Writing to argue Essay Example for Free

Writing to argue Essay Writing to argue is a very popular choice of writing for both exams and coursework. By carefully following the advice below you should be able to improve your grade ARGUMENT OR PERSUASION? Argument and persuasion are very similar styles of writing; indeed many treat them both as writing that seeks to influence. There are some differences, however. An argument is an issue about which reasonable people disagree. An effective argument, therefore, will put forward a well-reasoned point of view, one that recognises but aims to counter other equally valid views; persuasion tends to be far more single-minded in its aim to change minds. A good argument is based, therefore, mainly on reason (even if this is passionately even emotionally conveyed); persuasion tends to be a more one-sided, personal and emotional conviction that only one way is the right way. ARGUMENT AND THE ANCIENT ART OF RHETORIC The art of argument and persuasion has been studied for thousands of years. The ancient Greeks called it rhetoric and its two most famous teachers were the two Greek philosophers, Aristotle and Cicero. CLASSICAL RHETORIC The Greeks believed that the ideal way to persuade someone was through the use of reason alone (which they called logos); however, they recognised that human weakness meant that two further techniques were also useful: the appeal to character (called ethos) and the appeal to emotion (called pathos). LOGOS THE APPEAL TO REASON Most people believe themselves to be reasonable so appealing to a persons sense of reason is the most effective means of convincing them to change their way of thinking. ETHOS THE APPEAL TO CHARACTER We all share common ideas of what is right and wrong; demonstrating your own or appealing your opponents sense of what is right and fair is highly persuasive. PATHOS THE APPEAL TO EMOTION It is said that when emotion comes in through the door, reason departs via the window so use emotional pleas with care; but, persuasion does often succeed by the careful and considered use of emotion especially showing how passionate you feel for your point of v iew. What makes an effective argument? * Arguments should seek to answer the question Why? in full for one side of the argument (some exam questions might ask for both sides to be made clear). * The tone of voice with which you choose to address your reader (e.g. friendly, serious, assertive, etc.) and the register of language you adopt (the complexity of vocabulary and degree of formality or informality, for example) should be appropriate to the task and the audience. 1. Consider your audience * Immediately capture their attention with a lively and interesting opening sentence. * Be tactful and show you respect their point of view (but never agree that it is better than your own!) * Sound authentic, knowledgeable, trustworthy and convincing. * Acknowledge that other views exist but find ways to counter these with your own more reasonable points. * Logic and reason win arguments but be passionate about your views * Interest your audience by using a suitable anecdote to illustrate one of your major points. * Never sound superior, condescending or impolite. Any suggestion that other viewpoints are silly or foolish is the equivalent of calling your reader silly and foolish. The result? Lost argument. Lost marks. Try switching roles how could you be convinced? 2. Know the conventions of the form of your writing * You may be asked to write in the form of an essay, a formal or informal letter, an newspaper or magazine article, a school newsletter, a speech, and so on. Make sure you know the conventions that apply to each of these. 3. Know the most effective argument methods * Remember that because the other sides view is reasonably held, you will only win them over through impassioned reason and logic. * The key to a successful argument is to plan well, making sure you release your various points in a progressively convincing order. Try to show that you have planned or, as the examiners put it: consciously shaped your response. This gains many extra marks. * You need to show that your opponent can trust you so make up a solid and believable reason why you are in a good position to argue over this issue. * An effective way of convincing someone that you are reasonable is to argue from a position of what is called common ground. This is an outcome that is common to both of you an end-point you both desire. Having acknowledged this, you then proceed by showing how your way to this goal is the best way. * A strong way to show how reasonable you are is to acknowledge that other views are well thought out just not quite as well thought out as your own. This is a skilful and subtle approach. * Using a humorous or vivid but entirely reasonable and realistic anecdote to illustrate a point can be an excellent way of countering the opposite point of view, e.g. Let me tell you about a friend of mine. He . * Use rhetorical devices such as rhetorical questions, list of three, repetition, etc. to increase the persuasive power of your argument. The most successful arguments are INTERESTING, ORIGINAL AND APPEALING ORGANISED, PROGRESSIVE AND CONVINCING EASY TO FOLLOW THOUGHTFUL AND CONSIDERATE SUBTLE and SOPHISTICATED IN MORE DETAIL 1. Plan 2. Write 3. Check 1. PLAN * Planning: Put simply, you will probably lose marks if you fail to plan before you write. Each year the examining boards report that this is the case. The mark schedules state that the students argument needs to be consciously shaped and this means well-structured; a plan is essential for this. You have one hour for this question so time is on your side for once. * Decide on what would be a suitable style for your kind of reader. * Brainstorm to create a list of points in favour of your idea. Choose five of the most convincing. Check that each point is truly separate and not a part of a larger, more general point; if it is, use the larger point. Make sure each point is truly convincing switch roles: would these persuade you? * Organise these five points into a progressive and persuasive order. * Create an equivalent list of opposing points that you may need to counter. * Work out a few ways to add interest and authority to your writing: rhetorical questions, an effective anecdote a piece of research, an expert opinion. * Aim to use REASON rather than EMOTION but do show your beliefs are passionately held, also you could use humour or emotion in one of the anecdotes you use. And always remember that if you call the oppositions view silly or foolish, you are effectively calling your reader silly and foolish too. Result: lost argument; lost marks. 2. WRITE OPENING PARAGRAPH * Open strongly and in an original way to capture your readers attention. * State your own point of view but dont be too strident in your tone. * If relevant and useful, give the history and background of the argument. * Find some common ground between you and your reader to generate trust and goodwill in you as a person and as a thinker. Selling yourself will help your reader decide to buy your ideas. BODY (CENTRAL) PARAGRAPHS * Open each paragraph with a topic sentence that introduces the points created from your planning above. * Explain, develop and explore fully each point you make in a logical, sensitive and clear way. * Try to link each paragraph to the next by using a subtle transition or hook sentence at the end of every body paragraph. * Acknowledge opposing views but sensitively refute them and show how your view is best. * Add power to your argument by using rhetorical devices. HERE ARE SOME EXAMPLES OF RHETORICAL DEVICES Rhetorical questions, similes, metaphors, emotive language (use with care!), irony (but never sarcasm!), lists of three, repetition, hyperbole (exaggeration for effect), humour, anecdotes, and so on. * Add fluency to your argument by using discursive markers. HERE ARE SOME EXAMPLES OF DISCURSIVE MARKERS However; although, if so, and so, but, clearly, on the other hand, therefore, supposing that, furthermore, looked at another way, in contrast, on the contrary, etc. * Add authenticity to your argument by sounding sincere, using anecdotes (true accounts) and so on. * Add authority to your argument by writing confidently and using effective support, e.g. expert opinion, statistics, and so on make this up in the exam, but keep it reasonable. CONCLUDING PARAGRAPH * Round up your argument by restating your case and summarising your main points. End as you began in a powerful, interesting and memorable way. 3. CHECK In this part of the exam, you gain marks for writing in an accurate, clear and fluent way. Each year the examiners report mentions that many students failed to achieve a higher grade because they failed to check and correct their work. Always give yourself time to check your writing thoroughly before handing in the exam paper. Read each sentence after you have written it Write using a variety of sentence types and styles but remember especially that shorter sentences are often more interesting because they are crisper and clearer. An occasional ultra-short sentence can add real impact to writing. Never fail to re-read your sentences after writing them to check that they are complete in their sense, accurate in their grammar and spelling and follow on logically and smoothly from the last. Check every paragraph. A paragraph is a written discussion that covers a single topic one topic among the many that are needed to cover the subject matter of the whole piece of writing. One of the sentences in the paragraph, and quite often the first one, is called the topic sentence. This is the sentence that introduces, or tells in a nut shell, what the paragraph is going to be about. The remaining sentences do no more than expand and explore the ideas raised by the topic sentence in more depth. No points that are unrelated to the main topic should be covered in the same paragraph. Each paragraph should flow smoothly from its predecessor. This is achieved by the use of a subtle hook sentence at the end of the paragraph; this is a sentence that hooks into the new topic of the next paragraph. To correct a missed paragraph simply put this mark where you want in to be: // then, in your margin write: // = new paragraph. The examiner will not mark you down for this so long as you have not forgotten all of your paragraphs. Examine each comma Over, or misuse, of commas is a common and important error that can lose many marks. Many of you will occasionally use a comma instead of a full stop to end some of your sentences. You are failing to recognise where the end of the sentence should have been. Too much of this leads to a dreary and difficult-to-read style because it destroys the clarity and crispness that is a necessary part of all good writing. A sentence is a group of words that is about one main idea or thought. It should seem complete to its reader. Sentences that drift into several ideas, or which seem incomplete, are less clear and interesting to read. Ending a sentence with a comma (or even nothing but a space) instead of a full stop will allow it to run on or drift in this way. Try to use commas only to mark off parts of a sentence so that the sentence reads more smoothly or makes clearer sense. Look at every apostrophe. Look at the words you have used that end in s. Are they plurals? If so the chances are they do not need an apostrophe. Apostrophes are used to show when a letter has been missed out (as in: shouldnt) and when two nouns belong to each other (as in: the schools entrance). Also make sure that when you write its you do mean it is (as in its cold) not belonging to it (i.e. as in: its surface).

Strategy For Sustainable Construction 2008

Strategy For Sustainable Construction 2008 According to OGC Guide (2003), sustainability includes environmental, social and economic factors, and construction affects all three areas. HM Treasury launched a three-year Sustainability Action Plan in June 2000 which sets out how the government client would take forward the sustainable development agenda through better procurement of new works, maintenance and refurbishment. The Strategy for Sustainable Construction aims to achieve sustainable construction through procurement, good design, innovate the construction process, continuous professional development of people, better regulation, climate change mitigation, climate change adaptation; reduce per capita consumption of water, enhancement of biodiversity, reduction of construction waste to landfill and using materials having least environmental and social impact. (HMG, 2008) According to Glover (2008), the following points should be taken into account while drafting construction contracts Identify the client and principal contractor; Identify who is responsible for complying with the regulations and drafting and updating the SWMP; Decisions in relation to sustainability provisions; Identify the different types of waste that will be produced in the course of the project and describe what waste management action will be taken; Identify who is responsible for removing the waste Construction Projects and contracts are already subject to certain sustainability provisions like clause 4.18 of the FIDIC Red Book entitled Protection of the Environment. Similarly, clause 16 of the JCT 2007 form states that the provider will assist the employer and the other project participants in exploring ways in which the environmental performance and sustainability of the Tasks might be improved and environmental impact reduced, for instance, selection of materials and adoption of construction techniques which result in reductions in waste. The wording of Clause 16 of the JCT 2007 form is similar to paragraph 56 of JCT Framework Agreement Guide. The government has introduced a number of legislative provisions like Site Waste Management Plans Regulations 2008, Energy Performance of Buildings Regulations 2008, Housing and Regeneration Act 2008, Landfill Tax and Code for Sustainable Homes 2008. (Glover, 2008) Having identified sustainability as a key issue, the JCT conducted preliminary discussions with senior industry figures. As a result of those discussions, the JCT launched a consultation, to deal with sustainability in construction contracts and ultimately the issue of how sustainability should be addressed in JCT contracts. The findings of the consultation were published in a guidance notes called Building a sustainable future together. It revealed that detailed requirements should be contained in the project specification rather than in the contract. The guidance notes also sought to address the feeling amongst participants that guidance was needed for tackling sustainability in contractual documentation. (Law-Now, 2009) The incorporation of suitable provisions in guidance notes or clauses in construction contracts offers the clients to incentivise to improve sustainability. Areas for possible inclusion under the heading of sustainability, are: sustainability targets, desired levels of energy, and water use; targets for waste minimisation and recycling; requirements for use of materials that come from sustainable sources; targets for health and safety of the workforce on site; targets for training and appropriate skills levels; requirements for use of up-to-date integrated supply chain methods including improved logistics and use of logistics plans; and targets for improved working conditions for staff both on and off site. Considerations on the transport side, both for bringing staff on site and bringing materials to the site will also be important to the overall carbon footprint of the project. (JCT Consultation Paper, 2008) Sustainability Objectives have to be reflected in the employers requirements and carried through into contract drafting. There are already a number of existing contractual provisions in many standard form contracts which can be tailored to address sustainability, for example, clause 2.15 of JCT 2005 Design and Build regarding Changes of law. A mechanism similar to liquidated and ascertained damages can be an effective means of ensuring delivery of sustainable requirements. Use of clear objectives and deliverables linked to a compensation mechanism is the key to delivering sustainable development through contract drafting. (Douglas and Oats, 2008) The principal purpose of Revision 2 is to recognise the increasing importance of sustainability and to provide a flexible framework. The sole alteration has been the insertion of the new Seventh and Eighth Recitals (Framework Agreement and Supplemental Provisions). Entries are provided against the references to them in Part 1 of the Contract Particulars. The default position for each Supplemental Provision is that it applies unless otherwise stated. (JCT Guide, 2009) The sustainability wording encourages the contractor to suggest economically viable changes to the works, which might result in environmental benefits to the works and requires the contractors to provide the employer with information on the environmental impact of the materials they select and use. (Law-Now, 2009) JCT SBC 05 has fall-back provision regarding sustainable development, which is according to clause 2.1 which deals in compliance with the contract documents, the construction phase plan and the statutory requirements. The key to sustainable construction is that the sustainability provisions are incorporated in the design and specification. In sustainability terms (as with any contract), there are two questions that need to be asked which are, what is the loss and what are the ordinary standards applicable when asked to incorporate sustainability provisions. (Glover, 2008) Under the Society of Construction Law Delay and Disruption Protocol, it is possible to build sustainability provisions into the definition of practical completion i.e. a project is not complete unless certain sustainability standards have been achieved. The contractor might require the addition of a new relevant event under clause 2.29 of the JCT Standard Building Contract to account for the risks of such provisions. Clause 2.29.12 already deals with the risks of a change in the law i.e. the introduction of new environmental regulatory provisions. The client and the contractor have to decide who carries the risk for increase in prices of commodities for sustainable construction. (Glover, 2008) According to Glover (2008), the collateral warranty in terms of sustainability can be stated as The consultant warrants and undertakes to the employer that it has and will continue to use reasonable skill and care that it shall endeavour at all times to specify for use materials from the BRE Green Guide to Specification. To conclude, the JCT seems to be deciding between Aspirational clauses and specific obligations. The key to incorporating sustainability provisions into your contract lies with getting your specification right. When it comes to enforcing that specification, there are two options. Firstly, monitor the performance of the contractor through the use of Key Performance Indicators, which must of course be agreed in advance. Secondly, make sure that the achievement of practical completion is linked to the achievement of the sustainable goals you want incorporated into your project. (Glover, 2008) 2. According to NEC3 clause 10.1, the Employer, the contractor, the project manager and the supervisor shall act as stated in the contract and in the spirit of mutual trust and co-operation. This is similar to JCT 05, Schedule 8 (Eighth Recital) paragraph 1, which states that the parties shall work with each other and with other project team members in a co-operative and collaborative manner, in good faith and in spirit of trust and respect. In the NEC3, when Option C, D, E F are used, Clause 20.3 states that the contractor advises the project manager on the practical implications of the design of the works and on subcontracting arrangements. Clause 20.4 states that the contractor prepares forecasts of the total defined cost for the whole of the works in consultation with the project manager and submits them to the project manager. According to NEC3 clause 25.1, the contractor cooperates with others in obtaining and providing information which they need in connection with the works. According to NEC3 clause 40.3, the contractor and the supervisor each notifies the other of each of his tests and inspections before it starts and afterwards notifies the other of its result. These clauses illustrate the collaborative working environment. (Telford, 2008) JCT SBC 05 contains an express undertaking to comply with the statutory requirements and Construction Phase Plan in clause 2.1 which covers Health and Safety legislation. According to clauses 3.23 and 3.24, the contract also makes provision with respect to the CDM Regulations and a CDM Co-ordinator as well as a Principal Contractor is appointed by the Employer. The Part 2 of the CDM Regulations sets out the duties of clients, designers and contractors. According to JCT 05 Schedule 8 (Eighth Recital) paragraph 2, the parties will endeavour to establish and maintain a culture and working environment in which health and safety is of paramount concern. This supplement provision adds an obligation to comply with non-statutory HSE and HSC codes. (JCT Guide, 2009) This is similar to NEC3 clause 27.4, the contractor act in accordance with the health and safety requirements stated in the works information. It is necessary to include in the contract any particular requirements which the employer has and are in parallel with statutory requirements. These requirements may include such matters as the safety regulations of the factory, a health and safety plan for the whole site, submission of safety policies and which party is responsible for maintaining areas used by several contractors in a safe condition. (Telford, 2008) Also, clause 91.3 of NEC3 deals with the termination of the contractor in substantially breaking a health and Safety Regulation. For further reading on Health and Safety issues, there is a guide on Health and Safety in the Achieving Excellence suite which identifies how client decisions and activities impact on health and safety. (OGC, 2003) According to NEC3 clause 16.1, the contractor and the project manager give an early warning by notifying the other as soon as either becomes aware of any matter which could increase the total of prices or impair the performance of the works. Also, the intention of clause 16.3 in NEC3, regarding risk reduction meeting is to take action or make decisions which avoid or mitigate the effects of identified risks on cost, quality and time which helps in saving cost. The concept of Contractors share is used in Option C D of NEC3. The purpose of the Contractors share is to encourage effective management control of the final Price of Work Done to Date relative to the target i.e. for saving cost and value improvements. (Telford, 2008) The clause 63.10 of NEC3 deals with the reduction of price if the effect of the compensation event is to reduce the total defined cost. Similarly, the intention of clause 63.11 is to encourage the contractor to apply value engineering principles to the works inf ormation and save cost and improve value. (Telford, 2008) This is similar to JCT 05 supplement provision Schedule 8 paragraph 3, according to which, the contractor is encouraged to propose changes to designs and specifications for the works and to the programme that may benefit the employer in the form of reduction of cost of the works. It is during the pre construction phase that most value improvements are derived by value engineering exercises. Further opportunities for value engineering exercise arise in context of variations where cost saving can be done. (JCT Guide, 2009) For further reading, there is a guide on Whole-life costing and cost management in Achieving Excellence Procurement Guide suite which provides advice on producing whole-life cost models and explains what needs to be done to keep costs under control at key stages in the project. (OGC, 2003) Sustainability Development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. (Glover, 2008) According to JCT 05 supplement provision Schedule 8 paragraph 4, the contractor is encouraged to suggest economically viable amendments to the works which may result in an improvement in environmental performance in the carrying out of the works and the contractor shall provide all such information that the employer requests regarding the environmental impact. According to clause 2.3 and clause 2.9, the JCT has taken an active role in establishing the importance of proper information being available on the environmental impact of materials and goods selected by the Contractor. (JCT Guide, 2009) Also, JCT SBC 05 has fall-back provisions regarding sustainable development, which is according to clause 2.1; the contractor shall carry and complete the Works in a proper and workmanlike manner and in compliance with the contract documents, the construction phase plan and the statutory requirements. This is similar to NEC3 Option X2 regarding Changes in the Law. Any legislation or regulation by the government regarding sustainable development can be incorporated in the NEC3 through this clause. As well as Option Z can be used in NEC3 to incorporate sustainable construction in the contract by adding additional conditions to the contract. Performance can be measured by Standard Key Performance Indicators, Post-project implementation reviews and Client performance surveys. The Improving Performance: project evaluation guide as well as benchmarking can be used to measure performance throughout the life of the project. (OGC, 2003) According to NEC3 Option X20, the contractor reports to the project manager his performance against each of the Key Performance Indicator (KPI) stated in the Incentive Schedule and if the target is not achieved then the contractor submits a proposal to the project manager for improving his performance. If the target is achieved or improved then the contractor is paid the amount stated in the Incentive Schedule. Also, the employer may add a Key Performance Indicator and associated payment to the Incentive Schedule. (NEC3, 2008) This is similar to JCT 05 supplement provision Schedule 8 paragraph 5, according to which, the employer shall monitor and assess the contractors performance by reference to any performance indicators stated in the contract particulars and where the employer considers that the target may not be met, he may inform the contractor who shall submit his proposals for improving his performance. Another feature of NEC3 Option X17 is that, if a defect included in the defects certificate shows low performance with respect to a performance level stated in the contract data, the contractor pays the amount of low performance damages stated in the contract data. The performance of the contractor is certified by the supervisor following a specified performance test to be carried out between completion and defects date. (Telford, 2008) In JCT 05, according to Section 108 of the Housing Grants, Construction and Regeneration Act (HGCRA) 1996, a construction contract should enable a party to give notice at any time of his intention to refer a dispute to adjudication. If a dispute arises, the parties should consider whether to allow a reasonable period for negotiation before recourse to adjudication or other external means of resolving the dispute. (JCT Guide, 2009) This is similar to NEC3 which has also incorporated HGCRA 1996 in Option Y (UK) 2. According to NEC3 clause 13.7, a notification which this contract requires is communicated separately from other communications. In NEC3, Dispute Resolution is dealt using two options namely Option W1 which is used in international contracts outside UK and Option W2 which incorporates HGCR Act 1996 and is used in UK. According to NEC3, Option W1, disputes are notified and referred to the Adjudicator in accordance with the Adjudication Table. While in case of Option W2, a party may refer a dispute to the Adjudicator at any time. According to clause W2.3, a party gives a notice of adjudication to the other party with a brief description of the dispute. Within seven days of a party giving notice of adjudication he refers the dispute to the Adjudicator, provides information and send a copy of the information to the other party. If the subcontract allows, the contractor may refer the subcontract dispute to the Adjudicator at the same time. The Adjudicator may review and revise any action or inaction of the Project Manager or Supervisor, take the initiative in ascertaining the facts, instruct a party to provide furt her information or instruct a Party to take other action. The Adjudicator decides the dispute and notifies his decision and his reasons within twenty eight days. If a party is dissatisfied by the decision of the Adjudicator, he may notify the other party within four weeks that he intends to refer it to the tribunal. The tribunal has the power to reconsider any decision of the Adjudicator. The parties can settle the dispute through arbitration as well. (NEC3, 2008) According to JCT 05 clause 9, the parties can settle the dispute in four ways i.e. through mediation by using a third party to assist the negotiation process(Clause 9.1),refer disputes to Adjudication (Clause 9.2) and the procedure is similar to NEC3, refer disputes to arbitration (Clause 9.3 to 9.8) and litigation (Article 9). According to JCT 05 supplement provision Schedule 8 paragraph 6, each party shall promptly notify the other of any matter that appears likely to give rise to a dispute or difference. The senior executives nominated in the contract particulars shall meet as soon as practicable for direct, good faith negotiations to resolve the matter. In the case of the sixth Supplemental Provision (Notification and negotiation), there is a further entry for nominated employees. (JCT Guide, 2009) Word Count: 2862 References: Issaka Ndekugri and Michael Rycroft, 2009, the JCT 05 Standard Building Contract: Law and Administration JCT Consultation Paper, 2008, Sustainability JCT 05 Standard Building Contract Guide, 2009 JCT (2009), Standard Building Contract with Quantities 2005 Jeremy Glover, 2008, Sustainable Development in the Construction Industry, Retrieved from: http://www.fenwick-elliott.co.uk/files/Sustainable%20Development%20in%20the%20Construction%20Industry.pdf (Accessed on 25th January, 2010) Law-Now, 2009, Construction industry body embeds sustainability in its standard form contracts, Retrieved from Blackboard NEC3 (2008), Engineering and Construction Contract 2005 Simon Oats and Tom Douglas, 2008, Sustainability Contracts Strategy for Sustainable Construction, 2008, retrieved from: http://www.strategicforum.org.uk/pdf/1381-Report.pdf (Accessed on 25th January, 2010) Sustainable construction, Retrieved from: http://www.berr.gov.uk/whatwedo/sectors/construction/sustainability/page13691.html (Accessed on 25th January, 2010) Thomas Telford, 2008, NEC3 Engineering and Construction Contract 2005 Guidance Notes

National Parks By Visitor Management Tourism Essay

National Parks By Visitor Management Tourism Essay The recreationists who visit and enjoy the planets protected natural areas cause serious ecological damage to the very lands they enjoy. To maintain ecosystem integrity, park managers must increasingly focus on recreation management as a vital part of their jobs. Managers agree on the importance of pursuing objectives using the least cost mix of tools. To make this choice wisely, the efficacy of various tools in influencing recreationists behavior must be assessed. Natural resource managers often confront the dual objectives of encouraging recreation while simultaneously preserving the ecosystems they manage. Unfortunately, human behavior often degrades natural processes. To maintain ecosystem integrity, park managers must increasingly focus on recreation management as a vital part of their jobs. The choice of recreation management strategy requires that objectives be delineated and that the efficacy of the many tools at their disposal be evaluated. Visitor management in parks, wilderness and other protected areas requires information about visitor environment interactions and, particularly, the distribution and flow of visitors in space and time. Such information is usually sketchy and based largely on the verbal reports of visitors. Many of the worlds natural parks, wilderness areas and other protected areas are established for the dual purposes of ecological preservation and recreational use. Managers of such places must balance visitor use and environmental protection. Regardless of the balance selected, policy development and implementation requires fundamental information about visitors, their needs and wants, the impacts of their visits, and their distribution and flow in space and time. While well-established protected areas in developed countries often receive large numbers of visitors, newly established ones can struggle to attract them. This is especially so in some developing countries, where protected areas often depend on tourism income, and the number of visitors may be too low to provide even a small portion of the necessary income to run the park. Therefore strategies to manage the problems of large numbers of visitors in some protected areas often need to be complemented by other strategies designed to attract them to other areas. Managers have at their disposal a wide array of strategies to manage the impacts of park tourism. Their choice will be determined by any restrictions that legislation or agency policy places upon them, by the efficiency and appropriateness of the management strategy, and the resource implications. The main features of these strategies to control, influence and mitigate visitor impacts are described below. There are four strategic approaches which can be used to reduce the negative impacts of visitors on protected areas: 1. Managing the supply of tourism or visitor opportunities, e.g. by increasing the space available or the time available to accommodate more use. 2. Managing the demand for visitation, e.g. through restrictions of length of stay, the total numbers, or type of use. 3. Managing the resource capabilities to handle use, e.g. through hardening the site or specific locations, or developing facilities. 4. Managing the impact of use, e.g. reducing the negative impact of use by modifying the type of use, or dispersing or concentrating use. Literature review: The requirement of Environment Canada, Parks mandate to protect heritage resources and to facilitate visitor use of those resources has not been met in park management plans or operations. Care of the physical, biological, and cultural heritage resources led Parks Canada to develop objective data about natural resources within park boundaries but minimal data about the dimensions and nature of human use. Park planning reflected a protection bias with the result that issues related to the mix of opportunities, activities, services and facilities were not well analyzed or taken seriously. In practical terms, management action in national parks suffered. Facilities were badly located and sometimes too large or too small. Managing the tension between the resource and the visitor requires that park visitors and their activities be treated seriously. This requirement has led to the development of the Visitor Activity Management Process (VAMP). The advent of VAMP represents a fundamental change in orientation in Parks from a product or supply basis to an outward-looking market-sensitive one. Traditionally, park agencies have utilized a product orientation to visitor activity planning and management. Park planners and managers, believed their primary task to be providing facilities, services and programs which they consider to be most appropriate, as efficiently as they are able. This approach involves deciding what the public wants and how the park agency can best provide for visitor and local wants. The resulting facilities, services and programs are offered to the public with the hope that they will be utilized. Ensuing management then becomes operation-orientated, focusing on the facility or resource being offered rather than on the recreation experiences or benefits provided. Natural resource information is collected through the Natural Resources Management Process and is assessed to identify resource opportunities and constraints. The inclusion of such information in VAMP is important because it helps achieve integration between visitor use and resource protection. From the recently revised US National Park Service (NPS) Management Policies, provides a strong mandate to guide recreation management decisions in protecting park resources and values at some 375 parks. This policy guidance recognizes the legitimacy of providing opportunities for public enjoyment of parks. However, the Management Policies also acknowledge that some degree of resource impact is an inevitable consequence of use and direct managers to `ensure that any adverse impacts are the minimum necessary, unavoidable, cannot be further mitigated, and do not constitute impairment or derogation of park resources and values (NPS, 2001). Most protected areas internationally operate under similar mandates. Success in achieving an appropriate balance between recreation provision and resource protection mandates requires professional management of park natural resources and visitor use. Managers must have the ability to assess and find out visitor impacts and determine what their acceptability with respect to park management objectives is. Objective of the research: National Park Service lands are administered under dual legal mandates requiring managers to achieve an acceptable balance between resource protection and recreation provision objectives. While some degree of environmental degradation is inevitable, managers are challenged to develop recreation resource management policies that can preserve environmental conditions and processes, while sustaining high quality recreational experiences. Recreation ecology knowledge can assist managers in this challenging task by providing procedures to monitor resource conditions and evaluate the effectiveness of management actions. Provisions of (physical) facilities in recreational areas often have a double purpose. They offer service to the visitors, but their primary purpose might equally be as management actions with the purpose of limiting impacts on the natural environment. Research in the outdoor recreation field shows that land managers usually are more sensitive to ecological impacts from recreation than are the visitors. 1. How do the two groups judge the need for facilities? 2. Which management actions are regarded as good or acceptable tools in order to repair or minimize impacts? 3. How we can apply visitors management tools to integrate protection and use of national parks and facilities at the same time? Methodology: This project will utilize both quantitative and qualitative data collection tools, but is rooted in a qualitative method. It means combination of quantitative and qualitative method but rely on qualitative one. Data collection will consist of primary data and secondary data. In secondary data collection, using of magazines, books, articles, journals, internet, websites and conferences papers are common ways and primary data can be gathered by: communication methods and observation methods such as interview and questionnaire. Expected benefits to the society: Protected areas provide opportunities for visitors to develop a sense of perspective, to begin to appreciate that the past played an important role in shaping the present, and to understand that what we now hold dear came because others before us made sacrifices, were worried about the future or were simply far-sighted. Parks are thus highly valued for their opportunities for these experiences. The potential pressures that tourism may place on cultural resources are significant, yet such tourism is highly dependent on maintaining the integrity of the site. National parks and protected areas provide important reserves for biological habitats, ecological processes, pure air, clean water and individual species. These functions serve the important role of providing the security that cultures need for maintenance of natural processes important to the survival of human life. National parks and protected areas provide critical habitats for humans to enjoy, appreciate and learn about natural processes.

Perception of McDonald’s Essay -- Business, Unhealthy Food

Perception of McDonald’s McDonald’s has expanded globally into 31,000 worldwide outlets and employed more than 1.5 million people in more than 119 countries (Kulkarni, Lassar, Sridhar & Venkitachalam, 2009). Nevertheless, McDonald’s always faces negative perception and commonly related in serving unhealthy and junk foods amongst its customers around the world (Currie, Dellavigna, Moretti, & Pathania, 2009). It is not only the negative perception of public, but McDonald’s have been attacked and accused of selling unhealthy food in several countries, including the US, China, Belgium, Holland, India, Russia, Sweden and the United Kingdom (Wilson, 2009). Meanwhile, the core of the current problem is that customers’ still buy fast foods, even though they have negative perceptions on McDonald’s as regards to unhealthy foods. At this point, customers are confused about fast food nutrition messages provided by McDonald’s, while it is still perceived as bad images (Deng, 2 009). In order to overcome this issue, there are changes in McDonald’s marketing and communication strategies as they have started to plan strategic action with two objectives; first, to change the image of McDonald’s from junk food restaurant to a healthy food restaurant, as this will attract health conscious customers and at the same time can enlarge the market scope. Secondly, to change behavior of the existing customers who keep on taking only junk foods, and to persuade frequent fast food users to change their lifestyle by buying balanced meal with McDonald’s new healthy foods (Deng, 2009). ). Perception of McDonald’s Icon-Based Nutrition Label The increasing number of developments in the nutrition field and technologies give a great contribution and invol... ... protein, fat, carbohydrates, and salt (Hoffmann, 2007). Illustration in the Table 1 below shows the icon-based nutritional label used by McDonald’s on their food wrapper, pamphlet and restaurant website. Similar thought can be argued on the display area or position that McDonald’s present their nutrition label. For instance, McDonald’s posted their nutrition label through diverse medium such as in restaurant website, on tray liners, pamphlet, in-store displays and interestingly printed on the food wrappers. As compared to other fast food, McDonald’s take an active steps to create an awareness of nutrition label through different channel and this is explained by Hoffman (2007) that this different channel purposely to generate repeated exposure to the nutrition label, and customers should eventually grasp their meaning, with or without printed labels presented.

Daniel Webster :: Essays Papers

Daniel Webster Born January 18, 1782, in Salisbury, New Hampshire, Daniel Webster was a central figure in the nation's history. He successfully combined his political and legal career and played a role as lawyer, congressman, orator, secretary of state, leader of two parties, and a presidential candidate. His father, recognizing that his son was more suited for scholastics than for farm life, ensured that Daniel received an education. Webster studied at the Phillips Exeter Academy before enrolling at Dartmouth in 1797. Webster eventually graduated from Dartmouth College in 1801. Webster opened a legal practice in Portsmouth, New Hampshire in1807. Rising quickly as a lawyer and Federalist party leader, Webster was elected in 1812 to the U.S. House of Representatives because of his opposition to the War of 1812, which had crippled New England's shipping trade. After two more terms in the House, Webster left Congress in 1816 and moved to Boston. Over the next six years, he won major constitutiona l cases before the Supreme Court most notably, Dartmouth College Vs. Woodward, Gibbons Vs Ogden, and McCulloch Vs. Maryland, establishing himself as the nation's leading lawyer and an outstand outstanding orator. In 1823, Webster was returned to Congress from Boston, and in 1827 he was elected senator from Massachusetts. New circumstances enabled Webster to become a champion of American nationalism. With the Federalist party dead, he joined the National Republican party, allying himself with Westerner Henry CLAY and endorsing federal aid for roads in the West. In 1828, the dominant economic interests of Massachusetts having shifted from shipping to manufacturing, Webster backed the high-tariff bill of that year. Angry Southern leaders condemned the tariff, and South Carolina's John C. CALHOUN argued that his state had the right to nullify the law. Replying to South Carolina's Robert HAYNE in a Senate debate in 1830, Webster triumphantly defended the Union. His words "Liberty and Union, now and forever, one and inseparable!" won wide acclaim. Webster and President Andrew Jackson joined forces in 1833 to suppress South Carolina's attempt to nullify the tariff. But Webster and other opponents of Jackson--now known as Whigs (see WHIG PARTY, United States)--battled him on other issues, including his attack on the National Bank. Webster ran for the presidency in 1836 as one of three Whig party candidates but carried only Massachusetts. For the remainder of his career he aspired vainly to the presidency.

Vibration Analysis Procedure

VIBRATION ANALYSIS PROCEDURE A vibratory system is a dynamic one for which the variables such as the excitations (inputs) and responses (outputs) are time dependent. The response of a vibrating system generally depends on the initial conditions as well as the external excitations. Most practical vibrating systems are very complex, and it is impossible to consider all the details for a mathematical analysis. Only the most important features are considered in the analysis to predict the behavior of the system under specified input conditions.Often the overall behavior of the system can be determined by considering even a simple model of the complex physical system. Thus the analysis of a vibrating system usually involves mathematical modeling, derivation of the governing equations, solution of the equations, and interpretation of the results. †¢Mathematical Modeling. The purpose of mathematical modeling is to represent all the important features of the system for the purpose of de riving the mathematical (or analytical) equations governing the system s behavior.The mathematical model should include enough details to allow describing the system in terms of equations without making it too complex. The mathematical model may be linear or nonlinear, depending on the behavior of the system s components. Linear models permit quick solutions and are simple to handle; however, nonlinear models sometimes reveal certain characteristics of the system that cannot be predicted using linear models. Thus a great deal of engineering judgment is needed to come up with a suitable mathematical model of a vibrating system. Derivation of Governing Equations. Once the mathematical model is available, we use the principles of dynamics and derive the equations that describe the vibration of the system. The equations of motion can be derived conveniently by drawing the free-body diagrams of all the masses involved. The free-body diagram of a mass can be obtained by isolating the mass and indicating all externally applied forces, the reactive forces, and the inertia forces.The equations of motion of a vibrating system are usually in the form of a set of ordinary differential equations for a discrete system and partial differential equations for a continuous system. The equations may be linear or nonlinear, depending on the behavior of the components of the system. †¢Solution of the Governing Equations. The equations of motion must be solved to find the response of the vibrating system.Depending on the nature of the problem, we can use one of the following techniques for finding the solution: standard methods of solving differential equations, Laplace transform methods, matrix methods, and numerical methods. If the governing equations are nonlinear, they can seldom be solved in closed form. Furthermore, the solution of partial differential equations is far more involved than that of ordinary differential equations. Numerical methods involving computers can b e used to solve the equations.However, it will be difficult to draw general conclusions about the behavior of the system using computer results. †¢Interpretation of the Results. The solution of the governing equations gives the displacements, velocities, and accelerations of the various masses of the system. These results must be interpreted with a clear view of the purpose of the analysis and the possible design implications of the results. Reference link: http://classof1. com/homework-help/engineering-homework-help

What Exactly Is the American Dream

Aysia S. Bertrand What Exactly is the American Dream? The word â€Å"American Dream’’ is something that all Americans think about having every day. The â€Å"American Dream† can be used in many ways like having the dream job you always wanted, living a perfect and happy life, or owning a well money making business. Depending on how each person visualizes his or her â€Å"American Dream† determines whether he or she sees success or failure. The â€Å"American Dream† as something each individual would go through and not let anyone or anything stand in the way to achieve that dream.In my opinion the â€Å"American Dream† is like a goal. A goal one must follow to accomplish ones dream, whether it is a short or long term goal. The â€Å"American Dream† is what makes the society, because everybody is trying to make it to the top of being the best they can be. Determination, motivation, and patience can lead to a successful American Dream,â €  however, giving up, laziness, and lack of knowledge due to failure will keep one from achieving that dream.Determination is the act or an instance of making a decision. It is a choice one has to make in achieving into that â€Å"American Dream. † If it is something one must have; for example, a big time promotion of being a manager or finding a cure for cancer, then he or she should go out of their way to be successful in achieving ones â€Å"American Dream. † Motivation is the reason one has for acting or behaving in a particular way. In this case one might need motivation in achieving the â€Å"American Dream† it is an incentive.If there is somebody one really trusts or who he or she can really count on to help and motivate them in to achieving that â€Å"American Dream† then when the time has come that â€Å"American Dream† will be rewarded to he or she for their hard work all because of the motivation he or she is getting. By receiving th at â€Å"American Dream† ones need to have patience, the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset. To succeed at anything one must have patience and persistence.It requires hard work, persistence and a desire for something better, by having those qualities and the desire and ambition to carry the important part of the â€Å"American Dream. † Sometimes in getting the success in the â€Å"American Dream† one must have to be patience in order for that special dream to come a reality. The â€Å"American Dream† might not come till one least expected it. The â€Å"American Dream† might come the next day or it will probably come in two years or so. One must have patience in order be successful in achieving at getting the â€Å"American Dream. Individuals who are giving up, Laziness, and lack of knowledge will lead one into failure from achieving ones dream. When giving up on anything that is trying to hel p one achieve a successful â€Å"American Dream† most likely he or she is leading into the road of failure. Giving up is not going to get an individual anywhere. If your lazy one is not going to get anything accomplish whatever that â€Å"American Dream† might be to him or her will not be fulfilled. If one is trying to get a decent job he or she is not going to sit around waiting for the job to come to them.They are going to do whatever it takes to get that â€Å"American Dream† job. Success only comes to those who prepare well and put in effort. Having lack of knowledge can stop one from achieving the â€Å"American Dream† because without having an education it is kind of hard to achieve anything in life especially if one trying is to get a good paying job. Everybody needs to be educated if one is trying to achieve the â€Å"American Dream. † Education will always be the number one key to success. Martin Luther King Jr. tates in she speech,† I say to you today, my friends, that in spite of the difficulties and frustrations of the moment I still have a dream. It is a dream deeply rooted in the American Dream. †(691) In todays’ society, all Americans want what everyone dreams about want which is to live the â€Å"American Dream† by having a big house, dream job, and living a perfect life without stress or regrets. People think they have to be the best and have everything well organized, or they will feel that they are not getting anything accomplished in achieving the â€Å"American Dream. Similar to what is said in James A. Autry essay â€Å"If the â€Å"organization† does not exist in the minds and hearts of the people, it does not exist. No chart can fix that. An organization’s function is simple: to provide a framework, a format a context in which people can effectively use resources to accomplish their goals. † (136-137) Many Individuals should always follow the dream that t hey desire the most, follow that dream until it is accomplished.Some individuals see the â€Å"American Dream† as determining whether he or she sees his or hers as a success or failure. Determination, motivation, and patience can lead one to a successful â€Å"American Dream. † Works Cited Autry, James A. â€Å"Irrevent Thoughts About Organization Charts. † The literature of Work. Ed. Sheila E. Murphy, John G. Sperling, and John D. Murphy. Phoenix: U of Phoenix P, 1991. 136-137. Print. King, Martin Luther, Jr. â€Å"I Have a Dream. † Comp. Jean Wyrick. Steps to writing Well with Additional Readings. 8th ed. Boston: Wadsworth, 2011. 691. Print.