Environmental Destruction in Southeast Asia due to Golf...

Environmental Destruction in Southeast Asia due to Golf Course Development The sport of golf has come a long way since it was first played on the wind blown pasture lands of Scotland over 600 years ago. Today, golf courses around the world are in a way their own small ecosystem, where only pieces of the natural environment are a part of these artificial landscapes. Courses are meticulously groomed for both championship and tourist play. The game is taking front stage all over the world and new courses are being constructed everyday. This may be great for the game of golf and the wealthy investor who is making millions off of these luscious green fairways, but what about the drawbacks to environmental degradation that it is causing?†¦show more content†¦The rising prices of green fees, club memberships, and a lack of land to build on in their own country have sent the Japanese to countries such as Thailand, Malaysia, and Indonesia to satisfy their golfing needs. It has become more economically feasible for people to golf in these neighboring countri es than in their own. Golf courses in these countries also provide caddying services and other amenities that are hard to come by anywhere else in the world. At some courses in Thailand each player has up to 4 different caddies(site). The caddies carry the player’s bag, clean their equipment, provide players with snacks and beverages and even prostitution in some cases. New golf resorts have rapidly developed throughout the region and are now attracting Western tourists and investors to profit from these new resorts. Organizations such as the Tourism Authority of Thailand (TAT) are welcoming these outsiders with open arms and are failing to pay attention to the environmental and social impacts that this new development is bringing about. Water Usage and Contamination In the countries of Southeast Asia clean water is a rather precious resource and water shortages are common. As elsewhere in the world, it is needed for agriculture, drinking and other daily tasks by the people of villages and towns throughout these countries.Show MoreRelatedInternational Management67196 Words   |  269 PagesEast and Africa and continuing tensions in Iran, North Korea, Iraq, and Afghanistan, especially as the U.S. role in these latter two countries evolves. On the economic front, failure to conclude important trade agreements, including the so-called â€Å"Development† Round of multilateral trade negotiations under the World Trade Organization, and the lagging support for some bilateral trade agreements pose additional challenges to global managers and multinational companies. 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The Truth About Marie Antoinette - 1305 Words

Sombillo 1 Alysia Sombillo World History Mrs. Ray World History Research Paper Draft 3-3-16 The Truth about Marie Antoinette Marie Antoinette was born on November 2, 1755, in Vienna, Austria. Marie Antoinette was a queen that ruled with a powerful, wealthy, fist. She was a foreign wife and queen once she married King Louis XVI of France. Throughout her rule over France, Marie Antoinette was kept under a light of ignorance by the people, and therefore, should not be blamed for their suffering, the French Revolution, and the failures of her husband. She was hated by the people of France the moment she became queen, which ultimately led her to her downfall. Queen Marie Antoinette is known for her infamous quote â€Å"let them eat cake†, in a scandal where she supposedly turned a blind eye to the famished. The people of France pointed their fingers at Marie Antoinette, and believed she frankly participated in the scandal they accused her of: the scandal that led to her death by guillotine: the Affair of the Diamond Necklace. Marie Antoinette was also blamed for The French Revolution and the suffering o f the poor people, but the citizens of France were already poor long before she became queen. The French Revolution was a time of political and social disruption, and the change of their absolute monarchy. Marie Antoinette was part of the monarchy, so she was disliked, but she was not the cause of The French Revolution. Her husband, King Louis XVI, made knownShow MoreRelatedLouise Elisabeth Vigee-Lebrun1740 Words   |  7 PagesAcademy Salon, her capacity for painting portraits was widely appreciated aside from one that shocked the French people, the Marie Antoinette â€Å"en gaulle†. In the Marie Antoinette â€Å"en gaulle†, the young woman’s hair is adorned with an extravagant wide plumed hat and her fingers are delicately constructed around a rose bouquet. Vigà ©e-Lebrun’s portrait depicts Marie Antoinette in a loose muslin dress that the public assumed she wore to bed at night. Despite Vigà ©e-Lebrun’s widely growing fame and fortuneRead Mor eThe Innocence of Marie Antoinette1219 Words   |  5 Pageswithout a thought for her subjects’ plight. Such is the distorted but widespread view of Marie-Antoinette, Queen of France (1755-1793), wife of King Louis XVI. In recent years the Coppola film has further damaged the image of the much-maligned, beautiful and charming Austrian archduchess, sent to France at age fourteen to marry the fifteen-year-old Dauphin. Sadly, the picture many people now have of Marie-Antoinette is of her running through Versailles with a glass of champagne in her hand, eating bonbonsRead MoreMarie Antoinette: Research Paper1654 Words   |  7 Pages Marie Antoinette Let them eat cake is probably one of the most recited quotes around the world, which is known to be spoken by the last Queen of France, Marie Antoinette. Although often reffered to as The Party Queen or in other words, the Queen who danced while her people starved. But what many fail to recognize is the fact that Marie Antoinette was the Queen who cared for her people. The only thinkRead MoreWas Marie Antoinette a Cause of the French Revolution or Just a Victim?1120 Words   |  5 Pages Marie Antoinette was the Archduchess of Austria, and became Dauphine of France after several years. Many French citizens dislike her because of her behaviors. Some citizens blamed on her that she was one of the reason to cause the French Revolution. Some of the people said that she was not a serious problem for forming the French Revolution. There were also some people said that those behaviors were came from Louis XVI or influenced to Marie Antoinette, and a ctually he was one of the reason thatRead More Marie Antoinette Essay513 Words   |  3 Pages Marie Antoinette Marie Antoinette was the wife of King Louis XVI of France. She was born in 1755 in France and was the daughter of the Great Emperor Francis I and Maria Theresa of Austria. Because here parents came from two countries at war with each other, their marriage formed a peace treaty. Marie was very spoiled and grew up with an extravagant lifestyle. She herself became the wife of the next heir to the French throne to further keep the peace. The heir was Louis XVI, who was a very dullRead MoreLife and Legacy of Marie Antoinette Essay1237 Words   |  5 Pages Marie Antoinette Josà ¨phe Jeanne de Habsbourg-Lorraine was born in the mid-eighteenth century as an archduchess and princess, to Maria Teresa, the Austrian Empress, at the very apex of the European hierarchal pyramid. She was an essential part to the oldest royal European house, as it became known that her sole duty in life was to unite the two great powers and long-term enemies of Austria-Hungary and France by marriage. She was brutally overthrown by her own starving people and portrayedRead MoreJean Jacques Rousseau s Let Them Eat Cake 1365 Words   |  6 PagesMarie Antoinette never said â€Å"let them eat cake†. Now, I know what some of you are thinking, â€Å"Of course she didn’t, she spoke French!† But, in fact, she didn’t say â€Å"Qu’ils mangent de la brioche† either. In fact, this saying in France actually pre-dated her arrival there by anywhere from about thirty years to as much as a century. This myth is often stated that on her way to the guillotine, forced by a mob of starving French peasants, she exasperatedly said â€Å"let them eat cake!† Another version saysRead MoreThe Road From Versailles : Louis Xvi, And The Fall Of The French Monarchy Essay781 Words   |  4 PagesAuthor- Munro Price Title- The road from Versailles: Louis XVI, Marie Antoinette, and the fall of the French Monarchy Citation- Price, Munro. The Road from Versailles: Louis XVI, Marie Antoinette, and the Fall of the French Monarchy. New York: St. Martin s Press, 2003. Author’s Identity- Modern European Historian at the University of Bradford Date and Place of Document: France, 1792 Intended Purpose: Follow Louis XVI on his escape to Versailles and the monarchy he left behind. Intended Audience-Read More Biography of Marie Antoinette Essay2100 Words   |  9 PagesBiography of Marie Antoinette Born with the name Antonia, Marie Antoinette was born in Vienna, Austria on November 2, 1755. Marie-Antoinette was one of the 16 children of Holy Roman Emperor Francis I and Empress Maria Theresa, queen of Hungary and Bohemia. She was the youngest and most beautiful daughter of all. Marie Antoinette was brought up believing her destiny was to become queen of France. Marie Antoinettes first child was Marie Therese Charlotte(Madame Royale). Unpopular Queen Marie AntoinetteRead MoreHistory of France2324 Words   |  9 PagesProcess of Findings Before Marie Antoinette married Dauphin Louis XVI in 1770, the situation in France was already beginning to become disordered. The peasants, which made up about 90% of the population at the time, were treated unfairly and began to feel frustrated and upset with the Monarchy. At the time, Marie Antoinette was distrusted because of her foreign birth and many of the peasants saw her as the source of their problems and disliked her. She was often seen in the past as a bad Queen due

March On free essay sample

Through my life people have always told me that the smallest choices I make could have the greatest impact on my life. What they said never fazed me, after all, how could one small choice change anything? Looking back on the past four years of high school, I think I finally understood what they meant. The small choice I made that ended up having the greatest impact was deciding to participate in marching band. Not such a big deal, right? That’s what I thought walking in to the band room for our first practice during my freshman summer vacation. My first impression was that the band room was an OCD person’s exclusive nightmare. Instrument cases were placed strategically about on the floor constructing a make shift maze, while the lockers lining the walls seemed to be vacant. Beyond the winding maze the scattered groups of conversing students made the atmosphere light and cozy, dispelling the prison like impression the mundane walls created. We will write a custom essay sample on March On or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Practice began and I hastily joined my friends and gradually conformed to this new homely niche in the northern wing of the school. Before or after school, practices, football games, basketball games, or competitions I’d find myself walking back to the band room to find comfort in the benevolent atmosphere. Somehow the chaotic clutter has become my sanctuary, a home away from home. My new found family is there, too. Our eccentric family is mainly composed of my two crazy sisters, my little brother the tuba player, and the rather odd extended family in the brass and percussion. I know they’re all there for me when I need them, all thanks to the strange and mysterious ways marching band has brought our misfit group together. Through the past years band has given me something even more irreplaceable; the everlasting memories of my family and the fun times we’ve shared. The more distant memories like band camp at Mt. Evans of being chased out of the bunk house by sp iders and large insects previously unknown to us; choreographing fun dances for when we are bored; falling asleep on each other’s shoulders on midnight bus rides back to school; or all the simple times where we just hung out; the whole recollection is still vivid in my mind due to the relentless playbacks. All of these fragments of my past in band fill my chest with yesterday’s laughter or ache from past defeats. Music from shows of previous years still echo in my ears as haunting melodies, reminding me of the sensation of performing in front of vast crowds, not as an individual, but as something far larger than myself, the greater image. I entered the band room as a naive and foolish freshman thinking that everything revolved around me, that’s all changed. Marching band has given me the tools I needed to be strong and work towards a future of my own choosing. I’ll soon have to leave this refuge and allow the next person to take lead of my beloved clarine t section, but it won’t end there. I’ll always be a rebel in the marching band, though I may grow up and move away, I will owe it all to marching band for making me who I am. From that one small choice of signing up, it has all made a powerful impact on my life. I’m glad I made that choice, now and forever. Thanks to marching band, I now look to the brightening horizon, eyes set on life’s drum major, ready for the new tempo to carry me to my future, ready for this change. With my family watching my back and knowing I’ll always have a home to return to, I’m prepared to move on. With the chronicles of marching band forever locked in my heart, from now on I will march on.

Article Analysis for Information Technology & Decision Making

Question: Discuss about theArticle Analysisfor Information Technology Decision Making. Answer: The present paper is an analysis of the article titled Gamified learning: A role-playing approach to increase student in-class motivation, authored by Topiceanu (2017). The paper highlights the research topic, purpose of the research, the problems addressed by the researcher and the valuable research question. It also provides a comprehensive summary of the valuable article. Further, the most interesting aspect found from the article is presented as a personal perception. How this aspect could be applied in the classroom for teaching experience in future would also be discussed. Appropriate references would support the proposed actions. An improved and successful strategy for addressing educational needs at the contemporary era is represented by the highly evolving and advanced teaching techniques. Such techniques encompass online courses, dynamic grading systems, collaborative assignments and real-time feedback. In addition, motivational inserts into the students learning process are also noteworthy. Amalgamation of the massive open online courses (MOOCs) and learning has proved itself to be quite popular as it is capable of integrating many aspects of learning that permit learners to take part in higher education courses through distant learning (Su, 2017). The term gamification has emerged in the recent past that has a major contribution to the field of education. The term gamification refers to the application of video games into systems that are nongaming for improving the experiences of the users and engaging the users in a positive activity. Introduction of gamification applications into the education field i s still at the novice stage. Nevertheless, it has proved its worth as a motivational factor for the younger generation (Mart?Parreo et al., 2016). According to Bozkurt (2017) application of gamification into the education, the arena is backed by a strong scientific explanation that relies on design patterns, heuristics and gaming dynamics. Gamification has made its way into many classrooms processed online which is e-learning. Serious games have been found to be popular in acting as a tool engaging and motivating individuals for learning. The advantages that the process presents include instant feedback for learners, increased engagement and augmented loyalty of students. Against this background, Topiceanu (2017) thought it considerate to introduce a gamified platform for the motivation of students. This was done through transposing students in a role-playing game that entailed them to receive rewards with levels, experience, level-ups, quests, guilds and achievements for taking part in educational activities in the classroom. The assumption behind the study was that gamification is noteworthy approach since the gaols are similar to that of a learner who takes part in the offline classroom. Further, the level of interaction between the teachers and students, both allegiance and competitive, is more when compared to other solutions. The study was conducted by the researcher with the hope that the results would be encouraging. The research question was whether gamified platform provides better support to learners to increase motivation and augment learning in an effective manner. The gamified grading platform was well explained by the authors. This was formed on the basis of present and past trends in the field of educational science. Gamified was proposed as an innovative platform favouring student interaction, constant rewards and collaboration. The gamified platform was defined as role-play-based (RPG) student class organisation. The purpose was to promote teamwork, sustain efforts and form a lasting bond. For the implementation of the tool, a set of tools were created that were simple in nature. The validation of the gamified platform was done from 2014 to 2017. The test run was on three generations of students and at two computer science undergraduate courses, namely, Algorithm Design and Analysis (ADA) andComputerOrganization (CO). Control groups were also considered for the study. The results of the study highlighted that the elements were familiar to a large pool of students. The elements nonetheless triggered interest among the students, and they welcomed all new approaches for learning. The studys results proved the positive influence of the proposal, and this was supported by the feedback of the participants at the end of each semester. The attitude of the learners towards grades and participation in the study was positive after taking part in the gamified system. Comparison of the control group with the study group highlighted that in the group for gamified, the participants were in favour of the modern approach. With the introduction of the gamified platform, the researcher hoped to throw light on a novice domain of educational research. By adopting the platform, it is possible that learners can be motivated to adopt such gaming elements to bring improvements in their education. Lastly, it is to be said that gamification is surely a promising tool that i n case integrated properly is crucial in promoting the satisfaction of the students and bringing together for learning, competing and working together. The most interesting aspect pointed out from the research is that participants show better performance, and increased engagement and interest when they get rewards. Rewards act as the driving factor for bringing about positive changes in the attitudes of the learners. When this aspect is applied in the classroom setting, many improvements can be achieved in terms of teaching experience and student performance. Rewarding students for their best performance in form of materialistic rewards such as chocolates, stationaries have been proved to be an effective motivational factor (Whitton et al., 2016). Student is motivated to compete with others in a healthy manner for achieving the rewards and being satisfied. Niemi et al., (2016) pointed out that praises and admiration received from teachers in a classroom setting are highly commendable for motivating and encouraging students. This approach acts suitably in enhancing progress towards the already set academic goals. The power of recogni tion is not to be underestimated by teachers. Emmer and Evertson (2016) highlight that providing constructive feedback is also a form of rewards that aims to enhance the motivation of the students. Students feel encouraged when they receive constructive feedback highlighting both positive and negative sides of their performances. Students under such condition feel that their efforts have been recognised and that there are further chances of improvements. References Bozkurt, A. (2017). Gamification, Education and E-learning: An interview with Andrzej Marczewski.eLearn,2017(8), 1. Emmer, E. T., Evertson, C. M. (2016).Classroom management for middle and high school teachers. Pearson. Mart?Parreo, J., Mndez?Ibez, E., Alonso?Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis.Journal of Computer Assisted Learning,32(6), 663-676. Niemi, H., Toom, A., Kallioniemi, A. (Eds.). (2016).Miracle of education: The principles and practices of teaching and learning in Finnish schools. Springer. Su, C. H. (2017). A Novel Hybrid Learning Achievement Prediction Model: A Case Study in Gamification Education Applications (APPs).International Journal of Information Technology Decision Making,16(02), 515-543. Toprceanu, A. (2017). Gamified learning: A role-playing approach to increase student in-class motivation.Procedia Computer Science,112, 41-50. Whitton, D., Barker, K. L., Nosworthy, M., Humphries, J., Sinclair, C. (2016).Learning for teaching: Teaching for learning.