introduction of animals into their natural habitats, several species, such as the black-footed ferret, have been brought back from the edge of extinction. Several more species undergoing such programs, such as the California condor, are soon expected to be introduced into the wild and to have similar success. By 1990 the FWS had compiled a list of almost 1,000 species of endangered or threatened animals (of which more than 500 are found only in foreign countries), and some 200 recovery programs were in effect. If fish got extinct than polar bears might get endangered because polar bears prey on fish. They eat the fish to stay alive. The eight whales that are endangered some of them might go extinct because they might eat fish. So if fish go extinct the world would have a lot of changes. If some different kind of insects go extinct than other kinds of insects would go extinct because insects eat insects. And some birds might go endangered because birds eat insects. If birds go endangered or get extinct than other animals that eat birds might get endangered because they have nothing to eat. It would go like a circle because meat eating animals will get endangered. In order to save endangered species hunting should be banned. There should be no trades in furs and animal skin. The animals natural habitat should not be destroyed. These animals should be allowed to be free to do as they please! There should also be harsh fines for anyone who even tries to kill an endangered specie. The government should also set up some fund for endangered species where when money is needed to preserve the land or habitat of the endangered animals there will be money available to use. Money should also be invested in research funds which would try to find solutions in preserving these animals. From my point of view if scientists could prefect coloning they can then use that method to protect endangered species from becoming instinct! However there needs to be more research done in this section before anyone can go along with this solution!