Advanced research methods Essay Example | Topics and Well Written Essays - 2500 words

Advanced research methods - Essay Example Some individuals are more susceptible to stresses than others. Individuals that are often stressed may have built up some form of a tolerance enabling them to work better under the stress and elevated cortisol than others. Further limitations of this study include the small sample size. In addition the research study does not determine the possible long term effects of individuals administered cortisone and the effects on the memory. Although the research demonstrated that individuals given higher doses (in this situation specifically women) were shown to have a decrease in short term memory the research does not assess the dose given and possible variables that could alter the results. Among these variables are certain psychological conditions such as anxiety, clinical depression, schizophrenia and thyroid problems. All of these psychological conditions can alter the way the individual perceives the stresses associated with high cortisone levels. Researchers also fail to establish i f participants are taking medication. Medication can affect the way cortisol effects the participants. In order to address these limitations in the study I proposed a further research be done in the form of a new study. I hypothesize that cortisol will decrease immediate memory performance but will yield long term memory increases for neutral stimuli. In this study the dependent variables is the cortisol the participant received. The independent variable will be the dosage of cortisol that was administered to the participant dependent upon the group (15mgs, 20mgs, 25mgs, 30mgs). Participants will be measured in 8x2 groups of 20 in two different conditions. One group will view fifty non-emotive pictures. The second group will be read a detailed story. The groups will be further divided into groups of ten through random assignment. When the participant takes the test is dependent upon which group of ten the participant is in. The

When Life Imitates Video by John Leo Essay Example | Topics and Well Written Essays - 750 words

When Life Imitates Video by John Leo - Essay Example This research will begin with the statement that the article revolves around the possibility of real-life events beings strikingly similar to those portrayed in violent video games. The author, a writer by heart, has done service to the public by indulging in writing different society centered articles and serving practically for the betterment of higher academics for the past few decades. This article could well be ascertained as a continuation of the chain of his service to his fellow beings. Commencing with the mentioning of a Colorado incident in which teenagers indulged in a violent shooting spree that eventually led to the killing of themselves at their own hands, the author is pained at noticing the obvious influence of gaming on youngsters. It is perceived by the writer that the actions of youngsters were influenced by situations in video games. The opening paragraph gives an evident idea of the purpose with which the author has written it. The purpose of the writer, mainly, is to highlight how scenarios portrayed in violent video games are being adapted to real life by the youngsters who are deeply influenced by them. The audience the writer targets are individuals within the general public and also the video games’ manufacturers. The widespread use of video games and the parents’ leverage given to kids to play them with ease gives an idea that parents are unaware of the hazards involved with the games. The author aims to target these oblivious parents as the audience trying to bring them to light about the alarming problem at hand. Quoting logic and reason, the author tries to clearly signify the relationship that exists between violence in video games and real world mishaps. The argument most presumably set forth by video games promoters that there basically is no direct link that could prove the effect of violence in video games on youngsters and their real-life issues have been responded well by the customer. Understanding the opposin g viewpoint’s position, the writer accepts that there may be personal issues involved with the personalities of individuals who show being affected by the violence related mentality but this mainly is, in the words of the writer, the weakest point that should be addressed. According to the writer, the individual youngsters that come from strong-willed and well brought up families are less likely to fall prey to these violence-prone games. It mainly is the distressed and the oppressed youngsters only who find their refuge in the video games where they find all the violence to lure their oppressed and neglected thoughts, a perfect place to let go of their frustrations. The problem, according to the writer, is that millions of youngsters of the current society are indulged in activities that would do nothing but hurt their counterparts and themselves alike, considering this as being no objectionable practice whatsoever. All this is owing to the fact that oppression has been made an everyday affair by the everyday use of violence-laden video games. The author inputs logic into his writing beautifully by mentioning the point of view of Dr. David Grossman of Arkansas State University who is both a psychologist and a retired Army officer. His point of view is of immense importance as he assesses the situation from two distinct aspects, both from a psychologist’s and an army officer’s point of view. He completely seconds the stance of the author adding that enabling kids and youngsters to get indulged into electronic games at such an extensive rate has made it common for them to think of killing someone no matter what the situation. The severity of the matter has been eliminated by the realistic aspects introduced into the games such as those of the armory being just like real-world weapons and also the scenarios being very realistic as well.

MHE512 - Disaster Relief Module 4 - SLP Essay Example | Topics and Well Written Essays - 1000 words

MHE512 - Disaster Relief Module 4 - SLP - Essay Example nt has made it possible to predict accurately the oncoming of such disaster, as we cannot prevent the damage caused by such tragedies in terms of human losses and property damages. Nevertheless, several disaster relief plans have been formulated to tackle the after-affects of these natural calamities. This paper will give a short introductory detail on various aspects of Disaster Relief Plans (DRP), with emphasis on the training and management of human resources to make the relief plans most effective, strength and weakness of a DRP and its concerns with the funding of different projects. This enables the volunteer or the relief worker to use chain saw and other equipment efficiently and safely. While this type of training will discuss the brush pulling and cutting techniques, it can also provide information on the maintenance of such equipment. This will include training on rebuilding, which enables the worker to close holes in houses or roofs, after the removal of any fallen trees etc.. Similarly, training on fueling, and load handling operations of forklift equipment is also very useful. This would impart training on the use of radio equipment and setting of antennas and other vital gadgets in the disaster area. While this is required for every field worker, amateur radio licensees can pick up the relevant tricks more easily. This type of training is to enable the relief staff for analyzing the disaster data correctly so that a proper assessment of damage can be undertaken and decisions reached based on such information. While these will affect the recovery plan, they will also assist in the knowledge of impact from disaster and weather conditions, on the local community.....(DR training facts) There is saying which goes like†you cannot dig a well after the fire has engulfed your place†. The gist of the story is that disaster preparedness is an exercise that should be undertaken during the times of peace when there is no threat to the atmosphere, where

Theoretical Framework Essay Example for Free

Theoretical Framework Essay Self- efficacy and perceived self-proficiency Bandura’s (1986) social cognitive theory is based on the concept that individuals possess a self-system that enables them to exercise a measure of control over their thoughts, feelings, and actions.   He defines this self-system as housing the individuals’ cognitive and affective structures which includes the abilities to symbolize, learn from others, plan strategies, regulate ones own behavior, and engage in self- reflection.   Bandura believes that through self-reflection, individuals could evaluate their own experiences and thought processes.    Bandura (1986) stresses that self-reflection is the most critical human capability.   Through self-reflection, individuals evaluate and change their own thinking and behavior.   Some of these evaluations include the perceptions of self-efficacy. Self-efficacy is the belief in one’s own capabilities to organize and initiate courses of behavior necessary to achieve specific types of performances. Bandura further elaborated on the belief that perceived self-proficiency could affect behavior in several ways.   Individuals may be influenced in the courses of action they undertake. He believed that individuals may only participate in tasks in which they feel confident and competent.   In contrast, they often avoid those tasks in which they feel unsuccessful.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Pajares (1996), self-efficacy beliefs could determine how much effort individuals will invest in an activity, how long they will persevere when confronting obstacles, and how resilient they are in adverse situations.   There exists a direct relationship among two sets of variables where the higher the self- efficacy, the greater is the effort, persistence, and resilience. In addition, self- efficacy beliefs could influence individuals’ emotions and thought patterns.   An individual with low self-efficacy could believe that things are more difficult than they really are.   This is a belief state of mind that could contribute to depression, stress, and a limited vision of how to best solve an issue.   On the other hand, high self-efficacy could contribute to an individuals feeling of confidence and serenity in approaching problematic tasks and activities (Bandura 1986; Pajares 1996).   Moreover, according to Bandura, an individuals self- efficacy beliefs are strong determinants and predictors of the level of accomplishment that one may attain.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In consonance with this, online art students are individuals possessing this self-system that Bandura was referring to. Their self-systems could pave the way for an introspection of one’s self. This self-reflection is a means for the students to evaluate their selves and this self-evaluation made by the students are the basis for behavioral changes towards improvement. When done in the educational setting, the students could use this self-system in reflecting with regard to their self-efficacy and self-proficiency. This would direct and pinpoint the strong and weak points of the students and the factors that keep them continuing in an educational endeavor or activity. Adult online art students would need to have the chance to review their set of characteristics such as self-efficacy. As stated above, this activity would pinpoint their strong and weak points and the identification of such would pave the way for reinforcement or reversal of certain behaviors. There might be some factors that would need to be reinforced or improved in the online courses and this would be identified based on the students’ self-efficacy beliefs. Motivations of adult learners   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The literature (Knowles 1995; Mezirow 1991; Rogers 1966) in adult education focuses on the distinct attributes of adults, which builds a rationale for practice based on those attributes. Knowles (1995) advocates that adults are autonomous, self-directed, and have unique needs and requirements as learners.   He also indicates that adults like to direct their own learning and are motivated by several factors:1) are attracted to the social relationships involved in learning; 2) want to create friendships and there is a need to foster interesting associations; 3)   have external expectations; 4) have a desire to comply with instructions from someone else; 5) want to fulfill the expectations of someone with formal authority; 6) want to be of service to the community;7) want to become connected and part of social networks;8) want to secure professional advancements or gain higher status in employment; 9) want to escape from boredom   and learning provides a break in the routine of their daily lives. Moreover, Knowles (1950) believes in informal education; that is education where the learning occurs in daily life and outside of formal school settings. Just the same, the adult students of the online art classes still possess practically the same motivations stated above. It can be noticed that the motivational factors presented here are not entirely in harmony with the elements of an online class. Transformative learning, best theorized by Mezirow (1991) suggests that the adult learner make changes through transforming personal perspectives. Mezirow believes that individuals could be transformed through the process of critical reflection and that changes which accelerate transformative learning are referred to as â€Å"disorienting dilemmas†. These are situations that fail to align with preconceived opinions. The dilemmas encourage critical reflection and guide the development of alternative paths of knowledge. The adult learner is given the chance to reflect on the attitudes, opinions and emotional responses that defined personal perceptions. Transformative learning can, thus, aid adult online art students in bringing about an act of contemplation within their personal perspectives of successes, barriers, and motivations with regard to the online art programs they take. As suggested by Mezirow, the change in personal perspectives can help in attaining necessary changes among the adult students in the educational setting. The theory of experiential learning, by Carl Rogers, evolved as a part of the humanistic education movement (Patterson, 1993; Valett, 1977). Rogers distinguishes two types of learning: cognitive and experiential. Cognitive learning corresponds to academic knowledge such as learning multiplication tables and vocabulary.   Experiential learning refers to an applied knowledge such as learning about sewing in order to make clothing. Rogers (1996) believes that a distinction between cognitive and experiential learning was that the learning addresses the means and desires of the learner.   The qualities of experiential learning are self-initiation, personal involvement, and evaluation by the learner and the pervasive effects on the learner. Rogers also feels that all human beings have the ability to learn and the role of the educator is to facilitate the learning. The educator’s responsibilities were to set a positive climate for learning, clarify the purposes for the learner, organize and make available learning resources, balance intellectual and emotional components of learning, and share thoughts with learners. However, an educator should avoid dominating the classroom.   Rogers (1996) states that real learning is facilitated when the learner participates in the learning process and has control over its direction. Also that it primarily is based upon direct application with practical, social, personal or research problems.   Moreover, self- evaluation is the main method of assessing progress or success. Indeed, the theme of self-evaluation by adult online art students remains to be the central focus of this theory. It is also to be emphasized that it is the adult online art students are the principal actors to whom the learning process should be directed. It is necessary that the inputs to the learning environment comes and directs to the learners, who are the adult online art students, and the teacher remains as a facilitator in the online classes. With the fact that they are the main actors here, they are also the ones who should reflect on the learning process and bring about the change. The teacher, as a facilitator would be the one to be the change agent. Both Rogers (1966) and Mezirow (1991) reflect Knowles’ ideas about informal education. Rogers’ (1966) approach to adult education focuses on relationships. He agrees with Knowles that adults want to create friendships and foster interesting associations. However, he believed that the facilitation of significant learning relied upon the attitudinal relationship of the facilitator and the learner. He also believes that it is impossible to teach another person directly—one could only really facilitate their learning.   Similarly, Mezirow (1991) recognizes that adults are autonomous and self-directed; however, he felt the adult learner needs to challenge their frames of reference by critically reflecting on their assumptions. Mezirow feels this is a critical step in the adults learning. Learning could change if the adult would implement ways to assess their beliefs or prior assumptions. With this, a line can be drawn in the path of the adult online art students. There is a relationship within the facilitator and the learner, who are the teacher and the adult online art student respectively. It is not possible to have a direct domination of the learning process of the adult online art students. There is a need for the adult online art students to evaluate on their current beliefs so as to gain a new perspective in the learning process.   Research by Csikszentmihalyi (1997) also explores motivation. He defines a â€Å"state of flow† as a condition of heightened focus, happiness and productivity that all individuals understand and hunger for. Csikszentmihalyi offers an interesting observation about what individuals believe makes them happy. What was discovered is that individuals are most happy and most productive while pursuing challenging activities. The majority of these activities are during work or pursuing a hobby.   Individuals who emerge from each flow state are more complex, self-confident, capable, and sensitive. The experience becomes its own reward. Moreover, in order to improve one’s life, one must improve the quality of the experience. Csikszentmihalyi believes the main advantage of flow is that it enabled adults to avoid psychic entropy or degeneration which could cause depression, dispiritedness and distraction. The adult online art students are motivated by different things. Generally, it can be said that these motivations come from the idea of being challenged with their online art programs. The very experience would serve as their means and their ends. In addition to this, what matters highly are the goals and experiences given and made by them to keep them going in the online art program. Intentions of adult learners One definition (Webster’s World dictionary 1998) of intention states that it is the reason, motive or purpose for ones actions. It is a determination to act in a specific way and on purpose. However, according to Davies (2006) this definition may be unfinished. Jackson (1994), Kuhl (1990) and McCarty and Siccone (2001) as cited by Davies (2006) believe that intention is an internal representation of a persons values, purposes, or commitment to a particular activity. In addition, intention includes willpower, persistence, determination, desire, effort, work ethic, mindfulness, striving, and focus. Rychlak (1997) adds that through intention individuals have the ability to choose specific actions. They also have specific intentions that can determine the effort and persistence with which they pursue those actions.  Ã‚   Fishbein and Ajzen (1975) add that actual learning behavior is more accurately predicted by a learner’s intent. Davies (2006) concludes that it is the learners’ intent that determines the effort expended and the quality of the learning achieved. Through self-reflection mentioned several times before, the adult online art students would be able to learn about their intentions as learners. The degree of the intensity of the intention also shows the effort that will be brought about by the learner in the learning process and in the online art programs. This would greatly affect their interest in their programs. Intention can be defined as an individuals commitment and will to learn what is expected of them when given a specific learning opportunity.   According to Bandura (2001) intention is the mental representation of commitment to learn which is separate from both from motivation and effort.   Learner intention can characterize an individual aims and values for participating in the learning activity. An individual’s capability to make accurate decisions may vary depending on aptitudes and abilities. Gardner (2006) makes the point that the ability to control oneself in this way is a category of intelligence.   Intrapersonal intelligence as Gardner expresses it, is the degree to which individuals are able to efficiently control motivational influences and accurately judge situations when making decisions and forming intent. Tyler (1995) notes that intentions which are associated with specific decisions are not always fixed.   Circumstances may change and motives can become reconsidered.   Certain individuals may have multiple intentions for multiple activities.   These can often compete for their time and attention.   According to Schunk and Zimmerman (1994) in learning environments where students are faced with conflicting intentions, compromises are made that are often situational.   Students who can self-regulate and prioritize specific learning goals are academically successful. Those who are unable can become unsuccessful. The online educational setting would provide the adult online art students conflicts with regard to their motivations, intentions, and personal perspectives. It is important for the adult online art students to be able to identify their main learning goals in vis-à  -vis their intentions and motivations in order for them to become successful in their online art programs. It is necessary for them to gain a full understanding of their personal perspectives and beliefs because these are the things which would pave the way for a successful academic setting. Success strategies and best practices Palloff and Pratt (2001) discuss successful strategies and principles of good practice for instructors in online undergraduate education. This includes, encouraging contact between students and faculty, developing cooperation among students, promoting the use of active learning techniques, and giving prompt feedback. Another good practice is to place an emphasis on communicating high expectations to all learners of diverse talent and learning styles. Palloff and Pratt (2001) believe that courses that encouraged interactivity are the key to a well constructed online course. It could be remembered that one of the motivations of the adult students is the interaction between the different stakeholders of the learning environment. Thus, the transformation of the online courses into an interactive one is a key step for the administrator and the teachers. The role of the student as the principal actor should be noted here because the adult online students should take a big part and should be considered in the redirection of the online class into an interactive one. Sales-Ciges (2001) separate the instructor’s role in the online classroom into three categories: social, intellectual, and organizational.   The instructor monitors the course content by tracking student’s activities, setting timelines, and introducing procedures.   The instructor also has the role of facilitator in discussions by providing students with feedback on discussion board responses.   Stolovitch and Keeps (1999) add that instructors need to understand how to foster human interaction in a virtual setting and to guide the students through their understanding of course materials. In addition, an instructor needs to promote students interactivity for communication, motivation, discovery and participation when presenting assignments.   Wiggins and TcTighe (2001) believe that the instructor should focus on the students understanding of the material and the ability to transfer the information into real life.   In addition, the assignments must be achievable and rewarding in order to keep the student motivated. In line with this, the teachers as facilitators in the online classes for adults should maintain its role as close as it is in the real setting. It should be as close to the real classroom environment and the adult online students should have all the necessary knowledge and skills to be able to put it into application. The maintenance of the real classroom environment and the ability to put it into application are motivations for the adult online art students. Barriers for completion The research (Mezirow 1991; Tough 1979) supports that adults have several barriers against participating in learning. Significant barriers include confidence, time, interest, money, scheduling, child care, transportation, and information about opportunities to learn. More importantly, less obvious barriers include their past experiences in acquiring new learning. Kennedy (2003) observes that adults have preconceived ways of thinking and this could cause a resistance to learning new information. The adult learners’ past experiences can be a barrier in gaining new learning. Crawford (2006) supports Kennedy’s belief about the adult learner. He notes that a resistance to learning new information can occur from past habits or old ways of thinking about a particular issue. He adds that the reason for this resistance in learning is that adults are often reserved about acquiring new knowledge, particularly if it is in direct contrast to what they believe. Similarly, the adult online art students bear the same difficulties with regard to learning, more so with a new environment which is the online classrooms for them. In addition to this, there are factors that prevent them from proceeding with the learning process as they take into consideration when they enroll and proceed with their online art programs. Motivations to continue According to Knowles (1980) adult learners are educated through life experiences. They gain their self-identity from their past experiences. If they cannot use those experiences or if those experiences are unacknowledged, they can feel rejected as an individual. Bandura (1986) also supported that if an individual perceived themselves as unable to accomplish a task, they would cease to participate in the task. In addition, Kennedy (2003) noted that the fear of failure an adult may bring to the classroom could bring on further rejection from their peer group.   Kennedy believes that past experiences could also be a handicap in acquiring new learning.    Adults sometimes have preconceived ways of thinking that are resistant to change.   Moreover, adult learners could be more reserved about new knowledge if it is in contrast to what they believe.  Ã‚   Lieb (1991) contends that how an adult uses their work provides a significant and important factor in self- identification. An important aspect of work that influences the adults motivations to learn has to do with job dissatisfaction. Changes in technology and other socio-economic factors could influence a great number of adults who change occupations over the course of their lives.   Adults are often motivated to acquire and update new skills for employment. To this, the motivations for the adult online art students are motivated by the environment within which learning occurs. This would also include their past experiences and how they use the things they learn from the online art programs. Palloff and Pratt (2003) support that online learning may require a high degree of motivation, self-directed learning, persistence, and commitment from the adult learner.   Many learners lack the required preparation for the demands of online learning in order to complete their programs. Retention (Frankola 2004) in distance education higher education is not a new subject; however the study of e-learning retention is a relatively new area for research. Most of the existing models (Tinto 1975; Bean 1980) of retention were built on the retention research of ground campuses and nontraditional learners. The field of retention for adult online art students remains an unknown one. It is also necessary to identify the preparedness of the adult online art students to the nature of the learning environment. This will provide them ample time to reflect and transform their personal perspectives and make them in parallel with the situations of the online art programs. The research (Frankola 2001) has shown that the reasons for dropping out of online education programs are multiple, interrelated and complex.   Students are most likely to leave an online program after they complete the first few courses. Few students decide to leave an online education program after they have several courses completed.   The students who persist in the early phases of the online program could be viewed as successful and are probably satisfied with their online learning experience in the program. The students who had issues adjusting to the online program or technology are likely to become frustrated in their first few courses. Taking the time and effort to putting forth the investment into the program could make the difference. The adult online art students who had the chance to reflect on their personal beliefs are the ones predicted to be more successful in their online classes. It is important that the adult online student feels motivated in the experiences and goals in the learning experience to keep them going. Martinez (2003) states that recent nontraditional attrition studies have considered the impact of psychological factors on persistence.   Bandura believes (1986) that some of these factors could be related to the learners’ self-efficacy in regard to self-proficiency. Other factors could have to do with learner intentions (Davies 2006), quality of instruction (Palloff Pratt 2003), and motivations to continue (Frankola 2004; Kennedy 2003). The level of persistence exuded by the students could be affected by several factors, which are important for the adult online art students. This, in consonance with the learning environment, could contribute to the success of the students and in the continuous endeavor in learning.

Rawls Concept Of Justice As Political: A Defense Against Critics :: Philosophy Philosophical Rawls Essays

Rawls' Concept Of Justice As Political: A Defense Against Critics ABSTRACT: Rawls' theory of justice as fairness involves a central contention that principles of justice essential to the structure of a constitutional democracy must be viewed as political in contrast to more comprehensive moral, philosophical or religious doctrines. The concept of justice is not its being true to an antecedent moral order and given to us, but its being congruent with our self-understanding within the history of justice as political is not a mere modus vivendi, for it embodies an overlapping consensus that does have a moral basis. Critical reaction to Rawls has been that what is simply a consensus within a tradition of public discourse cannot afford an adequate criteria of moral justification, and that Rawls cannot define the moral basis for justice as fairness without some reference to a comprehensive theory of the good. But it will be argued that critics are missing what is central to Rawls' theory of moral justification as what he sees to be the outcome of a proce ss of "wide reflective equilibrium" in which principles of justice initially given within a tradition are weighed against rival moral theories and in relation to scientific theories of human nature and society in order to establish what seems "most reasonable to us." It is the central contention of Rawls that the principles of justice essential to the structure of constitutional democracy must be characterized as political in contrast to more comprehensive moral, philosophical and religious doctrines on which agreement is not possible within the pluralism of modernity, and that the concept of justice is not its being true to an antecedent moral order, but its congruency with our self-understanding within history and traditions embedded in our public life. But Rawls emphasizes that the concept of justice as political is not a mere modus vivendi, for it embodies an overlapping consensus by specifying the fair terms of cooperation between citizens that are regarded as free and equal. This consensus encompasses the concept of primary goods: basic right and liberties, powers and prerogatives of office; income and wealth; the basis of self-respect. It also encompasses the "difference principle": in which economic inequalities are allowed so long as thi s improves everyone's situation including that of the least advantaged. The overlapping consensus, Rawls further specifies, is not a consensus simply in accepting a certain authority, or simply as compliance with certain institutional arrangements.

20th Century Latin American Literature Essay examples -- Essays Papers

20th Century Latin American Literature Global literatures in English have always played a key role in developing international understanding and appreciation for the social realities and cultural developments beyond Western lifestyles and familiarity. For anthropologists seeking to perceive the social realities of 20th century Latin America, the work of popular authors and novelists of this century is invaluable. Popular authors are the modern mouthpieces of the people and societies who read and love them, and thus, novelists can serve as reliable representatives of the social climate from which they draw material and compose their works. Writers manipulate dominant languages of Latin America â€Å"inherited from rejected colonial powers† to express the content and soul of the people who still live and breathe in these 21 countries of rich heritage and music (Gallagher 1973:1). This collection of countries and peoples has â€Å"experienced parallel histories, cultural formations and literary developments†, and because of these â€Å"profound† ties, constitutes â€Å"a single unit in many senses† (Martinez 1982: 63). Throughout history, â€Å"common Iberian patterns were imposed upon men, cultures and nature that encouraged a blending or unifying process, that is, the creation of the community of nations we call Latin America† and today Latin Americans â€Å"extend their literature in the world†¦no longer concerned about whether or not they express America or their representative countries† (Martinez 1982: 64).However, translating literature from one language to another fo r the benefit of international audiences is a tricky political process, and the history of the evolving Latin American novel testifies to the wild dynamics of language and human identi... ... Texas Press. Martiniez, Jose Luis. Unity and Diversity. In Latin America in Its Culture, vol. 1: Latin America in its Literature. Cesar Fernà ¡ndez Moreno and Julio Ortega, eds. New York: Holmes & Meier Publishers. Minta, Stephen 1987 Gabriel Garcà ­a Marquez: Writer of Colombia. London: Jonathan Cape. Simpkins, Scott. 1995 Sources of Magical Realism/Supplements to Realism in Contemporary Latin American Literature. In Magical Realism: Theory, History Community. Lois Parkinson Zamora and Wendy B. Faris, eds. Durham: Duke University Press. Slemon, Stephen. Magical Realism as Postcolonial Discourse. In Magical Realism: Theory, History Community. Lois Parkinson Zamora and Wendy B. Faris, eds. Durham: Duke University Press. Swanson, Phillip, ed. Introduction: Background to the Boom. In Landmarks in Modern Latin American Fiction. London: Routledge.

Critically analyse and evaluate current developments Essay

In the 1980’s and 1990’s the cruise industry saw the emergence of a new market, which was younger people with considerable income but no families. The term DINKY’s was given to these couples which meant â€Å"Double Income No Kids Yet† These couples were excellent to target as they had plenty of disposable income and they do not have any children to worry about, being able to go on holiday, when they like and where they like, spending their quality time together and not having to worry about the price. In 1990’s 15% of the passengers who cruised with P&O and Princess Cruises were from the UK and researches showed that there is still an active UK market. In 1998, the UK cruise market was expanding dramatically. Companies which had operated in the traditional holiday market were adding cruising to their portfolio and greatly increased their supply of cruise holidays for the UK market. Although cruising is loved by many travellers, there is still a staggering 98% of the population who have not taken a cruise, reasons identified by Dickinson and Vladimir (1997) cited in Cartwright and Baird (1999) revealed five main reasons why people do not cruise which consist it being too expensive, the exclusivity, family commitments, claustrophobia and sea sickness. Disabled consumers The disabled consumer group have become more interested in the cruising industry, many cruise liners did not offer ships which catered to disabled people. Now with the Disability Discrimination Act 1995, where all places who offer service have to make â€Å"reasonable adjustments† the cruise liners had no choice but to build disability-friendly rooms for their travelling disabled passengers. Not saying that they did not have these rooms before, but some cruise liners did not offer this service for the disabled consumer group, and it was against the law. There should be no problems for disabled people finding a cruise liner suitable for them as all cruise liners now offer fully disabled facilities within the ships to cater to the disabled consumer group. Family Cruising In the 1990’s a major development which was companies targeting families with children was put in place, by providing facilities not only for the adults but also for the children to enjoy, now in 2005, almost every cruise line offers family cruises. If a cruise liner does not offer a family cruise they are missing out on making lots of money. Although there are still some cruises which specifically do not allow children, reason being because these cruises are for the older / retired people who do not wish for screaming, noisy, crying children and babies when they are trying to relax. Being a kid is all about having fun. Coincidentally, so is vacation. But kids and parents rarely agree on what is fun. To parents, fancy dinners, late night shows and reading by the pool are fun. Kids have more fun playing games, doing scavenger hunts, and going down waterslides. The good news is that all of these activities occur on a cruise, making a cruise the vacation of choice for today’s families. Under the supervision of the youth staff, kids can play video games, eat pizza and play in a ball pit, while parents relax and have a fabulous five course meal. It is a parent’s and kid’s dream come true! (familycruise. com [online] 2005) The quote above was taken from www. familycruise. com an internet site which specifically caters for family cruises. Helping families to plan holidays which will keep both parents and kid’s happy on their holiday. Parents love to go on cruises so they have to be able to find a ship which caters for the family, letting the children have a good time on the cruise and also for the parents to relax and not have to worry about looking after their kids and think about what they are doing and are able to do on-board. The cruise industry has continued to grow rapidly since the introduction of family cruises. This might be due to parents now being able to have their dream holiday, a cruise, and not have to worry about their children as they can go too and have fully trained sitters to look after their kids and keep them occupied all day long. Price Cheap prices are what the lower-end consumers are looking for. A good price with an average cruise holiday, they cannot expect more than that as they are not paying a high price for a luxury cruising holiday. Although the cruise industry is very expensive, there are still many consumers who like to go on cruises. This could be due to status, as only the wealthier people can afford to go on these high-class cruises. In 1999, it was possible to obtain a seven day cruise from the UK for i 399 per person, which then was cheap compared to the top end cruises which were around i 2000 per person. Now in 2005, cruises prices start from i 599+ per person. This is rather expensive as the average family spends around that price for a holiday a year, not per person. Cheaper cruising prices should be being introduced and this would be an excellent idea as many lower-end consumers want to experience a good cruise but unfortunately do not have the funds. If cruise liners offered cheaper cruises with good experiences not only the wealthy passengers can go but so can the lower-end customers. Incentives Cruises in America often have many deals which include, prices starting from $399, book before Jan and receive an extra night’s stay, children under 16 cruise for free and many more. This is a good way to make more sales and allow people to pick their company to another one. As there are many incentives available which is what the consumers are looking for as they are paying a high price for their cruising holidays. â€Å"Receive our special Early-Booking discount and free hotel stay†. (cruise. gr [online] 2005) The quote above is very popular within the cruise industry, this is the type of incentive the consumer wants to see to help motivate them to purchasing the holiday. Consumers today are very greedy and like value for money, if they are buying on the internet they will always look for sites which offer them incentives towards their holidays, or when buying in travel agent they will try to get some freebies towards their holidays.