Blue Ocean Strategy

In the past ten weeks, this class has tested me by having to read challenging articles that presented several different strategic theories to us. While all of the theories brought us interesting and valuable information, the one that resonated most with me and stuck out the most was the Blue Ocean Strategy. I have always been someone who enjoys a challenge and I feel that while this theory is a challenge, it has the most potential to bring organizations the greatest amount of success.To fully understand why I selected this theory opposed to one of the other ones, I feel that first I need to explain exactly what Blue Ocean Strategy is and who has used it and gained enormous amounts of success. While there are many people who believe taking down the competition is the best plan for their company and will result in huge success, Blue Ocean Strategy does not even factor it into their decision making process as a way to reach success. To discuss Blue Ocean Strategy, we also have to unders tand Red Ocean Strategy.Red oceans are all other strategies that are currently trying to out-compete one another in hopes of being the one on top. The first thing that comes to mind when I think off taxation such as this is the results of Apple first launching the pod. All a sudden a portable music player like this was what everyone wanted, so other companies started doing the same thing and came out with comparable products such as the Zone. Sadly, no one has been able to reach the success that Apple has when it comes to portable music devices.As you can see from the chart, Microsoft, the creator of Zone, tried to reach success by hitting all five points that were mentioned on the left side of the chart. However, they were unable to do so because they underestimated the demand that the pod was producing. Microsoft as well as other companies tried to compete, but could not maintain as high of a demand as the pod and eventually the market became too crowded and the products eventuall y became undervalued and over produced.When the creators came out with Zone it sounds like a Hyperventilation strategy was being used. Hyperventilation is defined as rapid and dynamic completion that is escalated on price-quality positioning (Divine, 1998). While a Zone is very similar to an pod, what the creators thought would make them out-sell the pod was that the Zone cost half of what the pod was. While often times cost is a huge consideration when buying a product or service in this case people were willing to pay the extra money and choose the company that used the Blue Ocean Strategy.Potential Risk: Now take a complete 180-degree turn and you have Blue Ocean Strategy. With this strategy, demand is created rather than fought over. By doing this, there is more room for growth that can be quickly profitable. At first when I read the article, I thought to myself that this seemed too risky and why would a company bother using this strategy; after doing a lot of different research on the topic, I have come to the inclusion that there is a minimal amount of risk.I think it is important to realize that with any strategy there is a certain amount of risk, no matter what choice you decided to make. For Blue Ocean Strategy, there are currently six key risks that a company could face (Kim & Maneuvering, 2004). Of these six risks, the first four revolve around the creation of the strategy itself and the final two relate to the actual execution of the strategy.Search risk Planning risk Scope risk Business model risk Organizational risk Management risk However, there are six principals represented in Blue Ocean Strategy that are signaled to protect an organization from that risk (Kim & Maneuvering, 2004): Reconstruct market boundaries Focus on the big picture, not the numbers Reach beyond existing demands Get the strategic sequence right Overcome key organizational hurtles Build execution into strategy The first principal identifies the direction by which managers ca n methodically create conclusive market space across diverse industry domains and crippling search risk. It teaches companies how to make the competition irrelevant by looking across the six conventional boundaries of competition to open up commercially important blue oceans† (Blue Ocean Strategy, 2014). The second principal has to do with looking at the big picture and not focusing on Just what the numbers would be, it deals with planning risk. By looking at the big picture first and foremost I believe this is why, when using this strategy, there is such long-term success that comes with it. Using a visualizing approach that drives managers to focus on the big picture, this principle proposes a four-step planning process for strategies that create and capture blue ocean opportunities† (Blue Ocean Strategy, 2014). To reach beyond existing demands hose using the Blue Ocean Strategy must challenge the traditional process of aiming for finer segmentation in order to meet ex isting customer preferences. Instead, this principle, which addresses scale risk, states the importance of aggregating demand, not by focusing on the differences that separate customer but rather by building on the powerful commonalities across uncustomary† (Blue Ocean Strategy, 2014). In order to accomplish correct strategic sequence companies must ensure that their business model will be able to produce and maintain profitable growth. This sequence consists of the following: (1) utility, (2) price, (3) cost, and (4) adoption requirements (Blue Ocean Strategy, 2014).When a company follows this sequence, it addresses the business model risk. The fifth principal is all about overcoming the hurdles that come your way. This is the first principal in the execution portion of the strategy and therefore in this principal the organizational risk is heavily considered. â€Å"This principle mitigates organizational risk, outlining how leaders and manager can surmount the cognitive, re source, motivational, and political hurdles in spite of emitted time and resources† (Blue Ocean Strategy, 2014).Last, but certainly not least, is building execution into the strategy and this is defined as having the ability to encourage others to execute the strategy in the best way they know how. This principle addresses the management risk associated with people's attitudes and behaviors. â€Å"By integrating execution into strategy formula, people are motivated to act† (Blue Ocean Strategy, 2014). While there is still a certain amount of potential risk involved in this strategy, you can see that there are several different principals that were created to eliminate said risk.Cost and Value: A lot of traditional strategies state that you much choose if you want to be known for cost or for value. However, when deciding to use Blue Ocean Strategy, it is possible to have both differentiation and low cost. If you look to the chart to the right you can see that Blue Ocean Strategy has figured out that the key to value innovation is equal parts cost and buyer value. While the chart makes it look simple, in order for this to happen, utility, price, and cost all need to be aligned.By driving both the cost down and the value, the product has the potential to meet so many more people. A really good example of this balance is the Ford Model T. In 1908, Henry Ford was a person with vision who created a company and a product that was not in the market. He made it price friendly so that people could actually afford it and it would fall under the category of value pioneering. When the Model T first came out in 1908, it cost $ 850. 00, which was half the price of anything else out there at the time (Kim & Maneuvering, 2004).The key to success in this example was not using the competition as a benchmark. While Henry Ford could have followed everyone else and created a actionable and customizable car, he knew that it was not what the market needed; they needed af fordability and reliability. Long Term Viability: When a company or organization is in the process of selecting a strategy to use, they want something that will not only last a long time, but also help them build a brand. There have been several companies that have used Blue Ocean Strategy and have had decades of brand equity (Kim & Maneuvering, 2004).Companies will be happy with the results that many have and are expected to continue to use Blue Ocean Strategy multiple times. Blue Ocean vs.. Strategic Supremacy through Disruption and Dominance: Almost the opposite of Blue Oceans is the theory of strategic supremacy, which has been influenced by hyperventilation and understanding the relationships in this theory. By understanding the interaction between strategy and environment, managers can better tailor their strategies to the environment or change the environment to their advantage.This begins with analyzing the current competitive environment (opposite of Blue Oceans) then under standing the rules of the game in that industry. Simply put, the leaders in the industry control the â€Å"rules of the game†, if they do something, he smaller brands will follow to compete. Having the ability to control the rules of the game and controlling the evolution of the market and its competition is part of strategic supremacy. Sometimes old leaders in an industry do not want to change and this gives new entrants an opportunity to sneak in and disrupt the rules of the game and use it to their advantage.Overall, this strategy is all about controlling your market at large and if you do not have the caliber to do this, then you find a niche market to focus on. When competitors disrupt the â€Å"rules of the game† then it comes a competitive battle. When this happens, it eventually turns into a Red Ocean. Leaders often are in their position because they have battled with lowering prices and are able to compete with lower margins. If a leading competitor was disrup ted by a new entrant with lower prices it would change the game and they would be forced to lower their prices or create a new strategic approach to beating the new threat.In this business strategy, I think it leads to saturation in the market where there really isn't a new value for the customer; they Just battle over perceived values, marketing and price wars. If you are someone who is going to enter into a particular market strong, would you rather go into a bloody war with dominant leaders and try to find a way to sneak past them and out into the market with the threat of them copying you and crushing you because they have deeper pockets and more control or avoid this fight and go where nobody else has gone?I think that many existing firms find themselves battling for strategic supremacy and if you are a new business, you should let them fight and enter the market through a Blue Ocean Strategy instead, but you are also never too old to use your brand equity and create a ewe spac e. Blue Ocean Strategies vs.. Coping with Hyperventilation: Companies regularly struggle to sustain their competitive advantages and the reality is that no advantage is sustainable. Technological wonders can happen overnight, aggressive competitors enter the market, organizations are restricted, new laws change the field, markets and trends appear and fade away.In a hypersensitive environment companies must disrupt the advantages of their competitors. To fight back with this, managers must apply the g's according to this theory to analyze industries and competitions strengths and weaknesses. Huge companies that were once thought to be untouchable have been brought to their knees, such as IBM & GM. Having economies of scale, large advertising power, deep pockets and all the other things that give them buyer and supplier power is no longer enough. â€Å"Leadership in price and quality is also not enough to assure success. Being first is not always the same as being best.Entry barrier s are trampled down or circumvented. Goliath are brought down by clever Davis with slingshots. Welcome to the world of hyperventilation† (Divine, 1995). According to Divine, companies cake progress in hyperventilation by actively disrupting advantages to others in order to adapt the market to themselves; this is done by applying the g's framework. The new g's framework is: Superior stakeholder satisfaction, strategic soothsaying, positioning for speed, positioning for surprise, shifting the rules of the game, signaling strategic intent and simultaneous and sequential strategic thrusts.Before going further in depth with applying these g's, this would seem like a very bloodthirsty strategy to destroy your opponents. When you strike first, you better be ready to take a hit or keep swinging. I am not saying that this is not the way to compete, but I am saying that it is not the best way to be in business or enter. Hyperventilation is a Red Ocean Strategy and all of these battle ta ctics do not have to be your fundamental strategy in a Blue Ocean. Moving on, these g's are only based on a strategy of finding and building temporary advantages in the market.These advantages are from market disruption and not sustaining advantages because of the reasons mentioned in the beginning of this paragraph. Looking at the chart below, you can see the qualities of competition in different levels of competition. The g's are about paying in the 4th category whereas Blue Ocean Strategy is about figuring out a way to compete in the first or second category. Even if you are a company who is part of hyperventilation it does not mean you have to play a part of the price war, you can use your branding and find a way into an area of more moderate competition.Blue Ocean vs.. The Core Competence of the Corporation Another theory of competitive advantage is in the knowledge and diversity of core competencies. Focusing on your core competencies creates unique, integrated systems that re inforce your business model. Once you clarify your competencies, then you will know how to support them, increasing your competitive advantage and reducing the ability of a competitor copying you. The theory states that once you establish your competencies you must enhance them by investing in needed technologies and creating strategic alliances.This theory seems to be not as brutally competitive as some of the other theories. It is difficult to argue because identifying your company's core competencies is indeed very important for strategic decisions and success. The reason I believe Blue Ocean Strategy is still a stronger strategy is imply because I do not believe that understanding your core competencies alone will be a sustainable enough advantage. There will still be competitors who change the game, new technologies and entrants that will emerge and I do not think that focus on your competencies are enough in a highly competitive market.In a Blue Ocean Strategy you do not need to worry about the competition as much. This theory points out that your competition may not be able to copy you as easily but that does not mean that they wont be able to take more of the marketplace. For these reasons, I think blue ocean is still the smartest strategy. Blue Ocean vs.. Resource Based View of the Firm The resource based view of the firm (RUB) is a basis for the competitive advantage of a firm that is based on application of their tangible and intangible resources.By doing this a business can transform their short-run competitive advantage into a more sustained competitive advantage. The basic idea is that you first identify potential key resources within your organization. Next, evaluate if the resources are valuable, rare, in-imitable, non-substitutable and other criteria. By protecting and sustaining these resources you can achieve greater organizational success. Similarly to understanding the core competencies of your business, this business strategy is also diff icult to argue.A business should evaluate their resources and these resources may very well be their core competencies especially if they are rare, inimitable and non-substitutable. I believe that simply having a resource based view does not protect you from changes in the market, always or guarantee long-term sustainability or competitive advantage. As mentioned before, technology advances happen overnight and these types of changes can make resources obsolete. Example of Successful Blue Ocean Strategy – Apple: Sometimes the only way to fully understand something is by looking at examples to get a better idea.In my opinion, the most successful company using a Blue Ocean Strategy has been Apple. A game changer for Apple was when they launched what we know of today as tunes. In 2003, they launched tunes, which to this day has changed the way people buy and enjoy music (Blue Ocean strategy, 2014). They saw a need in the market for digital music that was not illegally downloaded and were able to fill the need by providing clear music that was priced reasonably. One of the biggest perks of this is because there are a lot of people that only want one or two songs and no longer need to purchase the entire CD.They have been able to maintain their success by launching a program that was easy for users to use and provide great customer service; it was very difficult for others to even try to replicate. Apple did not want to stop there and saw another chance to move a new idea into the market when they came out with the pad. Apple was getting people to move away from laptops and cheap notebooks and offered customers an entirely new experience. With billions of dollars of success, we have to wonder what they know that others cannot seem to figure out.I feel the biggest reason why this is happening is because they are focusing on the end user. Apple continues to create projects that are solely customer driven. Also, they do an excellent Job highlighting their asset s. For example, do you ever wonder why people get so excited when a new model of their device comes out? It is because Apple markets the parts that others want. I once watched a documentary that claimed when the pad 2 came out, it was almost exactly he same with the exception of the size and weight.This attracted business because the pad is portable and can travel anywhere. A theory that shares similar characteristics to Blue Ocean Strategy is Core Competency by C. K. Parallax and Gary Hammer; the products and services that are produced with this theory is hard to replicate (Hammer & Parallax, 1990). However, Blue Ocean Strategy stands out since they created a market of their own and they have a much greater chance of focusing on things like pricing. It is something that no one has ever seen before so it gets a lot of attention right off the back.Example of Successful Blue Ocean Strategy – WI: Another company who has displayed success as a result of Blue Ocean Strategy is Mic rosoft when they created the WI. Video games are a billion dollar industry and companies continue to try and top their competitors with what they can provide consumers. Instead of fighting this trend, Microsoft decided to ignore the standard features that most video game consoles offer, such as built in DVD players and low processor speed; and in its place offer us something that no one had ever imagined: a censored video game that requires the movement of the player (Stewarded, 2007).In the article, Nineteen's Blue Ocean Strategy: WI, the author writes, â€Å"In Kim & Embrasure's terms, this means that while Microsoft's Oxbow and Sonny's ASS are fighting each other fiercely in a red ocean (I. E. The existing market), Nineteen's WI is calmly sailing in the blue ocean it created for itself (I. E. A new market)† (Stewarded, 2007). This was an extremely successful strategy, to put WI into the market because not only did it attract video game users but also brought in a whole oth er market. When it first came out, I was surprised and shocked to see the gaming system in my grandfather's nursing home.I soon learned that not only were the gaming systems being placed in nursing homes all over the country, but they were also being placed in physical therapy and rehab centers. I believe this example especially proves that Blue Ocean Strategy is superior to Michael Porter's Theory. If Microsoft were to follow Porter's theory instead, they would have looked at the OXBOW or ASS gaming system and did something comparable because he believes that you should try to top the competition (Porter, 1996). This leaves very little room for creativity and the chance to create something as innovated as an interactive video games.Conclusion: â€Å"The only way to beat the competition is to stop trying to beat the competition†. As you can see, Blue Ocean Strategy has a lot to offer companies and organizations that wish to succeed. Out of the eight strategies that we learned about, I feel that not only is Blue Ocean Strategy most different from all the others, but also offers people the most potential. Instead of going off what is already out there or creating something that resembles something else, Blue Ocean Strategy decides to do the exact opposite and create something that is not already out there.

What Gives Us More Satisfaction: the Pursuit of Our Desires?

What gives us more satisfaction: the pursuit of our desires or the attainment of them? People have diverse definitions of happiness. Psychologists relate happiness to emotions and feelings of gratification. Economists define happiness in terms of wealth of individuals. Some people attribute happiness to attainment of desires. Some others believe that satisfaction lies in accepting the fact that human life is miserable and expectations just betray men. But where does real happiness and satisfaction lie?Although attainment is the objective of every pursuit and sense of accomplishment is an ingredient for further progress but still desires and destinations don’t completely satisfy humans yet it is the pursuit which instills a positive attitude towards life and struggle, makes the process enjoyable, it explores ones capabilities and eventually enables humans to transcend from petty pleasures to the higher purposes of their life. Happiness is not something to be derived from achiev ements as such; rather it comes after the pursuer who knuckles down for his desires.The proponents of attainment of desires say that achievement of desires, the motive of every pursuit, is the only way to happiness. They support their claim by saying that achievement is the final point of all human actions done in regard to pursuit of particular desire and outcome is what determines happiness not the pursuit. They exemplify that people and nations who have attained more are better than those who have attained less. Some economists went so far to claim that GDP and GNP can also measure the happiness level of nation. However, supporters of this point of view fallaciously ascribe happiness and pleasure to attainment.Attainment does not necessarily give us happiness and contentment. Furthermore, the example that they cite to support their point is hardly persuasive. This can be proven by the recent study conducted by WHO on over 90000 citizens of various countries. The study found that affluent nations like France (21 percent), New Zealand (18. 2 percent) and the United States (19. 2 percent) had the highest depression rates and people are unsatisfied for their lives, while lower-income countries such as China (6. 5 percent) and Mexico (8 percent) had the lowest incidences of depression. This discontentment is ecause the man, who acquires things easily, cannot stay satisfied and contented for long. Pursuit is better than attainment in the sense that they keep a person alive and satisfied in his work and also synergize his desires in accordance to his pursuit and eventually give him a bigger reward. Sense of accomplishment no doubt comes with attainment of desires and tangible success. Humans feel confident when they have success. Their achievement brings a positive attitude, and proud feeling. Still it would be quite superficial to say that attainment can give a kind of lasting happiness.In fact accomplishment and the happiness associated with it are based little on the net outcome but the way we reach our outcome. Thomas Paine rightly says, â€Å"The harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly† (qtd. in Bogle 36). It is our pursuit and hard struggle that gives everything its meaning and contribute to human happiness. For instance, Sir Edmund Percival Hillary would have no charm in conquering Mount Everest if he could do it by an elevator; similarly there is no point in conquering moon and mars if humans could do it as easily as climbing on the roof of house.The greater the pursuit involved in any achievement the greater the charm, thrill and pleasure of doing it. Furthermore, it is human nature to want what we don’t have. Human brain values distant things very attractively and our imagination also magnifies the importance of that particular desire in our mind. We struggle for things but once achieved they lose their fervor. This is the time when the person who exclusively focuses on attainment realizes that human life is a wretched life and desires don’t satisfy us. These are mere illusions which keep us busy.However, the person who has struggled for the thing has enjoyed the whole pursuing process and he is satisfied because his struggle, irrespective of outcome, has proved his capabilities and hard work. Pursuit of goals provides humans with real pleasure by giving him bigger success. Pursuit is not only the struggle but it is a whole paradigm which can inspire a person to keep working hard to achieve his goal and redefine the new goals after the achievement. Pursuit oriented persons dream bigger in life and they are more idealistic in their approach.It’s in fact the unending pursuit that bears the sweet fruit of extraordinary success and satisfaction. For instance, Alexander Fleming, Nobel laureate in medicine, never knew that he would win Nobel Prize. He even never aimed at discovering the Penicillin. He was just pursuing his inter est of studying microorganisms with devotion. The discovery of Penicillin, the noble prize and the title ‘Father of Biology’ were the by-products of his pursuit (Sir Alexander Fleming – Biography). Another point illustrating importance of pursuits is that pursuit has many gains in addition to the goal. It has content in itself.It is human nature that he finds himself satisfied in efforts towards his goals. â€Å"The human animal, like others, is adapted to a certain amount of struggle for life, and when by means of great wealth homo sapiens can gratify all their whims without effort, the mere absence of effort from his life removes an essential ingredient of happiness† (Russell 30). Thus, people enjoy the hard work only when they are interested in pursuits rather than in desire. History shows various relevant examples, â€Å"Louis Pasteur was so buried in his work on his wedding day that he entirely forgot the ceremony and had to be fetched by a friendâ⠂¬  (Avery).Similarly, John Nash, a great economist, found that his interests, fun and pleasure lie in Economics and its understanding. It is the pursuit which gives Stephen Hawking enough pleasure and happiness that despite of all his physical disabilities he is still living a contented, meaningful and productive life. Famous American philosopher and poet, Henry David Thoreau, says, â€Å"Happiness is like a butterfly: the more you chase it, the more it will elude you, but if you turn your attention to other things, it will come and sit softly on your shoulder† (qtd. n Brentar 36). An attainment oriented person always focuses on the upcoming excitement and pleasure because the purpose of his attainment is neither struggle nor pursuit. But do excitements and luxuries give us happiness? â€Å"A life that is too full of excitement is actually an exhausting life in which continually stronger stimuli are needed to give the thrill that has come to be thought as an essential part of pleasure† (Russell 62). And a time comes when it becomes almost impossible for humans to satisfy themselves with attainment of desires and excitements.For instance, Maharaja Patiala in spite of having all the luxuries and attainments could not withstand boredom and died of unhappiness and discontentment (Collins and Lapierre). For a happy life it is necessary to pursue for desire, as pursuit is never ending and it also modifies your goals and desires. This brings us to conclude that all the extra ordinary successes have been made possible by the great pursuit undertaken by human beings.Pursuit by virtue of stretching the human capabilities beyond their limits, enriching human personality with positive attitude and by creating a balance in life provides us real imperishable happiness. A pursuer finds contentment, learning and development for him in every struggle irrespective of the result. On the other hand an attainment oriented person is more interested in net outcomes, therefore, he finds his happiness confined and diminishing. It is pursuit which makes human entity superior to his attainments and transcends his happiness beyond his desires.

Comparison of Clt and Tblt

Task-based language teaching (TBLT) and Communicative Language Teaching (CLT) are both communicative approaches to language learning and teaching. TBLT has grown out of CLT; however, they share and differ in some advantages and disadvantages. First of all, both of them are among â€Å"current communicative approaches†. That’s why, the classes those are instructed with CLT or TBLT are student centred and teachers are facilitator. That can be seen as the good side of these approaches.On the contrary to the traditional classes, students are actively involved in learning process and this motivates them more. Because they are motivated, they learn more, and it turns to be an advantage. As it is a pedagogical fact, it is also true for Turkish learners. Both CLT and TBLT emphasise communication, they give the opportunity to talk more, as opposed to traditional methods, which is a big advantage for language learning. CLT emphasises that language should be as close as in real li fe, and TBLT shares this principle.It means both put emphasis on authenticity. This is important because today many researches prove that language should be taught in real life situations or with authentic materials. As the language is a living thing, it cannot be parted from real life. This is how it should be not only in Turkish context but everywhere in the world. However, there are some limitations in Turkish context of learning for these two communicative approaches. First of all, Turkey is a country where English is not spoken officially.And, almost all of our English teachers are non-native. And this is one of the main constraints for TBLT and CLT classes. Although the teacher is a facilitator, it can be too demanding for non-native teachers to teach in such communicative classes. And also, the size of classes in Turkey is not perfectly suitable for both CLT and TBLT. Both are communicative approaches, and language activities / tasks should be carried out in groups or in pair s. Nevertheless, it is almost impossible to do it in crowded classes.A communicative activity or a task cannot be carried out in such too crowded classes. The teacher faces the problems dividing the class into groups or pairs and if she can achieve dividing, there comes the time limit. She cannot practice the activities in her lesson in those crowded classes On the other hand, it’s difficult for the teacher to walk around and monitor all the students at the time of communicative activities. Nonetheless, CLT and TBLT have some differences also.In CLT classes, although activities are real-life situations and enable learners to interact, they can be perceived as too abstract by learners. In spite of the teachers’ efforts, classroom activities are not real life. That’s because Turkish learners of English cannot hear the language except for the classroom and they just ‘pretend’ to be real life. On the other hand, TBLT has an advantage over CLT in this ca se. Tasks have immediate outcome, and that can motivate the Turkish learners more.It can also be said that CLT doesn’t meet the needs of the different types of learners, but again TBLT has an advantage over it, as tasks can be adapted for different learning styles or for different cultures. To practice CLT in Turkish context, the first phase should be developing a syllabus that’s compatible with CLT. However, in Turkey, we generally prepare a syllabus, and then, we choose our methods or our course books. Since TBLT is more instructional, those specially designed instructional tasks can be the basis of learning situations, in Turkish context TBLT has another advantage.To sum up, I think both the two methods achieve communicative purposes and real use of language as they are important aspects in language learning & teaching. They should be combined also with other methods concerning every factor that influence teaching. Each method has its advantages as well as its limit ations. A method is effective only when it is appropriate to the teaching context. The best thing to do is to develop one’s own teaching methods based on the context of where one teaches and integrates the merits of different methodologies to fulfill their own teaching objectives.

The Significance and Symbolism of the Temple of Heaven in Beijing Research Paper

The Significance and Symbolism of the Temple of Heaven in Beijing - Research Paper Example The emperors Ming and Qing used to worship the god of heaven during their reigns and prayed for a good harvest. The temples are 273 hectares area wise and it is marked as the world’s largest architectural compound. The temples were a symbolic source for prayer and homage to heaven but today these buildings are left as parks which are visited by tourists and added to the world’s heritage list. Features of the Temple of Heaven: The Temple of Heaven has a 5 km outer wall which covers its area of 273 hectares. The inner and outer temples are divided by a wall. The buildings in the Inner Temple are based on north-south axis which includes the Circular Mound Altar and the Altar of Prayer for Good Harvests. The buildings of the Outer Temple include pine woods and cypresses. The whole design of the building is symbolic. The Inner Temple is square from the south and semi-circular from the north. This pattern represents an ancient belief saying that the Heaven is round and the Ea rth is square2. The wall of the heaven was higher than that of the earth showing that heaven outshines the earth. The areas of the altars are simple and are not intricate or complex like other royal or sacred buildings. The altars give the setting of the sky to show its vastness and the magnificence of heaven. The circular and square theme is recurring throughout the buildings. The roof tiles are dark blue which represents the heaven, and brings heaven and earth together at one place. The building also represents the odd numbers as symbols which were related to the sun or considered heavenly. Number nine was considered as the strongest number and so the altars and the terrace were built with slabs of stone and rings which were the multiples of nine. The balustrades and steps were also multiples of nine. The top terrace has a stone in the center which is known as Tianxinshi, the Center of Heaven Stone. It reflects the impact of speeches which were delivered from that point. The templ es are designed with distinctive solidity, compactness and elegance. Moreover, the buildings are decorated admirably which leads the temple to hold a unique sort of beauty amongst the sacred buildings of the country as well as the architectural legacy of the world3. Similar architectural places: The current state of the Temple of Heaven is that it serves as a park which exists in the surrounding of the buildings. These parks are very popular for exercising and the place is considered as a masterpiece in the architectural world. The graphics and the landscape of the building simply depict the evolution and significance of one of the greatest civilizations in the world. The building today stands as an influence on architecture for many Far East civilizations. The authenticity dynasties that ruled China for over two thousand years were symbols of the layout and design of this temple. A similar architectural building can be the Great Mosque of Kairouan which is located in Tunisia. The m osque is still active and was built in the 670 AD. The mosque has been the center of the sacred buildings as well as the unique Islamic art. It is a masterpiece and it dominates prestige in spiritual and architectural manner. Just as the Temple of Heaven, this mosque has been one of the unique buildings with an architectural and decorative element correlated. Methodology: The Temple of Heaven was built to create a relationship with the heaven. The emperors had

Management and development of people assessment 1 Essay

Management and development of people assessment 1 - Essay Example Many organisations in the modern competitive and dynamic business environment are confronted with many such problems every day. These problems range from the choice of investments and efficiency of operation to the issues of product development. In getting things done the right way in organisations, managers rely on the workforce. How best the employees are motivated in the execution of duties in an institution mainly depends on the management and leadership style adopted. Human resources are the most valuable assets on which any institution that seeks excellence should establish real strength and pride (Armstrong, 2012). The leadership style adopted by Steve Jobs is participative although coupled with aspects of Taylorism. The greatest virtue demonstrated in his leadership is that of getting involved in the doing of things as opposed to instructing others only. Steve Jobs as the CEO of the Apple Company was described as an inspirational, charming and passionate leader. He was highly praised for his creativity and innovation that placed the Apple Company in the class of the most valuable company in the world. However, Taylorism comes in when he desires only the ‘A players in whatever organisations he worked for. As a leader, Steve Jobs adopted a dedicated and an even obsessive approach to work. He shared a keen vision of the change he wanted to create for the Apple Company. Jobs set very high standards for both himself and everyone that worked with him. The majority traits that Jobs displayed in his long leadership for the Apple Company were the critical success factors for the company that lea ds the market even today. He showed the value of working with people who are highly qualified and in pursuit of highly set standards. The aspect of setting standards and collectively pursuing them draws from the Goal-setting Theory. His working with people in the Company to achieve results is a value worth borrowing by the present day managers

Government and business Assignment Example | Topics and Well Written Essays - 250 words - 1

Government and business - Assignment Example come the first American state to enact a blanket EPR law, which covers all products, going a step ahead of other states which have product-specific laws. A section of manufacturing businesses are obviously opposed to the expanding ambit of the EPR laws, citing the resulting increase in the price of goods, which will ultimately be borne by the customer. However, proponents of the EPR laws argue that manufacturers will be encouraged to adopt new product design, incorporating greater longevity and recyclability. The laws also reduce the burden on the tax payer. Some companies have used compliance to EPR laws as an opportunity to establish their green credentials in a bid for consumer loyalty. A call from manufacturers for a uniform national policy on EPR is fully justified. Unbridled consumerism is undoubtedly a major factor in environmental degradation. The EPR laws will go a long way in goading manufacturers into incorporating easy, eco-friendly means of disposal into their product designs. The burden on landfills will be considerably reduced. The predicted higher costs of goods may be an asset in the long run, by forcing consumers to consider repairing goods for longer life instead of approaching any product as ‘disposable’ – at the tax payers’ expense! The EPR laws will be a definite asset in the battle against global warming. FOR seasoned shoppers, â€Å"buyer’s remorse† is a familiar feeling. â€Å"Seller’s remorse† may also become common soon, as ever more governments order manufacturers to assume the cost of disposing of their products after consumers are done with them. Until recently, most laws on â€Å"extended producer responsibility† (EPR) or â€Å"product stewardship† applied only to specific types of goods, such as car tyres or electronics. But in late March Maine, following the lead of several Canadian provinces, became the first American state to enact a blanket EPR law, which could in principle cover any product. Governments are eager to

Topic Paper # 2 Essay Example | Topics and Well Written Essays - 2000 words

Topic Paper # 2 - Essay Example Illusion arises from a feeling of 'something is right' when it isn't, the most common one being the Mirage of the desert. The brain's orientation, which depends on visual system and vestibular system (middle ear), is given a wrong input of the existing situation by these organs. This results in instinctual corrective action, which, if not based on facts but feelings, can lead to extremely dangerous situation in the air. Some sensory receptors throughout the body like pressure, stress, vibrations, position sense, temperature and discomfort also provide inputs to the brain prompting instinctual corrective action from the pilot. If this happens closer to the ground with inadequate understanding of the situation on the part of the pilot and inadequate time to switch over to aircraft instruments, the result could be a disaster affecting hundreds of lives direcly and thousands indirectly (Brock, 1998). Some important sensory illusions affecting the man in the air are discussed in succeedin g paragraphs. Spatial disorientation can be of two kinds: False perception, where pilot does not realise the gravity of the situation and Conflicting perception in which the pilot feels a conflict between his feelings and the information provided by aircraft instruments. Former is the more critical one to understand and important to take precautions against. This is inaccurate feeling or per... The visual system is by far most critical, and helps in determining speed and direction of flight with reference to some stationary input, like cloud or ground. These provide critical information to orient oneself on ground and also in the air. Even birds cannot fly without visual references, like, say in clouds or fog. Only bats have a developed auditory echo-location system (like Radar) so as to fly without problems at night (Antunano). Hence, it is normal for us humans to have difficulty in poor visibility conditions like in clouds o fog. Some important visual illusions affecting flight are being discussed below: Relative Motion Illusion. This happens when, for example, when the adjoining train moves, it gives us a false feeling of movement of our own train. Similar illusion in aircraft, for example in formation flying, can cause dangerous response from the pilot leading to mid-air collision. This is not an unfamiliar experience in military flying. Autokinetic Illusion. On a dark featureless night, when the pilot stares towards a stationary light like a star or other aircraft light, it appears to be moving after some time giving a false impression of it to be on a collision course with own aircraft. This again might prompt an unwarranted response from the pilot transfixed on to some harmless feature (Antunano and Mohler, 1992). To avoid this situation, pilots are trained to carry out random scanning and avoid visual fixation (Brock, 1998). Illusion due to Runway Width, Slope etc. Illusions due to sloping runways or different width/length than standard lead to a pilot assuming wrongly about his visual glide path, flare height and attempting to correct it closer to ground may lead him to entering a

Europe in the International Economic Order Research Paper

Europe in the International Economic Order - Research Paper Example The European Union was formed with the aim of strengthening the economic and political powers of the European countries and emerge as an international superpower. The emergence of the Euro is also a part of this project. Euro was introduced as a common currency for the participating European nations to remove the exchange rate risks within the internal market, to boost up trade across nations and most importantly to bring in monetary stability in Europe. (Fedee, n.d.) Another major purpose was to challenge the increasingly monopolistic power of the currency dollar as a single international currency and to rescue its members from the fluctuations of the dollar. The introduction of Euro has been the most important development in the international economy; it has become the major medium of trade especially in the euro area and other European countries. â€Å" Euro has played a major role in fostering harmony among diverse economies, which had conflicting monetary and fiscal policies, t ariffs and other restrictions on trade and investments† quotes Haruhiko Kuroda, head of Asian Development Bank at this years Brussels Economic forum (Vucheva, 2009). The Eurozone formed covering 11 countries in 1999, â€Å"Belgium, Germany, Spain, Italy, Ireland, Luxembourg, the Netherlands, Austria, Portugal and Finland† (Q&A: Euro basics, 2002). Greece was allowed to join only after 2001, later Slovenia Malta and Cyprus followed the suit, Slovakia became the 16th country to join the group. (Vucheva, 2009) Joining Eurozone it had the advantage of trading its inflation prone home currency to the stable Euro. It also gained an upper hand in the borrowing activities, which led to an increase in liquidity in the market which in turn improved the standard of living of the Greek citizens. Loans for individuals, governments as well as corporate houses were available at very low-interest rates, which are available only among the developed nations like Germany.  

Gay Marriage in the United States Research Paper

Gay Marriage in the United States - Research Paper Example In addition, the paper shall provide the recent opinion polls on the subject and scrutinize the findings. Gay marriage in the United has hit debates with a lot of controversies on the subject. The United States comprises of approximately 50 states. Six states in the United States allow marriage between same sexes. The states include; Massachusetts, Connecticut, Vermont, New York, Lowa, and New Hampshire. Thirty nine states have banned gay marriage. Five states; Hawaii, Delaware, New Jersey, Rhode Island, and Illinois have approved the civil unions of gay marriage. In addition, some states that legalized gay marriage enacted the Civil Union laws (Graff, 1999, p.175). Vermont received the first civil Union in the year 2000. The supreme court of the state passed a ruling requiring the state to recognize couples of the same sex. The matter would be left to the legislature to legalize forms of relationship including gay marriage. The legislature, receiving force from then Governor, select ed the civil unions against marriage as a measure that could be compromising. On July 1, 2000, the act took effect. The Civil Unions’ bill became effective in September 2009. Connecticut legislature legalized civil unions in the year 2005 devoid of the court order. The effect of the law took place in October 2008, designated by the Connecticut governor. The Supreme Court of Connecticut favored the ruling in the year 2008. In the year 2010, on 12th November, all the civil unions automatically became marriages. The New Jersey state legalized the civil unions through Its Supreme Court ruling. The ruling required both same-sex and opposite-sex couples to receive similar benefits. The Act of the Civil Union took effect on 19th February the year 2007. Although, the gay rights groups stated their dissatisfaction in the law, they undertook measures to enhance same-sex marriage. Illinois house passed a bill of the Civil Union on 30th November the year 2010. On 1st December, 2010, the senate of Illinois approved the bill. Pat Quinn, the governor signed the law on 31st January, 2011. The law became effective on 1st June 2011. The house of New Hampshire passed the Civil Union bill on 4th April 2007. The bill gave equal rights to both the heterosexual and homosexual couples. The senate of the New Hampshire approved the bill of the Civil Union on 26th April 2006. Governor Lynch signed the law on 31st May 2007. The state embraced same-sex unions with no court order. The law of the Civil Union took effect on 1st January 2008. The state of Hawaii in the United States has presented reciprocal beneficiary registration for adults prohibited from marrying by the state law. This has been effective since the year 1997. Both different-sex and same-sex couples have access to benefits and a limited number of rights. These rights include workers compensation, inheritance rights, health insurance, pension, and the right to litigate for wrongful death. On 23rd February 2011, the Go vernor, Neil, signed a bill sanctioning Civil Unions. The law became effective on 1st January 2012. On April 14, 2011, Delaware House passed the legislation legalizing Civil Unions for gay marriage. The governor designated the bill and it took effect on 1st January, 2012. Rhode Island passed the Civil Unions bill on 1st July 2011. Since the year 1997, the subject of gay marriage in the United States strike debates where the state legislators have formulated decisions. The debates over

An Expose on Urban Poverty during the Gilded Ages as a member of the Essay

An Expose on Urban Poverty during the Gilded Ages as a member of the Progressive Party - Essay Example As an active member of the party fully dedicated to the cause of eliminating poverty and bringing justice in the country, I attack the social evil of child labor also. Child labor prevents us as a nation from getting ahead and overcome this chaotic economic contraction which engulfs our country in the present times. In order to overthrow this contraction and become a modernized and successful nation, every person needs to stand up against social disorder with full zeal and do everything possible in individual capacity to become economically flourished. All Progressives should tirelessly work to address a wide range of issues from slum housing to child labor to drugs to control urban poverty (Noble 58). It should not be forgotten that these evils are generated by rapid industrialization of America which has left many bewildered and confused about the right course of action. As an active Progressive, I advocate implementation of new social policies and reforms in the country which inst ead of being based on orthodox methods would be able to address the needs of the current

Monasticism Essay Example | Topics and Well Written Essays - 750 words

Monasticism - Essay Example From this paper it is clear that Monastery lifestyle aids the monks to subdue their bodily passions that may hinder one from having complete dedication to God. This is via fasting, enduring harsh circumstances with people of the similar motive living together as a family. Primarily, this entails fervent fasting, praying and persevering trials for the sake of the church while making constant intercession for humankind. These trials and sufferings monks render in union with those of the Christ while in Gethsemane. Here, Christ was pleading for assistance and accompaniment in the journey of human salvation, which entailed the Holy Trinity’s intervention.This study highlights that  seclusion gives monks the detachment they require meant for external stillness or quietness, which is essential in aiding one to get in touch with oneself. Hence, monks meticulously know themselves better, so that they are capable to fight their passions and embrace a life worth of God beholding. The exercise aims at fulfilling the monastic golden vows summed up as The Benedictine Rule, which acts as a guide all through the partakers’ lives. They comprise total obedience, stability and transformation in the way of life, which will aid in subduing passions and desires of this materialistic world, thus devote to the will of God.  Monastic life calls for the monks not only for fervent prayers and be in confinements of the monastery, but also aid in situations where pastoral work is in demand.

Pedagology of the Oppressed Essay Example for Free

Pedagology of the Oppressed Essay A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. The relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to â€Å"fill† the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. â€Å"Four times four is sixteen; the capital of Parà ¡ is Belà ©m.† The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of â€Å"capital† in the affirmation â€Å"the capital of Parà ¡ is Belà ©m,† that is, what Belà ©m means for Parà ¡ and what Parà ¡ means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into â€Å"containers,† into â€Å"receptacles† to be â€Å"filled† by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communication, the teacher issues communiquà ©s and makes deposits which the students patiently receive, memorize, and repeat. This is the â€Å"banking† concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence – but, unlike the slave, they never discover that they educate the teacher. The raison d’à ªtre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a) the teacher teaches and the students are taught; b) the teacher knows everything and the students know nothing; c) the teacher thinks and the students are thought about; d) the teacher talks and the students listen – meekly; e) the teacher disciplines and the students are disciplined; f) the teacher chooses and enforces his choice, and the students comply; g) the teacher acts and the students have the illusion of acting through the action of the teacher; h) the teacher chooses the program content, and the students (who were not consulted) adapt to it; i) the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; j) the teacher is the Subject of the learning process, while the pupils are mere objects. It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. The capability of banking education to minimize or annul the ‘students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their â€Å"humanitarianism† to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another. Indeed, the interests of the oppressors lie in â€Å"changing the consciousness of the oppressed, not the situation which oppresses them†;[1] for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of â€Å"welfare recipients.† They are treated as individual cases, as marginal men who deviate from the general configuration of a â€Å"good, organized, and just† society. The oppressed are regarded as the pathology of the healthy society, which must therefore adjust these â€Å"incompetent and lazy† folk to its own patterns by changing their mentality. These marginals need to be â€Å"integrated,† â€Å"incorporated† into the healthy society that they have â€Å"forsaken.† The truth is, however, that the oppressed are not â€Å"marginals,† are not men living â€Å"outside† society. They have always been â€Å"inside† – inside the structure which made them â€Å"beings for others.† The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that structure so that they can become â€Å"beings for themselves.† Such transformation, of course, would undermine the oppressors’ purposes; hence their utilization of the banking concept of education to avoid the threat of student conscientizacÄ o. The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The â€Å"humanism† of the banking approach masks the effort to turn men into automatons – the very negation of their ontological vocation to be more fully human. They may perceive through their relations with reality that reality is really a process, undergoing constant transformation. If men are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation. But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them. The banking concept does not admit to such partnership – and necessarily so. To resolve the teacher-student contradiction, to exchange the role of depositor, prescriber, domesticator, for the role of student among students would be to undermine the power of oppression and serve the cause of liberation. Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man is spectator, not re-creator. In this view, man is not a conscious being (corpo consciente); he is rather the possessor of ÃŽ ± consciousness: an empty â€Å"mind† passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me – as bits of the world which surrounds me – would be â€Å"inside† me, exactly as I am inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. The distinction, however, is essential: the objects which surround me are simply accessible to my consciousness, not located within it. I am aware of them, but they are not inside me. It follows logically from the banking notion of consciousness that the educator’s role is to regulate the way the world â€Å"enters into† the students. His task is to organize a process which already occurs spontaneously, to â€Å"fill† the students by making deposits of information which he considers to constitute true knowledge.[2] And since men â€Å"receive† the world as passive entities, education should make them more passive still, and adapt them to the world. The educated man is the adapted man, because he is better â€Å"fit† for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquillity rests on how well men fit the world the oppressors have created, and how little they question it. The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe. The theory and practice of banking education serve this end quite efficiently. Verbalistic lessons, reading requirements,[3] the methods for evaluating â€Å"knowledge,† the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking. The bank-clerk educator does not realize that there is no true security in his hypertrophied role, that one must seek to live with others in solidarity. One cannot impose oneself, nor even merely co-exist with one’s students. Solidarity requires true communication, and the concept by which such an educator is guided fears and prescribes communication. Yet only through communication can human life hold meaning. The teacher’s thinking I authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible. Because banking education begins with a false understanding of men as objects, it cannot promote the development of what Fromm calls â€Å"biophily,† but instead produces its opposite: â€Å"necrophily.† While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things†¦.Memory, rather than experience; having, rather than being, is what counts. The necrophilous person can relate to an object – a flower or a person – only if he possesses it; hence a threat to his possession is a threat to himself; if he loses possession he loses contact with the world†¦He loves control, and in the act of controlling he kills life.[4] Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads men to adjust to the world, and inhibits their creative power. When their efforts to act responsibly are frustrated, when they find themselves unable to use their faculties, men suffer. â€Å"This suffering due to impotence is rooted in the very fact that the human equilibrium has been disturbed.†[5] But the inability to act which causes men’s anguish also causes them to reject their impotence, by attempting †¦to restore [their] capacity to act. But can [they], and how? One way is to submit to and identify with a person or group having power. By this symbolic participation in another person’s life, [men have] the illusion of acting, when in reality [they] only submit to and become a part of those who act.[6] Populist manifestations perhaps best exemplify this type of behaviour by the oppressed, who, by identifying with charismatic leaders, come to feel that they themselves are active and effective. The rebellion they express as they emerge in the historical process is motivated by that desire to act effectively. The dominant elites consider the remedy to be more domination and repression, carried out in the name of freedom, order, and social peace (that is, the peace of the elites). Thus they can condemn—logically, from the point of view—â€Å"the violence of a strike by workers and [can] call upon the state in the same breath to use violence in putting down the strike.†[7] Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression. This accusation is not made in the naà ¯ve hope that the dominant elites will thereby simply abandon the practice. Its objective is to call the attention of true humanists to the fact that they cannot use banking educational methods in the pursuit of liberation for they would only negate that very pursuit. Nor may a revolutionary society inherit these methods from an oppressor society. The revolutionary society which practices banking education is either misguided or mistrusting of men. In either event, it is threatened by the spectre of reaction. Unfortunately, those who espouse the cause of liberation are themselves surrounded and influenced by the climate which generates the banking concept, and often do not perceive its true significance or its dehumanizing power. Paradoxically, then, they utilize this same instrument of alienation in what they consider an effort to liberate. Indeed, some â€Å"revolutionaries† brand as â€Å"innocents,† â€Å"dreamers,† or even â€Å"reactionaries† those who would challenge this educational practice. But one does not liberate men by alienating them. Authentic liberation—the process of humanization—is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, not the use of banking methods of domination (propaganda, slogans—deposits) in the name of liberation. Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of man as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world. â€Å"Problem-posing† education, responding to the essence of consciousness—intentionality—rejects communiquà ©s and embodies communication. It epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself in a Jasperian â€Å"split†Ã¢â‚¬â€consciousness as consciousness of consciousness. Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors—teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction be resolved. Dialogical relations—indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object—are otherwise impossible. Indeed, problem-posing education, which breaks with the vertical patterns characteristic of banking education, can fulfil its function as the practice of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on â€Å"authority† are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. Men teach each other, mediated by the world, by the cognizable objects which in banking education are â€Å"owned† by the teacher. The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. Hence in the name of the â€Å"preservation of culture and knowledge† we have a system which achieves neither true knowledge nor true culture. The problem-posing method does not dichotomize the activity of the teacher-student: he is not â€Å"cognitive† at one point and â€Å"narrative† at another. He is always â€Å"cognitive,† whether preparing a project or engaging in dialogue with the students. He does not regard cognizable objects as his private property, but as the object of reflection by himself and the students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers his earlier considerations as the students express their own. The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men. Authentic reflection considers neither abstract man nor the world without men, but men in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it. La conscience et le monde sont dormà ©s d’un meme coup: extà ©rieur par essence à   la conscience, le monde est, par essence relative à   elle.[8] In one of our culture circles in Chile, the group was discussing (based on a codification[9]) the anthropological concept of culture. In the midst of the discussion, a peasant who by banking standards was completely ignorant said: â€Å"Now I see that without man there is no world.† When the educator responded: â€Å"Let’s say, for the sake of argument, that all the men on earth were to die, but that the earth itself remained, together with trees, birds, animals, rivers, seas, the stars†¦wouldn’t all this be a world?† â€Å"Oh no,† the peasant replied emphatically. â€Å"There would be no one to say: â€Å"This is a world’.† The peasant wished to express the idea that there would be lacking the consciousness of the world which necessarily implies the world of consciousness. I cannot exist without a not-I. In turn, the not-I depends on that existence. The world which brings consciousness into existence becomes the world of that consciousness. Hence, the previously cited affirmation of Sartre: â€Å"La conscience et le monde sont dormà ©s d’un mà ª coup.† As men, simultaneously reflecting on themselves and on the world, increase the scope of their perception, they begin to direct their observations towards previously inconspicuous phenomena: That which had existed objectively but had not been perceived in its deeper implications (if indeed it was perceived at all) begins to â€Å"stand out,† assuming the character of a problem and therefore of challenge. Thus, men begin to single out elements from their â€Å"background awarenesses† and to reflect upon them. These elements are now objects of men’s consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action men adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and the student-teachers reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus establish an authentic form of thought and action. Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythicizing reality, to conceal certain facts which explain the way men exist in the world; problem-posing education sets itself the task of demythologizing. Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying men their ontological and historical vocation of becoming more fully human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of men as beings who are authentic only when engaged in inquiry and creative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men as historical beings; problem-posing theory and practice take man’s historicity as their starting point. Problem-posing education affirms men as beings in the process of becoming – as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, men know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. In order to be, it must become. Its â€Å"duration† (in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change. The banking method emphasizes permanence and becomes reactionary; problem-posing education—which accepts neither a â€Å"well-behaved† present nor a predetermined future—roots itself in the dynamic present and becomes revolutionary. Problem-posing education is revolutionary futurity. Hence it is prophetic (and, as such, hopeful). Hence, it corresponds to the historical nature of man. Hence, it affirms men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat, for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages men as beings aware of their incompletion—an historical movement which has its point of departure, its Subjects and its objective. The point of departure of the movement lies in men themselves. But since men do not exist apart from the world, apart from reality, the movement must begin with the men-world relationship. Accordingly, the point of departure must always be with men in the â€Å"here and now,† which constitutes the situation within which they are submerged, from which they emerge, and in which they intervene. Only by starting from this situation—which determines their perception of it—can they begin to move. To do this authentically they must perceive their state not as fated and unalterable, but merely as limiting—and therefore challenging. Whereas the banking method directly or indirectly reinforces men’s fatalistic perception of their situation, the problem-posing method presents this very situation to them as a problem. As the situation becomes the object of their cognition, the naà ¯ve or magical perception which produced their fatalism gives way to perception which is able to perceive itself even as it perceives reality, and can thus be critically objective about that reality. A deepened consciousness of their situation leads men to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If men, as historical beings necessarily engaged with other men in a movement of inquiry, did not control that movement, it would be (and is) a violation of men’s humanity. Any situation in which some men prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate men from their own decision-making is to change them into objects. This movement of inquiry must be directed towards humanization—man’s historical vocation. The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity; therefore it cannot unfold in the antagonistic relations between oppressors and oppressed. No one can be authentically human while he prevents others from being so. Attempting to be more human, individualistically, leads to having more, egotistically: a form of dehumanization. Not that it is not fundamental to have in order to be human. Precisely because it is necessary, some men’s having must not be allowed to constitute an obstacle to others’ having, must not consolidate the power of the former to crush the latter. Problem-posing education, as a humanist and liberating praxis, posits as fundamental that men subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their false perception of reality. The world—no longer something to be described with deceptive words—becomes the object of that transforming action by men which results in their humanization. Problem-posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need to take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary—that is to say, dialogical—from the outset.

Role of Clothing in Communication

Role of Clothing in Communication Clothing is a language, a nonverbal system of communication that through its symbols conveys much about the wearer to the viewer. Before people speak to one another, their clothing makes a statement that expresses their sex, age, class, occupation, origin and personality, as well as what they are or what they want to be at a particular moment. A businessperson is recognized in a well tailored suit. Fashion can suggest or signal status in a social group. Groups with high cultural status like to keep in fashion to display their position; people who do not keep in fashion within a so-called style tribe can risk shunning. Because keeping in fashion often requires considerable amounts of money, fashion can be used to show off wealth (compare conspicuous consumption). Adherence to fashion trends can thus form an index of social affluence and an indicator of social mobility. Humans often wear articles ofÂÂ  clothingÂÂ  (also known asÂÂ  Apparel,ÂÂ  dress,ÂÂ  garmentsÂÂ  orÂÂ  attire) on the body . In its broadest sense, clothing includes coverings for the trunk and limbs as well as coverings for hands (gloves), feet (shoes,ÂÂ  sandals,ÂÂ  boots), and head (hats,caps). Articles carried rather than worn (likeÂÂ  pursesÂÂ  and umbrellas) normally count as accessories rather than as clothing. Humans also decorate their bodies with makeup or cosmetics, perfume,ÂÂ  jewelryÂÂ  and other ornament; cut, dye, and arrange their head and body hair (hairstyle), and sometimes their skin (tattoo, scarifications, piercing). All these decorations contribute to the overall effect and message of clothing, but do not constitute clothing per se. People wear clothing for functional and/or social reasons. Clothing protects the body; it also delivers social messages to other humans. Function includes protection of the body against strong sunlight, extreme heat or cold, and precipitation; protection against insects, noxious chemicals, weapons, contact with abrasive substances in sum, against anything that might injure an unprotected human body. Humans have shown extreme inventiveness in devising clothing solutions to practical problems. See: armor,ÂÂ  diving suit, bee-keepers costume, motorcycle leathers,ÂÂ  high-visibility clothing. Social messages sent by clothing, accessories, and decorations can involve social status, occupation, ethnic and religious affiliation, marital status and sexual availability, etc. Humans must know the code in order to recognize the message transmitted. If different groups read the same item of clothing or decoration with different meanings, the wearer may provoke unanticipated responses. Social status: in many societies, people of high rank reserve special items of clothing or decoration for themselves. Only Roman emperors could wear garments dyeed with Tyrian purple; only high-ranking Hawaiian chiefs could wear feather cloaks and palaoa or carved whale teeth. In other societies, no laws prohibit lower-status people wearing high statusÂÂ  garments, but the high cost of status garments effectively limits purchase and display. In current Western society, only the rich can affordÂÂ  haute couture. The threat of social ostracism may also limit garment choice. Occupation: military, police, firefighters usually wearÂÂ  uniforms, as do workers in many industries. School-children often wearÂÂ  school uniforms, college and university students wear academic dress. Members of religious orders may wear uniforms known as habits. Sometimes a single item of clothing or a single accessory can declare ones occupation and/or status for example, the highÂÂ  toqueÂÂ  or chefs hat worn by a chief cook. Ethnic, political, and religious affiliation: In many regions of the world, styles in clothing and ornament declare membership in a certain village, caste, religion, etc. A Scotsman declares his clan with hisÂÂ  tartan; an Orthodox Jew his religion with his (non-clothing) sidelocks; a French peasant woman her village with her cap orÂÂ  coif. Clothes can also proclaim dissent from cultural norms and mainstream beliefs, as well as personal independence. In 19th century Europe, artists and writers livedÂÂ  la vie de Bohe meÂÂ  and dressed to shock: George Sand in mens clothing, female emancipationists in bloomers, male artists in velvet waistcoats and gaudy neckcloths. Bohemians, beatniks, hippies, Goths, and punks continued the ( counter-cultural) tradition in the 20th century West. Now thatÂÂ  haute coutureÂÂ  plagiarises street fashion within a year or so, street fashion may have lost some of its power to shock, but it still motivates millions trying to look hip and cool. People such as inventor Dean Kamen or film director Peter Jackson wear simple functional clothing to distance themselves from the establishment (and possibly to attract additional attention). Marital status: Hindu women, once married, wearÂÂ  sindoor, a red powder, in the parting of their hair; if widowed, they abandonÂÂ  sindoorÂÂ  and jewelry and wear simple white clothing. Men and women of the Western world may wear wedding rings to indicate their marital status. Sexual availability: Some clothing indicates the modesty of the wearer. For example, many Muslim women wear a head or body covering (hijab, bourqa orÂÂ  burka,ÂÂ  chador,ÂÂ  abaya) that proclaims their status as respectable women. Other clothing may indicate flirtatious intent. For example, a Western woman might wear extreme stiletto heels, close-fitting and body-revealing black or red clothing, exaggerated make-up, flashy jewelry and perfume to show sexual availability. What constitutes modesty and allurement varies radically from culture to culture, within different contexts in the same culture, and over time as differentÂÂ  fashionsÂÂ  rise and fall. Moreover, a person may choose to display a mixed message.ÂÂ  For example, a Saudi Arabian woman may wear anÂÂ  abayaÂÂ  to proclaim her respectability, but choose an abaya of luxurious material cut close to the body and then accessorize withÂÂ  high heelsÂÂ  and a fashionable purse. Al l the details proclaim sexual desirability, despite the ostensible message of respectability. Similarly, a Japanese schoolgirl may wear the required school uniform in a way (skirts waistband rolled to shorten the skirt, long sleeves rolled up) that says sexy schoolgirl rather than good girl.

The child sex tourism industry in india

The child sex tourism industry in india Introduction The commercial sexual exploitation of children is a fundamental violation of childrens rights. The child is treated as a sexual object and as a commercial object. The commercial sexual exploitation of children constitutes a form of coercion and violence against children, and amounts to forced labor and a contemporary form of slavery.1 Child Sex Tourism is part of the global phenomenon of commercial sexual exploitation of children. It involves the sexual abuse exploitation of both male and female children, usually but not always, in tourism destinations. Several studies have attempted to understand the extent and severity of the phenomenon, emphasizing different aspects thereof: be it travel trade, psychological, socioeconomic facets. The factors that push children into sexual exploitation are numerous for example: family disintegration, inequitable socio-economic structure, harmful and religious practices which undermines fulfilment of the basic need of the children. By treating the child as a commodity which can be purchased, hired sold or thrown away is no longer a question of poverty, but rather one of values, in particular the values of consumerism. According to NHRC Report on Trafficking in Women and Children, in India the population of women and children in sex work in India is stated to be between70, 000 and 1 million of these, 30% are 20 years of age. Nearly 15% began sex work when they were below 15 and 25% entered between 15 and 18 years (Mukherjee Das 1996). In public view child sex tourism is not considered a major social issue in India, partly because of the perception that the problem is not as acute as in some countries of South East Asia and partly because the problem is largely associated only with poverty. Every hour, four women and girls in India enter prostitution, three of them against their will. Here when a women or a children are forced for such things then Are these not a concern related to ethics? This paper will discuss the causes of the problem of child prostitution for sexual needs in India. Sex tourism refers to an organized tour whose primary purpose is the commercial-sexual relationship with an individual from the country that he or she is visiting. There are three major categories of sexual exploitations that occur within sex tourism. These are prostitution, pornography and trafficking for sexual purpose. Recently, the trend of sex tourism is to provide sex tourists a wider number of children as opposed to older and more mature women. In fact, the commercial sexual exploitation of minors by international tourists today is considered as a human tragedy occurring in a grand scale with virtually no consequences for those who practice this. The World Tourism Organization, a specialized agency of the United Nations, defines sex tourism as trips organized from within the tourism sector, or from outside this sector but using its structures and networks, with the primary purpose of effecting a commercial sexual relationship by the tourist with residents at the destination. But it also refers to business people, transport industry workers or military personnel. Attractions for sex tourists can include reduced costs for services in the destination country, along with either legal prostitution or weak law enforcement and access to child prostitution. More than 2.4 million tourists visit India every year and growth of the tourism industry in the country has contributed to an increase in the sexual exploitation of children by tourists. Child sex tourism is prevalent in Goa, North Karnataka, Kerala, Tamil Nadu, Orissa, West Bengal and in Rajasthan. Mumbai is believed to be the biggest centre for pedophilic commerce in India. Child sex tourism involves hotels, travel agencies and tour operators and some companies openly advertise availability of child prostitutes. They have contacts with adult sex workers, rickshaw pullers; petty traders who make contact with street or other vulnerable children and bring them to tourist hotels and lodges. Children are often promised better jobs and then forced into sex and in many cases moneylenders force parents to sell their children to repay debts. A traveler may not intend to engage in sex with children while he is away from home, but he does so because a child is made easily available to him. Op portunistic exploitation, then, along with organized child sex tourism, is a critical factor compounding the complex socio-economic factors that push children into local prostitution industries. Here are some of the prominent  facts about child sex tourism in India: India has the largest number of children (375 million) in the world, nearly 40% of its population 69% of Indian children are victims of physical, emotional, or sexual abuse (or read it as every 2 out of  3) New Delhi, the nations capital, has an abuse rate of over  83% 89% of the crimes are perpetrated by family members Boys face more abuse (>72%) than girls  (65%) More than 70% of cases go unreported and unshared even with parents/family There are many factors that make children vulnerable to sex tourism. They may also be called as a Push factor for them in child sex. Let us discuss some of them. Organised prostitution: It is known that child prostitution is the sexual exploitation of the child for remuneration in cash or in kind, usually but not always organized by an intermediary (parents, family members, procurers, etc.). Many children, particularly girls, are abused within brothels that are frequented by both, local, regional and foreign child abusers. Some research suggests that girls enter the sex industry as a direct result of coercion or an unspoken expectation by other family members, including sisters or mothers already in the industry. Many of the girls are from the States of Karnataka, Andhra Pradesh and Maharashtra and often the daughters of migrant women involved in the sex industry. Poverty and economic insecurity: The majority of the children, both migrant and local, come from poor backgrounds and have little or no access to education. The parents are unskilled workers from neighbouring States who need to migrate to various regions in search of employment. As a result, many of the children are also compelled to work and can be found around beach and resorts areas, often working as vendors. The nature of their work requires them to be friendly to tourists and therefore leaves them open to offers by sex tourists. Weak family structure: Family breakdown is seen as an important aspect leading to children being exposed to abuse. Many children have run away from home and live on the streets due to problems at home ranging from drug abuse, alcoholism or physical or mental illness. Like all children who suffer from violence and abuse, they may be physically, mentally injured. They are at high risk of: long-lasting physical, social, and psychological damage, disease (including HIV) or unwanted pregnancy and forced abortions. Lack of parental supervision: Many of the abused are migrant workers children who are unsupervised and alone on the streets while their parents take up casual or daily wage work in Goa. These children often end up wandering on the streets and are vulnerable to the lures of sex tourists. Trafficking: Trafficking of children is a worldwide phenomenon affecting large numbers of boys and girls every day. Children and their families are often lured by the promise of better employment and a more prosperous life far from their homes. Others are kidnapped and sold. Trafficking violates a childs right to grow up in a family environment and exposes him or her to a range of dangers, including violence and sexual abuse. There is also some evidence to suggest that children are being trafficked to Goa from other parts of the country or even from other countries for purposes of sexual exploitation. Children are also sold by poor families from different regions and then forced into working in the sex industry or other labour around coastal areas where they are at risk from sex offenders. It appears that some families sexually exploit their own children by either selling them to traffickers or by forcing them into prostitution. Such families prize material benefits at the cost of an y abuse to their child. Pornography: Pornography is like a media in sex tourism. Child prostitution is somehow connected with child pornography. It refers to the visual or audio depiction of the child for the sexual gratification of the use, and involves the production, distribution and or use of such material. Pornographic images of children are often copied multiple times and may remain in circulation for many years; the victim continues to be subjected to humiliation long after the image has been made. Discrimination: Many prostitutes in India are victims of the Devadasis (temple prostitute) system and have been dedicated to the Goddess Yellamma (around 10,000 girls in India are dedicated annually). Goa is no different and many of the girls in its red light districts are victims of this system. After knowing all the factors which push children into such vulnerable situation, one thing which comes instantly into mind is that all contrary to the principles of Integrity and Fairness. It is always questionable that Are these children not a human being? How a parent can do such pitiful things with their own child?Every child has its own integrity and has the right to live a life of respectful human being. The exploitation of human beings dehumanizes the individuals who are trafficked, rewards the inhumanity of the traffickers, and weakens the moral and social fabric of society at large. Restoring dignity to persons who have been exploited is not easy, and the danger of paternalizing trafficked victims in the name of aiding them must be kept in view. Traffickers and parents who expose their children need to be stopped and held accountable, but they also need those who will help them to a transformation of heart and mind. Sex tourism is the dark side of the global phenomenon of tourism. Every day we read about the benefits of tourism, its income and employment potential, its ability to bridge the gap between the rich and the poor, its potential to overcome uneven development in backward regions of the world Asks why sex tourism is being condoned and wonders why more voices are not raised in protest against its continuance. It often raises a concern for the Indian society but why only India society, child sex tourism is the part of every country whether in Asia or Europe or America. Do societies and Government need not to show Concern and Respect towards these children. Children are the future and some even call them Gift of God. Travellers who travel to some less developed country think that they have all the rights to use people as they want. The methods that sex offenders use to lure children into abusive situations range from offering them money or gifts, convincing parents that the child will enjoy a better life and providing children with shelter and employment. Such grooming methods are the hallmark of the preferential sex offender whereas the opportunistic ones exploit the children they meet on the street or are offered by pimps. The justifications that sex tourists offer for their abuse of children include the perception that they are helping the children monetarily and also giving children the love that they appear to crave. Many travel agencies, hotels and others are all involved in this whole process. These people think that it is part of their job and they are rendering their services to these travellers. But are their not any Code of Ethics in tourism industry. Develop an ethical policy regarding trafficking and commercial sexual exploitation of children. Providing information to tourists on CST and request them to help dealing with the problem by informing if they see any doubtful behaviour of tourists who accompany children. To provide information to travellers by means of catalogues, brochures, in-flight films, ticket-slips, home pages, etc. The study calls for specific national, regional and local actions to safeguard children who are being sexually exploited, or are at-risk of sexual exploitation. Recommendations include the Ministry of Tourism creating a National Plan of Action to Counter Child Abuse in Tourism and for businesses in the tourism industry to shoulder more responsibility for this problem by, for example, joining the Code of Conduct (www.thecode.org). It was recommended that state and central tourism departments report annually on the status of child abuse cases, set up mechanisms along with other bodies for the protection of children, and to demonstrate a clear stand against any form of child sex abuse. The Ministry of Women and Child Development (MWCD) are also called on to create a comprehensive Act that imposes severe punishment of offenders, including extradition laws (through the Ministry of Home Affairs). The report also calls for child sex tourism cases to be treated as non-bailable offences. Trai ning on child rights laws and how to handle child abuse cases for Police was also recommended, along with sensitization training and mandatory reporting of child abuse (including adults traveling with children under suspicious circumstances) both by Police and by airport and railway authorities. More in-depth study on the commercial sexual exploitation of children is also necessary to inform policy, protection mechanisms and campaigns. What can we do? Here are my thoughts: Educate our children about sex. If you are not parents yourselves, but know and care about other families of friends and relatives, open up this topic for discussion and encourage the parents to do what is  right. If you think talking about sex is difficult for you, dont just be embarrassed,  shrug  it  off, and give it up. Many parents dont know their children are victims, and live in a fantasy world of nothing like that would ever happen to my child. Talk to your parents in order to understand what diffi culties they had to face culturally when bringing you up. That may give clues to how to overcome cultural taboos. Finally, spread the word. Spread the awareness. We owe it to the next generation. With the knowledge that our children know the basic facts to safeguard themselves, we can at least hope to hold our heads high once  again. With the economic growth more tourism increased salaries limited family lifeà ¢Ã¢â€š ¬Ã‚ ¦ more luxury lifeà ¢Ã¢â€š ¬Ã‚ ¦ money being spent for temporary pleasure going highà ¢Ã¢â€š ¬Ã‚ ¦ all kind of un-social activities will be going high. It is the real form of terrorism. Let the policy maker and the party in power and the opposition party see that this is the new form of suicide bomb. After centuries of being shoved under the carpet, the truth is out. And we, as Indians, should stop, hold our breath, drop our heads in shame, and introspect. In the fight against trafficking government organizations, non-governmental organizations, civil society, pressure groups, international bodies, all have to play an important role. Law cannot be the only instrument to take care of all problems. Notes A statement from The Declaration and the Agenda for Action from the First World Congress against the Commercial Sexual Exploitation of Children, held in Stockholm, 1996