In light of the fact that tourism is one of the most important service Essay

In light of the fact that tourism is one of the most important service sectors of global economy, debate the current issues that need to be incorporated into the tourism planning process - Essay Example (WTO(a), 2001). A standout amongst the most urgent parts of universal tourism is the cross-fringe development of purchasers. (WTO(a), 2001). This grants even untalented specialists in remote territories to end up administrations exporters — for example, by offering specialty things, performing in social shows, or working in a tourism lodge. (WTO(a), 2001). Travel & Tourism is one of the heading job inventors in the world. The business utilizes more than 98 million individuals directly, speaking to in excess of 3 percent of all vocation. (Turner & Sears, 2013: 63). At the point when backhanded and impelled effects are incorporated, the business helps around one in every eleven jobs worldwide. (Turner & Sears, 2013: 63). The share of world vocation in Travel & Tourism is more than that for the vehicle assembling and chemicals producing businesses joined together, over every locale of the world. Moreover, the standpoint for the business is moderately positive: job development in Travel & Tourism is conjecture to normal 1.9 percent for every year throughout the one decade from now, contrasted and 1.2 percent yearly development conjecture for aggregate jobs in the worldwide economy. (Turner & Sears, 2013: 63). Throughout the most recent two decades, Travel & Tourism has played a more essential part in the financial advancement of numerous nations. Expanded travel over the globe has been determined by development in genuine earnings; more amazing measures of relaxation time; enhanced and very open transportation frameworks; continuous globalization of business linkages, including supply chains; very viable correspondence frameworks that encourage advertising; and countless tourism administrations. Albeit starting foundation venture is required, as more individuals travel, extra tourism framework is constructed and individuals are utilized to administration the needs of the vacationers. The more guests go to a goal, the more lodgings,

Cyber Security Essay Example for Free

Cyber Security Essay President Obama has declared that the â€Å"cyber threat is one of the most serious economic and national security challenges we face as a nation†¦ Americas economic prosperity in the 21st century will depend on cyber security.† So why is it that so many people still don’t know some of the basic ways that produce cyber threats? The purpose of this paper is to name some of the more basic cyber threats. Even though it is just the beginning to the hazards you can obtain, they are highly effective because of the number of people that still allow these kinds of breaches. First and foremost are viruses. According to cknow.com, â€Å"There were over 50,000 computer viruses in 2000 and that number was then and still is growing rapidly. Sophos, in a print ad in June 2005 claims over 103,000 viruses. And, Symantec, in April 2008 is reported to have claimed the number is over one million.† With so many different viruses out there, how do you know what to look for and how to protect your cyber world from viruses? Some of the most common viruses that effect people are Trojans and Net Bots. PCmag.com defines a Trojan as â€Å"A program that appears legitimate, but performs some illicit activity when it is run. It may be used to locate password information or make the system more vulnerable to future entry or simply destroy programs or data on the hard disk. A Trojan is similar to a virus, except that it does not replicate itself. It stays in the computer doing its damage or allowing somebody from a remote site to take control of the computer. Trojans often sneak in attached to a free game or other utility.† To add to their definition, it can also be affixed to an email attachment or the email itself. So now that you know what it is you’re probably thinking so what can I do to protect myself from obtaining this virus? The best thing to do would be to educate yourself about this threat. Know what they look like and common websites they reside. The next thing that to do is to be sure to always have an up to date WELL KNOWN antivirus such as Sophos, McAfee, or Norton. The well known part is very important because some of the smaller antivirus companies are part of the reason there are so many Trojans out there. Once you get some antivirus software you need to be sure to keep it up to date. Also, don’t open emails from senders that you don’t recognize. Several of the Trojans out there that get circulated by email come from people opening emails from unknown senders. The next one is botnets. http://searchsecurity.techtarget.com says â€Å"A botnet (also known as a zombie army) is a number of Internet computers that, although their owners are unaware of it, have been set up to forward transmissions (including spam or viruses) to other computers on the Internet. Any such computer is referred to as a zombie in effect, a computer robot or bot that serves the wishes of some master spam or virus originator. Most computers compromised in this way are home-based. According to a report from Russian-based Kaspersky Labs, botnets not spam, vir uses, or worms currently pose the biggest threat to the Internet.† Trojans are the major way that you can get one of these viruses. So it is important that you again get antivirus software, keep it up to date, and don’t open emails from unknown senders. However, with this virus you can get it just from going to a questionable web site. So how do you know what ones are good and what ones are questionable? Well that you can for the most part guess using these deciding factors: Are there several java applications on the web page? Is there a lot of download able content? Are there pop up advertisements that come up on the page? Then you probably should do your best to stay away from the page. In case you are unsure, some antivirus software are now including a trusted and untrusted feature so when you search a site it will let you know if the page is safe or proceed at your own risk. If your antivirus does not have such a feature then there are some applications out there that will do the same thing just to name one would be WOT or Web of Trust. The next issue is a little more targeted to the business world. It deals more with their emails and correspondence but can also be directed to an average internet user. It is phishing. Webroot.com expounds â€Å"Email Phishing scams are carried out online by tech-savvy con artists and identity theft criminals. They use spam, fake websites constructed to look identical to a real sites, email and instant messages to trick you into divulging sensitive information, like bank account passwords and credit card numbers. Once you take the phishers bait, they can use the information to create fake accounts in your name, ruin your credit, and steal your money or even your identity.† This is a serious issue that takes some skill to recognize to evade taking the phisher’s bait. First and foremost is to educate yourself on phishing attacks or scams. Know what it looks like. There are many resources that you have available to you on the internet to learn how to spot a phishing attack and a legitimist email. The Department of Defense offers a grea t course on how to spot a phishing email at http://iase.disa.mil/eta/phishing/Phishing/launchPage.htm. A more specific attack is whaling. Blogs.iss.net explains â€Å"The adoption of the term ‘Whaling’ within phishing is fairly new and may have been derived from the use of ‘Whales’ within gambling to refer to big-time gamblers and high rollers, but most likely come from the colloquialism for â€Å"big fish†. Regardless, Whaling describes the most focused type of phishing currently encountered by businesses or government – targeted attacks against groups of high-level executives within a single organization, or executive positions common to multiple organizations (e.g. the CTO or CFO). In a whaling attack, the phisher focuses upon a very small group of senior personnel within an organization and tries to steal their credentials – preferably through the installation of malware that provides back-door functionality and key logging. By focusing upon this small group, the phisher can invest more time in the attack and finely tune his message to achieve the highest likelihood of success. Note that these messages need not be limited to email. Some scams have relied upon regular postage systems to deliver infected media – for example, a CD supposedly containing evaluation software from a known supplier to the CIO, but containing a hidden malware installer.† So if you’re not a high level employee, you’re probably wondering how this is important to you. How phishers go about their scam is by obtaining little bits of what some would consider being harmless information from other employees about level executives and projects going on in the company. They start at the bottom to get more information at the top. So in all actuality it very much concerns everyone in the company. This leads me in to my last but important area of cyber security: insider threat. Frankly, that is you. Every employee is potentially an insider threat. So let me define it a little better with some help from searchsecurity.techtarget.com. â€Å"An insider threat is a malicious hacker (also called a cracker or a black hat) who is an employee or officer of a business, institution, or agency. The term can also apply to an outside person who poses as an employee or officer by obtaining false credentials. The cracker obtains access to the computer systems or networks of the enterprise, and then conducts activities intended to cause harm to the enterprise. Insider threats are often disgruntled employees or ex-employees who believe that the business, institution, or agency has done them wrong and feel justified in gaining revenge. The malicious activity usually occurs in four steps or phases. First, the cracker gains entry to the system or network. Secondly, the cracker investigates the nature of the system or network in order to learn where the vulnerable points are and where the most damage can be caused with the least effort. Thirdly, the cracker sets up a workstation from which the nefarious activity can be conducted. Finally, the actual destructive activity takes place. The damage caused by an insider threat can take many forms, including the introduction of viruses, worms, or Trojan horses; the theft of information or corporate secrets; the theft of money; the corruption or deletion of data; the altering of data to produce inconvenience or false criminal evidence; and the theft of the identities of specific individuals in the ente rprise. Protection against the insider threat involves measures similar to those recommended for Internet users, such as the use of multiple spyware scanning programs, anti-virus programs, firewalls, and a rigorous data backup and archiving routine.† It could also be an employee giving away what you would consider to be harmless information like an email address, a project you are working on at work, how many people you work with, or even where you work and the location of the building. Even with some of the best antivirus software, a stellar knowledge of phishing, and an elite cyber security system, an insider threat can penetrate that because they most the time have the credentials to log it to the system and pull resources ligitimently so it would go unnoticed. So how can you help protect you network or your company’s network from an insider threat? Simply, don’t be one. Always be sure to only give information that the other person is on the same level to receive. Secondly is to educate yourself on insider threat prevention. There is a plethora of resources to do just that. A helpful one is http://www.ussecurityawareness.org/highres/insider-threat.html. Also watch for signs of curious activity with co workers. Report any evidence or suspicions to your supervisor. So in conclusion, prevention starts with you. Buy up to date antivirus software. avoid risky sites, educate yourself on what a phishing attack looks like, know what a legitimate email is, don’t be an insider threat and educate yourself about things to look for from other co workers. Cyber security is a serious threat and is a major issue that needs to be taken seriously. It is not just something for the IT department to worry about but starts with every one making sure to take the appropriate security measures to make the cyber world more secure.

Thomas Pynchon in TV Land: The Televisual Culture in Vineland :: TV Television Cultural Essays

Thomas Pynchon in TV Land: The Televisual Culture in Vineland Mark Robberds’ 1995 Article "The New Historicist Creepers of Vineland" is an insightful look into how Thomas Pynchon’s 1990 novel fits the new historicist criteria of Michel Foucault, Stephen Greenblatt, and other new historicists. He convincingly argues for the "vinelike" characteristics of the novel, and shows how it is "genealogical in structure and archeological in content" (Robberds 238). What Robberds means is that Vineland is a complex narrative with more characters than a three-part miniseries. The book, which opens in 1984, is set as much in the sixties as in the eighties. After meeting each character, we are treated to their history and interaction with other characters over the previous fifteen to fifty years, in some cases tracing back to their parents and grandparents. All this personal and cultural history fits into Robberds’ definition of Foucault’s new historicism nicely, but Robberds seems so eager to fit Vineland into this box that he mis ses one of the true pleasures of reading Pynchon. Robberds writes that Greenblatt and others treat texts as "‘cultural artifacts’ with no intrinsic aesthetic value, but as microcosms of cultural and institutional patterns" (Robberds 238-9). He expands on this idea in a section of his article called "Cultural Artifacts: A Televisual Guide to Vineland:" Vineland does not seem to provide an avenue for directly mimetic passage from text to reality, unless one intends to read all mention of popular culture in the text as essentially parodic. The text neither applauds nor parodies the televisual but presents it instead as "cultural artefact." (244) This position is contradicted by the text, in which Pynchon parodies television to no end. Robberds supports his statement by quoting characters saying, "It was like being on Wheel of Fortune" (Pynchon 12), but he doesn’t mention passages like "†¦Twi-Nite Theatre, which tonight featured John Ritter in The Bryant Gumbel Story†¦" (Pynchon 355). Television is more than just "cultural artefact" in Vineland; it is a medium for Pynchon to parody and over which to pass judgement. J. A. Cuddon’s A Dictionary of Literary Terms defines parody as: The imitative use of words, style, attitude, tone, and ideas of an author in such a way as to make them ridiculous. This is usually achieved by exaggerating certain traits, using more or less the same technique as the cartoon caricaturist. In fact, a kind of satirical mimicry.

A Discussion of Paulo Freire’s Banking Concept of Education Essay

Freire implies that teachers are only telling students what to know rather than conversting with them, which explains why Freire insists that â€Å"education is suffering from narration sickness†(Freire 71). This means that he believes that educators only fill student’s minds with information, that the teacher feels is important, without providing the students the meaning and personal relevance that information has. By using this method, the student is oppressed by the teacher and unable to fulfill a complete state of consciousness. I can remember several times in my educational experiences where I have been the â€Å"depository† in Freire’s Banking Concept of Education, but no experience is more relative than my Organic Chemistry class three years ago where I learned that problem-solving education is vastly superior to banking-education because it allows students to acquire true understanding of their world and the ability to reach consciousness. During the summer of 2009, I took a summer semester of Organic Chemistry at University of California Berkeley. When I first entered the lecture hall, there were masses of people fighting for seats and some even resided to sitting on the floor or going into the side room to watch the lecture on television. As soon as the clock hit 9:00 am, five faculty members walked into the room: Professor Francis and four Graduate Student Instructors (GSIs). From the start, Dr. Francis went over the course structure, what it entailed, and how we as students could obtain help. While he was going over the syllabus information, he made one point extremely clear: â€Å"I cannot answer your personal questions during lecture time. If you have questions, please visit me during my office hours or please ask one of the GSIs. † After making that point, he transitioned into his lecture on functional groups; however, I was not following him. I immediately knew that this would be a lecture-only class, and I knew that I would need to write down every single note, diagram, or graph he showed us and memorize it for future examinations. Freire would acclaim that I would become a â€Å"depository† because I would simply allow Professor Francis to deposit his ‘knowledge’ into my mind without further question or thought. I would become a slave, oppressed by the very person who was supposed to free me (Freire 74). Dr. Francis continued in his slide show and a large slide labeled ‘Hydrocarbons’ appeared on the screen, and below the title were several different organic hydrocarbon functional groups, such as alkenes, alkanes, alkynes, benzenes, and toluene. He discussed each hydrocarbon in great depth and showed us students how to recognize them based on their bond sequences and patterns, how they react in the presence of other organic molecules, and how their chemical bonds affect water. After an exhaustive lecture of copying everything he said into my 12Ãâ€"8 notebook, he announced that we must memorize all of the hydrocarbon groups, and to be able to recognize them for an exam setting. Never once did he explain what what makes them important. I raised my hand at the end of the lecture, and asked him what the application of hydrocarbons are in the ‘real-world’. He replied not to worry about that, and that we needed to be able to recognize them and know how they function chemically, not practically, and why would he take the time to explain how hydrocarbons function? In order for Dr. Francis to keep his job, Freire asserts that, â€Å"the teacher must assume all of his students as ignorant†(Freire 72). This implies that if Dr. Francis had gone straight to the point and explained why hydrocarbons were important in the real world and in a laboratory setting, he wouldn’t have a job. It was his job to pick out extremely detailed and ‘useless’ properties and functionalities of hydrocarbons and make them seem important to us. By continuing to explain and confuse us students, he was able to maintain a shroud of ignorance over the student body, and from this, he justifies his job as absolute. This is what Freire refers to as the â€Å"cycle of ignorance† that continuously allows the teacher to keep his job because society believes that the ignorant students need him for their self-betterment. For the next several weeks, I adhered to Dr. Francis’s ‘Banking Style of Education’, and it worked. I received an A on every exam and test I took because I memorized and accepted the information Dr. Francis gave me without second thought. Freire feels that my total submission to the instructor was the reason for my success because he suggests that â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are†(Freire 72). Freire’s explanation worries me because to know is not to know. Just because I could recognize different functional groups, which in the banking concept would make me a better student, did not mean that I could apply my understanding of organic chemistry to a real life situation because I hadn’t been taught to apply the information to anything at all. My ignorance and inability to grasp the true meanings and concepts of organic chemistry became extremely clear in the laboratory because the lab is where students take all of their knowledge and apply it to solve a problem or set of problems. After the first quarter of the summer semester, the laboratory portion of the course opened. My first assignment was to estimate the bond angles of methane, and at first I had no idea what to do because I had only been instructed to recognize methane and its bonding patters. I was never asked to manipulate the molecule’s properties to gain further understanding, and this caused me to realize that I was flawed because the ‘knowledge’ that I acquired was not mine, but Dr. Francis’ deposits of impractical segments of knowledge. With no idea where to start my laboratory or how to assess the assignment, I asked the Teaching Assistant (TA) for help. She simply replied, â€Å"Think about what you know about methane’s properties, and manipulate your knowledge so you can measure the bond angle. Needless to say, this was not helpful because I had no idea how to apply my knowledge and understanding because I was not taught to. I was simply an object who, according to Freire, â€Å"is in the world,† implying that I was not conscious of my own being and awareness (Freire 78). This is why I allowed Dr. Francis to continue depositing information into me because he posed himself as my liberator, my educator, but he was my oppres sor. By not being able to use and apply my knowledge, my critical consciousness and inner will to understand began to diminish. This is why Freire announces, â€Å"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†(Freire 73). Freire implies that students lose the will power, the motivation, to develop awareness when they are force-fed information, so he argues that students must develop this ‘critical consciousness’ themselves through problem solving. This is when I realized that Dr. Francis couldn’t and won’t teach me how to understand what I have learned; I needed to learn how to apply and master the information I was taught by myself, not some other individual. Education is supposed to empower individuals; however, since I was ‘in-the-world’ I let the banking concept oppress me and my true understanding of knowledge. I failed the first Organic Chemistry lab. I didn’t know how to solve the problems and apply my knowledge, nor did I have the willpower to, so I simply gave up. I was incredibly frustrated after the first lab, not because I couldn’t get the right answer, but because I couldn’t apply my knowledge to solve the problem. I spent the next several lectures gathering notes, expanding on them, and making sense of the information; however, I was still unable to understand the information in practical terms. My frustration grew because I felt that all my efforts studying information and memorizing its contents was wasted. How could education provide all of this knowledge that we, as students, are unable to apply? What was the point of education? At the time, I felt education was society’s largest flaw because it wasted the time and severed the creativity students put into it. Freire agrees with me because he argues, â€Å"The capability of banking education is to minimize or annul the students’ creative power†(Freire 73). This implies that Freire agrees that education is flawed because it severs student creativity; although, it does not answer why we must learn meaningless and impractical information obtained in our lives. Freire responds that not everyone will find meaning through their education; however, he believes that people should continue to pursue the parts of education that students find interesting, such as in a higher education setting (Freire 76). I knew most of the information that I obtained in chemistry was impractical for most individuals and even myself in a day-to-day scenario, but chemistry was interesting to me. It was something that I wanted to pursue and gain further understanding of because every piece of information left me wanting more. Giving up and throwing my knowledge away was not an option because I wanted and worked my entire life to make sense of what I learned in this world, and it keeps on changing and reshaping every day. As a last effort, I went to the tutoring help desk at the university to get help, so I could understand my information and knowledge and apply it to the lab. I was assigned a tutor, Kevin, and he brought me and two other students into a small concealed 10Ãâ€"10 room with a large foldup table in the middle. We all sat down and Kevin asked us what we needed help with. The other students didn’t look like they were forced to be there and kept quiet, so I took the opportunity to obtain help. I told him that â€Å"I have a hard time applying the lecture notes in the lab. † Kevin explained that my situation was very typical because the lectures and exams were based on memorization where the labs relied on the interaction between what you know and how to solve the problem. He brought out an organic chemistry book and questioned, â€Å"Why is water polar? I immediately responded that water is polar because the oxygen atom has more elections than the hydrogen atoms at any one time giving the hydrogen molecules a positive charge and the oxygen a negative charge. Kevin told me that I was right, but this occurred due to the extreme differences in electronegativity. We continued to solve problems together and critique one another on our answers, and from this he was teaching me and I was teaching him. Freire would call this interaction, â€Å"problem-solving-education† because â€Å"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students†(Freire 80). This implies that both teacher and student work together to solve problems, and by doing so, they gain a greater understanding of the topic. This is exactly what Kevin and I were doing because we were teaching each other and able to create a more significant understanding and meaning of chemistry that allowed me to visualize a topic and solve it logistically instead of memorizing the topic and solving it formulaically. This is why Freire belives that â€Å"the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos†(Freire 81). Freire’s text implies that common knowledge and understanding (doxa) can be transformed into true mastery of the subject and reason (logos). Since Keven and I were taking basic information and each giving it new meaning in our problem-solving tutoring sessions, I was able to acquire a true mastery and understanding of chemistry. Working with Kevin several times a week gave me a true understanding and relation of chemistry, which allowed me to pass my lab course with an A. Overcoming the problems of the banking-concept and learning the problem-solving method changed my life forever. I took the problem-solving method that I learned with Kevin and applied it with other students, colleagues, professors, and friends, so I could continue to problem solve and gain true understanding of knowledge throughout my life. Problem-solving education continues to be vastly superior to banking-education because in addition to learning and understanding information, problem-solving-education forces individuals to retain information they acquire so they can apply for future use. Since I was able to take knowledge and apply my understanding of it, Freire would conclude this type of understanding as â€Å"being with the world†(Freire 78). Being with-the-world means that the individual is conscious of their surroundings and is able to fully interact in the world they are in. Instead of being an object or vessel, the individual is able to make conscious decisions and interpret the world as they see it. This induces self-freedom and liberation in a person because when a person learns something, they retain that information forever and no human being in the world can take that information away. It also provides a mental salvation because if the physical realm is too harsh to live in, those who have mastered problem-solving and acquired pure consciousness can escape from their physical realm into their consciousness where they have stored all of their memories, techniques, and information, and no person can get to them besides themselves.

Child Labor: negative impacts on the society Essay

The International Labor Organization (ILO) estimates there are about 12 million children engaged at work in India. This is an alarming statistic. Thesis – Not only is child labor, a violation of law to the rights of children, it is also Potentially damaging the education. Reflection on the economy. Causing health issues. Body Paragraph 1: child labor is detriment to education. Lack of education in childhood causes future unemployment. â€Å"Child labor is a hazard to a child’s mental physical, social, educational, emotional and spiritual development† (Virk, 2013). Adulthood unemployment. Declined literacy rate. Body Paragraph 2: socio-Economics problem. Futures of the economic countries very much depend on this valuable asset. â€Å"Child labor is a product of economic necessity and economic distress† (Virk, 2013). Poverty forces parents to send their children to work. Body Paragraph 3: Introduction of health problems. Existence of significant health effect. â€Å"If families are insufficiently aware of the hazards, health, or if prevailing societal attitudes are tolerant of child labor, children are again less likely to be directed towards classroom rather than the workplace† (Virk, 2012). Experiences greater morbidity and mortality. Also impacts the psychological hazards, like isolation, abuse, exploitation. Conclusion: Child labor has extremely issues. Detriment to the Education of Children. Negative impact on Economy of the developing countries. Poverty related health problems. References Virk, S. k. (2013). Child labour in India: A Socio-Economic problem; legal remedies and solution. AJRSH, 3(5), 56-63. Retrieved May 2, 2013, from the Journal of Asian Research Consortium database. world report on child labour (pp. 11-26). (2013). child labour and economic vulnerability. geneva: international labour office.