Could the Tide be Changing (Travel Agency Management) Essay

Could the Tide be Changing (Travel Agency Management) - Essay Example and Horner, S. 2006). However the recent proliferation of the e-commerce business model has challenged traditional adage that â€Å"location, location, location† is critical to commercial success (Chaffey, D. 2006); effectively undermining the traditional travel agency distribution model, forcing travel agencies to re-develop and reformulate competitive strategies to sustain growth (Zhou, Z. 2003). This is further evidenced by the recent merger of package holiday specialists MyTravel and Thomas Cook in 2007 (Taylor, I. 2007). It was reported that the merger was driven by business necessity in order to ensure survival in the competitive nature of the market facilitated by the e-commerce business model (Taylor, I. 2007). Moreover, it was propounded that â€Å"the merger is predicted to save  £75million a year by 2009/10 through cuts in duplicated services and assets including staff, shops, aircraft, offices and IT systems, particularly in the UK† (Taylor, I 2007). Whilst some analysts reacted to the merger as a further nail in the coffin of the high street travel agent, the alternative question posed is whether this in fact matters in the digital arena (Taylor, I. 2007). Moreover, it is arguable that the proliferation of the Internet and online growth could in fact have signalled a new tide against the recent trend of losses and closures within the industry. The focus of this analysis is to evaluate recent business analyst forecasts signalling the decline of the high street travel agency within the emerging online market as evidenced by the rapid growth of â€Å"virtual† travel agencies such as Expedia and lastminute.com (Evans, N., Campbell, D. & Stonehouse, G. 2003) Whilst, the Association of British Travel Agents (ABTA) figures indicate a significant reduction in high street travel agencies (www.abta.com), this analysis will evaluate whether such

What Immigration Quotas Are Allowed Assignment Example | Topics and Well Written Essays - 1000 words

What Immigration Quotas Are Allowed - Assignment Example Immigration quotas are defined as barriers that restrict undesirable movement of population from one geographical region towards the other. Immigrants, wanted or otherwise, are both beneficial as well as have a negative influence on an economy. However, considering both the pros and cons of the same, countries across the globe tend to develop certain restrictions on the number of permitted immigrants existing at a given point in time in proportion to the population of the country itself (Weissbrodt, 2005). For example, a country X might form a proportion that for every 4 locals, there would be 1 immigrant, implying that if their local/domestic population is 4 million, there would be a maximum of 1 million immigrants allowed. Additionally, countries also tend to develop quotas on other countries about their maximum export of humans; for example, amongst the 1 million in the given example, the country X might decide that a maximum of 30% from Asia, and within that a maximum of 10% from India. Such obligations define the immigration quota developed by various countries to control the flow of resources and to keep other economic factors in balance such as exchange rate, the balance of payments, outflow of currency, taxes, crime rate, investments, development projects, fiscal policies, etc. This section discusses the arguments that favor the increase in immigration quotas. In the initial fold of the two-fold effect, enhancing quotas is beneficial for a society and an economy, primarily because of the fact that the quality of human resource flows in from various backgrounds and cultures, having a diversified set of skills and strengths that become beneficial for the economy in the long run. However, in the long run, immigrants tend to form lobbies which are harmful to the viability of the business.

Research paper on the secret society of the skulls Essay

Research paper on the secret society of the skulls - Essay Example that, the â€Å"Skull & Bones†, as it is more formally referred to, is a group of significant magnitude that, since the time of its creation, has left an indelible mark on different facets of the world around it. In light of this, the question becomes more about what impact(s) the group has had, rather than being about whether or not the group existed in the first place. Historically speaking, â€Å"The story of Skull and Bones begins in December of 1832. Upset (according to one account) by changes in the Phi Beta Kappa election process, a Yale senior named William Russell and a group of classmates decided to form the Eulogian Club as an American chapter of a German student organization. The club paid obeisance to Eulogia, the goddess of eloquence, who took her place in the pantheon upon the death of the orator Demosthenes, in 322 B.C., and who is said to have returned in a kind of Second Coming on the occasion of the societys inception. The Yale society fastened a picture of its symbol-- a skull and crossbones-- to the door of the chapel where it met. Today the number 322, recalling the date of Demosthenes death, appears on society stationery. The number has such mystical overtones that in 1967 a graduate student with no ties to Skull and Bones donated $322,000 to the society,† (Robbins, p.1). The financial contribution of its membership aft er graduation from Yale is something that is alluded to in the motion picture â€Å"The Skulls†, starring Joshua Jackson and Paul Walker. Having these men provide a portion of their estates to the greater trust fund of the society is something that has long been done by members since the beginning. With many college organizations offering membership to students who have a desire to become a part of something, the Skulls offer a particularly unique opportunity to those who are accepted as part of their fold. Before entrance into any group, it is commonplace for there to be an induction ceremony, so that the present

What Immigration Quotas Are Allowed Assignment Example | Topics and Well Written Essays - 1000 words

What Immigration Quotas Are Allowed - Assignment Example Immigration quotas are defined as barriers that restrict undesirable movement of population from one geographical region towards the other. Immigrants, wanted or otherwise, are both beneficial as well as have a negative influence on an economy. However, considering both the pros and cons of the same, countries across the globe tend to develop certain restrictions on the number of permitted immigrants existing at a given point in time in proportion to the population of the country itself (Weissbrodt, 2005). For example, a country X might form a proportion that for every 4 locals, there would be 1 immigrant, implying that if their local/domestic population is 4 million, there would be a maximum of 1 million immigrants allowed. Additionally, countries also tend to develop quotas on other countries about their maximum export of humans; for example, amongst the 1 million in the given example, the country X might decide that a maximum of 30% from Asia, and within that a maximum of 10% from India. Such obligations define the immigration quota developed by various countries to control the flow of resources and to keep other economic factors in balance such as exchange rate, the balance of payments, outflow of currency, taxes, crime rate, investments, development projects, fiscal policies, etc. This section discusses the arguments that favor the increase in immigration quotas. In the initial fold of the two-fold effect, enhancing quotas is beneficial for a society and an economy, primarily because of the fact that the quality of human resource flows in from various backgrounds and cultures, having a diversified set of skills and strengths that become beneficial for the economy in the long run. However, in the long run, immigrants tend to form lobbies which are harmful to the viability of the business.

The Origin Of Rice Essay Example for Free

The Origin Of Rice Essay Kernels- a whole seed grain, as of wheat or corn; small piece Wandering- moving from place to place without a fixed plan; roaming; rambling: Banquet- a lavish meal; feast; a ceremonious public dinner, especially one honoring a person, benefiting a charity, etc. Winnow- to free (grain) from the lighter particles of chaff, dirt, etc., especially by throwing it into the air. 1. Whenever you hear the phrase the wandering Jew, that is an allusion to a person who seems to be travelling nonstop and without direction. 2. Before the colonizers came, our ancestors believed in deities such as Bathala. 3. To prepare the palay for consumption, farmers also winnow them in order to remove the outer covering. 4. The former first lady relived the glory of her reign as first lady of the country when during her birthday, she hosted a big banquet for her many guests. 5. The tray containing kernels of corn and nuts was passed around so that the guests have something to munch while waiting for the main course to be served. Comprehension Guide 1. Why was rice not known to the Filipinos before? Because they rely on the gifts of nature and tilling of soil is unknown. 2. What is a balangay? It a group of people living together and it commonly known today as barangays. 3. What kind of relationship did gods and ordinary human beings have before? Gods and ordinary human beings has a close relationships wherein they gods interact with humans helping them to survive 4. What is the most important benefit of knowing how to plant rice to our ancestors? It improved their way of living and they were able to stay at one place surviving not only by depending on the gift of nature but also to what they themselves have raised.

Exploring The Practice Of Supervision

Exploring The Practice Of Supervision Supervision is the practice where a counsellor can talk to a professional who is trained to identify any psychological or behavioural changes in the counsellor that could be due to an inability to cope with issues presented by clients. A supervisor is also responsible for challenging practices and procedures, developing improved or different techniques, and informing clients of alternative theories and/or new practices, as well as industry changes. The supportive and educative process of supervision is aimed toward assisting supervisees in the application of counselling theory and techniques to client problems (Bernard Goodyear, 2009). Supervision is a usually a regular, formal arrangement for counsellors to discuss their work with someone who is experienced in counselling and supervision. The task is to work together to ensure and develop the efficiency of the counsellor/client relationship, maintain adequate standards of counselling and a method of consultancy to widen the horizons of an experienced practitioner (ACA, 2009). Aim of Supervision Generally, supervision has two primary goals: to monitor client care and ensure clients are receiving appropriate therapeutic counselling, and to enhance professional functioning (Bernard Goodyear, 2009). Supervision provides benefits for counsellors such as support, an opportunity to discover new ideas and strategies, as well as personal and professional development. Another benefit in addition to counsellor support and development is learning across the professional lifespan of counsellors life long learning (Borders Usher, 1992). The intention of supervision is to provide a means of support, and ongoing learning and professional development for counsellors who frequently work with difficult and stressful cases. This serves to prevent excess stress and burnout (Haynes, Corey, Moulton, 2003). The educational and encouraging role of the supervisor focuses on creating a secure setting where the supervisee can reflect on their work, get feedback, direction, reassess their capabilities and gain greater understanding about their work, clients and themselves with the aim of protecting the client and offering best possible counselling practices (Powell, 1993). In order to promote counsellor development supervision needs to take place in a safe and appropriate environment. To achieve this, as in a counselling session, empathy, openness, and positive regard are essential (Egan, 2007). Both parties must also trust in the integrity and honesty of the other. An ethical framework is necessary to promote this trust, and there should be an appreciation of the importance of the supervision process, which reduces the pressure on the counsellor to produce an outcome at the cost of the process and the working relationship. The ethical principals of counselling are intended as a guide and framework for the responsibilities of counsellors: showing consideration for the trust of participants, respecting their independence, committing to the promotion of the well-being of all participants and at a minium, to do no harm, to respect each individual and treat everyone justly and without bias, and seeking professional development (Egan, 2007). The obligation to work ethically will improve provision and the reception of services, and allow opportunities for development for both parties to take place. The supervisor has a responsibility to ensure that confidentiality is maintained, and any information obtained in a clinical or consulting relationship is discussed only for professional purposes and only with persons clearly concerned with the case (ACA, 2009). Different ways of evaluating the supervisory process can be important both for the supervisor and the supervisee. Establishing a contract for the supervisory relationship makes evaluation easier. The contract should include the students developmental needs, the supervisors competencies, and supervisory goals and methods (Stoltenberg Delworth, 1987). Ground rules set up at the start are important to clarify the expectations of the supervisor as well as the supervisee, and that the responsibility for success of the process rests with both parties. As part of the contract it is important to discuss what can and cant stay confidential. Throughout the supervision process, the supervisor is responsible for evaluating the quality of the supervisory relationship (Powell, 1993). Occasionally things happen between a supervisor and supervisee that has nothing to do with the individuals themselves, but with what and who the person reminds them of. Feelings can be transferred from other associations onto the supervisor. Also the feelings a supervisor may experiences towards a supervisee can be linked to experiences and associations in the past. In order to ensure the safety of both parties the practitioners must subscribe to a set code of practice and ethics (Powell, 1993). Personal Experience My personal experience of supervision has for the most part been very general, discussing casework and looking for feedback, ideas and strategies, and wide-ranging discussions concerning my personal experiences. My practicum has involved spending three hours a week at a local mens hostel, with some time set aside for discussion, coffee, and exchange of ideas. This time has been most helpful in dealing with feelings of frustration that arise, that can be very challenging for me and could present difficulties if not addressed. The assistance can come in the form of a reminder that it is not really about me, that change cannot be forced from the outside, or just a comment that things move slowly, and a positive outcome may take years. Unfortunately, there are few unique cases at the hostel, even if these cases are challenging and complex. Many of the individuals in residence present with dual diagnosis, and are well known to staff. There are no quick fixes or easy solutions, and staff cannot indulge in irritation or frustration over lack of resolutions. Sometimes, there will be no resolution or positive outcome. One resident was feeling very positive and looking forward to work one week, but was unable to return in subsequent weeks due to drug and alcohol use. I still that he will be able to return at a later date. It is also very distressing to see such young people with permanent impairment from drug and alcohol use, and realise that no amount of counselling or medical treatment will be able to provide them with a standard type of existence. Supervision can be used as a place to debrief, to share experiences, and brainstorm alternatives. It can be very reassuring to have someone to fall back on, and gain support from, in challenging or complex situations. I find it very useful to be able to talk things through, and then come to an individual understanding and acceptance of any given situation. Seeking a second opinion, background information on a resident and discussing approaches seems to make up most of supervision time, and some other functions of supervision have also happened more informally, over a cup of coffee in the staff room, particularly in relation to future employment. Unsurprisingly, as graduation draws nearer, it is also the career development aspect of supervision that has taken up a great deal of my thoughts where to go next, what sort of work would I best be suited to, what type of educational opportunities do I see coming up. This has for me been very valuable, as I can seek advice and tips from people in the field, and get a genuine appreciation for what it means to work in this field. Overall, I think it is generally expected, and helpful, for those who receive supervision to do some preparation before starting supervision, and to build up an awareness of what the supervision is to achieve. Not to consider it an obligation but as an opportunity to develop as a more effective counsellor Reviewing and reflecting on casework is a good way to think through what has happened in the past week, and where it will take us. Preparation can also help with bringing concerns and questions to ask supervisor, with seeking confirmation and clarification, and start the thought processes about what I need from the supervisor. Evaluation Fundamental to developmental models of supervision is the theory that as people and counsellors we are continuously growing and maturing; like all people we develop over time, and this development and is a process with stages or phases that are predictable. In general, developmental models of supervision define progressive stages of supervisee development from novice to expert, each stage consisting of discrete characteristics and skills (Bradley Ladany, 2000). Stoltenberg and Delworth (1987) depict a developmental model with three levels: beginning, intermediate, and advanced. In each level a counsellor may begin in an imitative way and move toward a more competent, self-assured and self-reliant state for each level. Beginning supervisees would find themselves relatively dependent on the supervisor to understand or explain client behaviours and mind-sets and establish plans for intervention. Intermediate supervisees would depend on supervisors for an understanding of more complex clients, but would be irritated at suggestions about more simple cases. Resistance is characteristic of this stage, because the supervisees sense of self cab feel easily threatened. Advanced supervisees function independently, seek consultation when appropriate, and feel responsible for their own choices. For example, at my current beginner stage, I am expected to have limited skills and lack confidence as a counsellor, as I am only starting out as a trainee. With more time on the job, I should develop more skills and confidence, and perhaps conflicting feelings about perceived independence/dependence on my supervisor. In a later developmental stage, I would be expected to show high level communication abilities, good problem-solving skills and be reflective about the counselling and supervisory process (Haynes, Corey, Moulton, 2003). An awareness of these development stages can be very comforting, as I am not expected to be perfect on the first day on the job, or know everything about the field immediately. Rather, the expectation is that I have a capacity to learn, grow and improve, and each day be a little bit better. Supervision and professional development is important as it assists in the maintenance and improvement of my standard of practice. It can incorporate self directed and assisted learning, on the job training and coaching, include education through case discussions and presentations, and learning from our successes and mistakes (Powell, 1993). It is very encouraging to know that supervision can be something in addition to just making things clearer or providing a fresh approach to casework. Something more than focus and insight from a third party, or a sign that I am on the right track, or the opportunity to vent my frustrations concerning clients. In counselling, it has been put forward that supervision be entrenched into a broader discussion of lifelong learning, where supervision is viewed as one of a range of support and learning tools that counsellors may be encouraged to access (McMahon and Patton, 20002). Lifelong learning is being seen as essential for everyone, and, just as supervision in focused on preventing burn out and promoting personal development, lifelong learning is also primarily focused on sustaining longevity and endurance within working life (Holmes, 2002). Learning is the process of individuals constructing and transforming experience into knowledge, skills, attitudes, values, beliefs, emotions (Holmes, 2002), all of which are also sought after outcomes of supervision, and of practical use in counselling. Supervision encourages counsellors to reflect on their knowledge, skills, values and beliefs in order to bring to supervision an account of their experience, and through supervision transform it in such a way that it is significant and substantial, and able to be transferred into their work and personal learning (McMahon and Patton, 20002). Assisting and promoting the supervisees learning and professional development is primarily a matter of providing appropriate teaching and learning environments (Stoltenberg Delworth, 1987) and may involve the supervisor in providing students with opportunities to reflect on their values and to examine the influence of such values in the counsellors work with clients. The aim is to take full advantage of and recognise growth needed for the future, continuously identifying new areas of growth in a life-long learning process (McMahon and Patton, 20002). Conclusion Administrative supervision is something I am very familiar with after working in the public service for a dozen years. More often as peer supervision due to availability of personnel and cost, but also group and one-on-one supervision applied to different kinds of tasks. It was an activity that I found very helpful for my work, as it allowed me to be more efficient, effective, provide a more professional output, and to promote information sharing concerning best practice, improvements and innovations. This kind of supervision was strictly impersonal, and all about work. Unfortunately, there was little attention paid to the workers, and their well being, growth and development. Counselling supervision, on the other hand, has an extra dimension that is not considered when dealing with purely administrative matters. It takes a more holistic view of helping others, and acknowledges that we cannot help others unless we also help ourselves. Counselling supervision acknowledges that the counsellor is a part of the dialogue, and cannot be removed from the equation, and so takes steps to limit harm for all parties, to ensure that prejudices or preconceptions of the counsellor do not impact on any therapeutic relationship. Counselling supervision takes it that extra step to look at supporting the counsellor in their work, and in their development. Egan focuses very well on this when he looks at a certain level of self-knowledge, self-awareness and maturity as an essential requirement to being an effective counsellor (Egan, 2007). Supervision provides a space where counsellors can acknowledge and challenge any blind spots, overcome biases and become better counsellors. An appropriate supervisory relationship can help broaden therapeutic skills. It can be used to develop interventions and provide insights for assessments. Supervision can be used to focus on relational issues in order to cultivate patient/client resources, and to build up and support a counsellors own therapeutic influence. Supervision should enable counsellors to acquire new professional and personal insights through their own experiences.

Trouble Down South Essay -- US-Mexico Border

Early in our school years we are taught the importance of staying away from drugs and their harmful effects. We live in a nation surrounded by drugs and the culture that surrounds them. Drugs inhabit our everyday lives through the mediums we come in contact with on a daily basis. Most people cannot go through their day without running into a drug reference of some sort on their phones or televisions. However, with all the drugs in our nation, many Americans do not take the time to wonder where they came from or how they got here. The most common answer is the U.S.-Mexico border (Gootenberg 2). As officials worry about the number of illegal immigrants that sneak into the nation, they seem less concerned about the amount of drug content that is smuggled in as well. With high-powered groups such as Los Zetas and the Sinaloans controlling Mexico’s drug world with violence and terrorism, our southern neighbor has a problem that has remained uncontrollable for the past twenty years (Gootenberg 4). Mexico has not always been infested with drugs. The current drug problems stem back to the cocaine boom of the 1980s in Columbia and U.S. efforts to eliminate trades in the 80s and 90s (Gootenberg 1, 2). During the boom, Columbian drug systems were organized in major cities such as Miami and New York. As the mid-80s approached, there were an approximated 22 million cocaine users in the United States (Gootenberg 2). With such success came a rapid expansion of the cocaine market, and it also led to more competition. As this competition rose, the Columbians were forced to insert hit men into the U.S to fight off their Cuban rivals (2). The violence caused by the Columbian markets forced the U.S. president to get involved. Presidents such as Rea... ...iven a broader base in the U.S. President Calderon is visibly unable to control the cartels in his own country, and is in dire need of some assistance. It is a responsibility of the United States to help its’ neighbor before it is too late. Mexican drug cartels have been rising to power since the demise of the Medellin cartel in 1980. They came to power thanks to the blowback effect caused by the United States (Gootenberg 3). With recent U.S. presidential decisions, our nation is doing little to help its neighbor (Kellner and Pipitone 37). Mexico has been left to find its own solution; it will be up to the minds of president Calderon and his fellow governors to find a peaceful way to eliminate the terror that has gripped their nation by the throat. That is, if the competition and hunger for territory and power don’t cause the cartels to destroy each other first.