MHE 511 MODULE 1 DISCUSSION Essay Example | Topics and Well Written Essays - 250 words

MHE 511 MODULE 1 DISCUSSION - Essay Example It is important for local, state, and federal stakeholders to formulate and implement functional plans that address different types of emergencies and disasters (Haddow, Bullock, & Coppola, 2010). Response plans ought to be different depending on the type of emergency or disaster in question. For example, approaches to natural and manmade disasters differ in regards to the causes, subsequent effects, and the actions taken by relevant agencies in that regard. In this respect, response plans should be tailored towards specific emergencies and/or disasters. From a personal point of view, there exist critical differences between bio-terrorism, natural, and other types of emergencies. It follows, therefore, that response plans targeting each of the aforementioned emergencies should differ from one type of emergency to the next. Doing so would ensure that local, state, and federal disaster management agencies are in a position to concentrate, focus, and identify key points of concern or interest across varying emergencies. For instance, response plans for bio-terrorist emergencies would hardly work in weather-related natural disasters, thus the need for different response plans in such

Relationship Between the Heritage Site and the Community

Relationship Between the Heritage Site and the Community This essay critically discusses the relationship between heritage and community, collecting and making reference to a wide range of writing and theorizing on heritage and its management. As Lowenthal (1995) argues in his book The Past is a Foreign Country, the past is an ever-changing phenomenon, which is not constant due to the way in which the past is translated to us and how we, as individuals, intepret our past, with each individual having a different version, a different interpretation, of a common past. ‘The past’ is a heritage, which, argues Lowenthal (1995) is at once burdensome and nurturing, open as it is to various interpretations and various uses. The past is essential, and inescapable, and can be as innocent as one’s memories as captured in photographs or can be manipulated as witnessed by the Holcaust deniers. It is this changing nature of ‘the past’, or ‘heritage’ that simultaneously sustains and constrains us (Lowenthal, 1995). The past is, argues Lowenthal (1995), an increasingly more foreign country, that is distinct from the present but which is increasingly manipulated by present-day aims. It is necess ary to preserve the past to avoid ‘cultural amnesia’ but a cult of nostalgia can also choke and dampen progress, and so dealing with ‘heritage’ is a delicate matter. ‘Heritage’ and its management, in terms of community, is therefore a complex matter that generates tensions and conflicts. Chitty and Baker (1999) look at how historic sites and buildings are managed and show that preservation and presentation are central activities in the historic environment but that, often, these activities can be antagonistic to each other. This antagonism arises because of the different economic, social, cultural and educational perspectives taken by the different bodies involved in preserving and presenting historic sites and buildings. For example, those in charge of public entry to the historic site or building are interested that the site or building be open for as long as possible to as many people as possible, so that the revenue is as high as possible. Those involved in preservation of the historic site or building, for example, are interested not in the entry of visitors to the site, as a primary concern, but rather that they have the space, temporal and physical, to perform the necessary conservation duties to preserve the site or building for future generations, in a sympa thetic manner. Several case studies are discussed in Chitty and Baker (1999) including Avebury, Hadrian’s Wall, Norton Friary, Brodsworth Hall and various sites of interest for industrial heritage and in terms of military heritage, many of which are promoted as sites of heritage tourism (Timothy and Boyd, 2003). As Baker states in the introduction to Chitty and Baker (1999), sympathetic reconstruction and conservation is fundamental for preserving the authenticity of historic sites and buildings. As her argues, Avebury as it is currently encountered is largely a 1930’s reconstruction and not how Avebury was constructed originally. It is perhaps the case that many visitors do not realize that the current structure is not how it would have appeared when originally built, but many of those same visitors still take a great deal away from their visits to Avebury. This presents a dilemma for the managers of the site, the National Trust, who have to decide whether to preserve the Avebury as it is, complete with 1930’s modifications, or whether to change the site back to how historical records show it was when originally constructed. This dilemma illustrates the dilemma facing all managers of historic sites and buildings: the management of these sites is dependent on visitor numbers, as ‘heritage’ is a business nowadays, which is as dependent on revenue as any other business. Preservation of historic sites and buildings therefore needs to take place within the confines of dealing with visitors who want to be able to freely move about a site or building that they have paid to enter, for example. As Baker argues in Chitty and Baker (1999), the meaning and historical perspectives of buildings and sites can also be lost or mistranslated in the effort to maintain these sites and buildings within the context of generating revenue: the holistic view of the historic remains can be lost as individual stories and narratives are generated. For example, across Derbyshire, there are many historic sites from many different ages. In a few square miles, there is Bolsover Castle, Langwith Pit, with the last remaining working pit head in the area, Sutton Mill, which is a fully working water mill, Hardwick Hall, of Bess of Hardwick fame with the largest glass faà §ade in the UK: all of these sites ‘compete’ for revenue from visitors, but, as a whole, do not explain the continuity of, or the development of, the history of the area. In the effort to collect revenue from visitors, the history of the area as a whole has been lost to the general public, it’s holistic history h as been waylaid. Local history is not taught in schools in the area and so children grow up in the area often unable to afford to enter the historic sites, or with parents who do not encourage visits to the historic sites, and so never learn about their local history. They become dis-jointed from their local history. Heritage and community thus has no meaning for these individuals, and, as a whole, the community tends to come to view the historic sites not as their heritage but rather as visitor attractions that they cannot afford to visit and do not understand, as they have no connection to the sites or buildings, other than knowing that they are commercial activities and that ‘something’ happened there. This is a very modern tragedy, that heritage and community have become disjointed, that even when people do visit sites and buildings of historic interest that their experience is an isolated one, not ‘joined up’ to other historical sites of interest and thus not giving a holistic viewpoint of local history, or how this local history connects to larger UK history, for example. Preservation of historic sites and buildings is more than simply conserving those sites for the future, it also comes to include the preservation of the memories and history of those sites, a goal of communication. Presentation therefore overlaps with preservation, in terms of communicating to the visitors. Grenville (1999) looks at the rapid changes that are taking place in countryside management and their effect on the cultural landscape, in terms of the conflict that this process generates between archaeologists and ecologists, and looks at many case studies such as the management of archaeological landscapes on army training grounds, the management of ancient woodlands and the conservation of monuments in Norfolk. As Grenville (1999) states in the introduction, the identification of natural areas of significance by bodies such as English Nature separates out the significance of these areas from the possibilities of whole landscape evaluation, in a manner similar to that described by Baker in Chitty and Baker (1999): the holistic understanding of the whole landscape is lost, and whilst ‘Site Wildlife Statements’ are made about these areas of significance, managers of these sites are presented with problems when the views and needs of archaeologists, ecologists and visito r satisfaction all need to be considered. An example of this comes from Thornton Abbey in Lincolnshire: badgers were slowly destroying the archaeological remains at the site and the public and the resident ecologists were adamant that the badgers should be allowed to go about their business; the manager of the site eventually decided the badgers should be moved on, but the event caused a great deal of consternation amongst the archaeological community (Grenville, 1999). Howard (2003) looks at heritage management, its interpretation and identity, and finds that heritage has become a major concern around the world, particularly in the UK which relies heavily on tourism to heritage sites to keep these sites open and functioning, now that the majority of heritage sites in the UK are under the control of bodies which run them as a revenue-generating exercise. Howard (2003) points out, similarly to Chitty and Baker (1999) and Grenville (1999) that because most heritage sites are now run as a revenue-generators, there is conflict between preservation, conservation and management as to how these sites should be run, managed and interpreted. As Howard (2003) argues, however, the term ‘heritage’ nowadays means anything and everything the public want to save, from historic buildings to morris dancing to material culture and nature. As Howard (2003) argues, therefore, due to the heterogeneous nature of the ‘heritage’ that people want t o save, the management and interpretation of this ‘heritage’ is extremely complicated and needs many different approaches, especially as ‘heritage’ can take on a nationalistic component which has entirely negative repercussions, for as Howard (2003) states, â€Å"so long as heritage can be used for profit, or to produce group identity, or to subjugate or exclude someone else, then someone is going to use it†. Heritage, according to Howard (2003) is related to the concept of inheritance, in terms of meaning ‘that which has been, or may be, inherited’, and is also related to the idea of something that should not be forgotten, for example, the Holocaust heritage. Heritage also defines identity so that heritage has a contingent nature. That there are so many definitions of heritage, and that historic buildings and sites are bracketed together and understood in terms of ‘heritage’ is perhaps what leads to some of the tensions apparent between workers of different disciplines, when approaching a historical site or building. Everyone feels they have a claim on the site or building, in terms of common heritage, and they feel a responsibility to defend their heritage from the viewpoint of their different disciplines (i.e., ecologist/archaeologist/manager). This obviously then leads to tension as their viewpoints, whilst stemming from the same common concern, differ widely and have different effects and needs. ‘Heritage’, whilst a term that can be used to easily describe something that should be preserved, is a term that complicates the practical preservation of that site or building, especially as heritage marketing is something that is being used for consumer-led revenue-generation (Howard, 2003). Managing ‘heritage’ ‘for the community’ are the phrases of the moment, with the label ‘heritage’ being given to many things from historic sites and buildings to dances and religious/political ceremonies. Heritage is thus a flexible, little understood, term, that is, in Lowenthal’s (1995) sense, open to many and varied interpretations. In this context, then, managing heritage for the community is a difficult matter, which causes many tensions, between the various people responsible for managing ‘heritage’ and between these people and the community in which the ‘heritage’ is situated. Heritage and community are thus fuelled with tension and conflicts and the usefulness of the term ‘heritage’ as a political descriptor of our collective history, packaged in to revenue-generating pieces, is called in to question. References Howard P (2003) Heritage Management, Interpretation and Identity, London: Continuum. Lowenthal D (1995) The Past is a Foreign Country, Cambridge: University Press. Timothy DJ Boyd S W (2003) Heritage Tourism, Harlow: Prentice Hall. Grenville J (1999) Managing the Historic Rural Landscape, London: Routledge. Chitty G Baker D (1999) Managing Historic Sites Buildings, London: Routledge.

Essay --

Rohan Baishya Due 2/13/14 Block 5 Poem Commentary The Schoolboy by William Blake The Schoolboy is a poem which at first, William Blake, the author of the poem, put in his original version of Songs of Innocence but eventually moved it to the other half of his complete work, Songs of Innocence and Experience. His change of mind of the suitable position for The School Boy shows indecision by Blake regarding whether he should divide the works into two divergent sections or keep them together to resemble the crucial eminence of this particular poem. An elucidation of the poem is that Blake knew beforehand and was planning out the larger work when Songs of Innocence was first published, and that he intentionally decided to have dissimilar poems like The Schoolboy to institute at least some tension through the concurrence of them centered on other carefully planned out works. This understanding is further supported because Blake already completed plenty of the poems earlier, and these later became the Songs of Experience when the former work had been published. Therefor e, it is straightforward to envisage that Blake was experimenting, which led to a couple divergent poems added momentarily to Songs of Innocence. But beside the point, these distinctive characteristics of the background of The Schoolboy are incorporated to emphasize the poem as something worth evaluating more closely, for there is far more to it than meets the eye. Another rationale for concentrating on The Schoolboy is its subject matter. The poem is in relation to the results of official schooling on a child’s life. What happens to kids when they are brought into an atmosphere of strict, textbook style of learning? Is anything lost in exchange for the chance to learn in ... ...ful experiences in school can adversely shape the lives of kids and students. In the second half of The Schoolboy, William Blake gives a passionate call for the insightful handling of juvenile minds. In the fourth stanza, an additional element from the first stanza is used figuratively to exemplify the negative results of an authoritarian way of learning. The tenor of this allegory is an anxious kid required to go to school and disregard his or her way of thinking. The comparison is to an incarcerated bird that droops its young wings and is forced to forget its joyful urge to fly free. The similarity, which institutes the metaphor, is the incarcerating makeup of both the school and the bird’s cage; the purpose of both are to control and transform the being within at the cost of their innate, free self-expression, oppressing the delicate, youthful tunes within them.

Intellectual and social development of infants Essay

Nature can influence a child’s intellectual development, by genetic inheritance, the child could have inherited Down syndrome, which could cause a later development with the children’s speech and language, Down syndrome can also affect the muscles for them to become weak. They can also develop behaviour issues, such as autism, stubbornness, tantrums, compulsive and obsessive disorders. Children with Down syndrome can also develop a brain disorder which can affect the memory, judgement and function in later life. Another genetic disorder that can affect a child’s intellectual development is Angelman syndrome. If a child has inherited Angelman syndrome this will affect the child’s nervous system. The characteristic that are affect by this condition can include, intellectual disability for example learning difficulties, looking after themselves and communicating. These genetic inheritances can affect the child’s learning skills and also the social skills for the child. Nurture can affect the child’s intellectual development, when the child is in school, the teacher might not be teaching the child the best way. This will affect the child’s learning skills. Another affect that nurture has on intellectual development would be the environment, if a child is brought up in crime, then there is a possibility that the child will grow up to commit crime. Another affect would be if the child parents do not spend time with the child after school, to help complete their homework then they can fall behind in lessons. Nature can affect a child’s social development, if the child has inherited Autism. People with Autism find it hard to build relationships with people. This will make it hard from them to communicate in school, with other children. Autistic people also have difficulty with their speech and language. They also prefer to be alone which can also affect the child’s social development. Nurture can affect the child’s social development, by the child brought up in an abuse family the child will have to look outside the family for stability and affection. The environment can affect social development. If the child interacts with people doing crime, the child will also be lead into crime in the future. An example of nurture which can affect the social development would be a boy 12-13 years who was found running around with wolves in France. When the child was brought back into society, he could not talk or walk and he never developed as a normal human being, this shows that if a child needs to be taught socially to develop in the right way. Physical and emotional development of adolescents Nature can affect adults physical development, Nurture can affect an adults physical development, by environmental influences such as; exposure to toxins, illnesses and being raised in poor living conditions can also affect physical development. Head injuries, infections, lead poisoning are few of the many environmental reasons for affected physical development. Another affect for physical development would be if an adult has been in a car accident, amputation may be needed; this will lead to the adult not being able to walk. Old age can also affect physical development, as the adult is getting older their muscles, bones and internal organs are becoming weaker. When they reach old age their muscles and bones, will become stiffer, this will affect their walking. Nature can affect adults emotional development, with the hormones in the adult body, the hormones can affect emotional development. For example people born with high levels of testosterone can become more courageous and aggressive, where as someone with extreme levels of estrogen will lead to sensitivity and emotion. Nurture can affect an adult’s emotional development, if a family or friend has passed away, this can affect the adults emotional development. Another affect for emotional development would be marriage and divorce,

Impact of Social Networking over the Society Essay

Over the past few years, internet has revolutionized the way we interact with people within a society. Due to the staggering number of cell phone usurers with the facility of internet, we are able to communicate with others in new ways with more efficiency. In the same time these fancy ways of communication put ourselves in a deceiving place where it can be very harmful for our self without we being noticed it. In this article summary I mentioned what scientist speculate as negative impacts of social networking on the society. It includes how our brains assimilate to highly addictive social sites, how we compromise our security over theses websites as well as changes of our normal behaviors due to theses web sites. According to † Is Social Networking Killing You? † by Robert Mackey, In The New York Times on February 25, 2009, Susan Greenfield, a professor of pharmacology at Oxford university and the director of the Royal Institution of Great Britain, stated on a British newspaper that trend of social networking reminds her of † small babies need constant reassurance that they exists.† Been as a neuroscientist she concerns about the effects that this type of stimulations having on the brain. These technologies are driving the brain to state of a small child where buzzing noises and bright lights are a huge attraction. She expressed due to the great influence of high interaction rates with social networking sites as well as digital video games could be harmful to children’s mind. When a young brain is exposed to such conditions the brain itself starts to accustom to the influenced surroundings. For an example, social interactions conducted through screens are completely different from the real time spoken conversation. There for it is far less perilous. Even though it may not seem as an extreme issue, biologists have uncovered lack of face to face interaction could alter the way our genes work, upset immune responses, hormone levels, the function of arteries, and influence mental performance. It is not only posing health issues. It also jeopardize the personal privacy of certain individuals. Consumers of these websites think their privacy has been ensured by the high level of security settings but according to 2010 Northeastern University and Max Plank institute for software system study researchers created an algorithm to discover an individual’s personal attributes by examining the â€Å"Friends list on Facebook. † they were capable of inferring many personal traits of the certain individuals including their educational level, hometown who were chosen to conduct this experiment on. Further more BBC News reports that social networking sites create social isolation in to a certain extend over the internet. As people spend considerable time on social networking sites they are lead to a host of mental, psychological, emotional and physical problems including depression, anxiety, and somatic complaints. University of Illinois at Chicago school of Medicine animal study showed correlation between social isolation impaired brain hormones is more likely to conduct tremendous amount of stress, aggression, and mental issues on socially isolated people. Moreover there are some other aspects which can be considered as negative impacts of social networking on the society. Some people conclude by exposing to these sites more often would make youngsters with poor grammar usage, increase the risk of identity theft, decrease the productivity of the day, and provide a platform for cyber bulling which in some cases leads to suicidal behaviors. Work cited Mackey,Robert., (2009, February 24). The New York Times. Retrieved from http://thelede.blogs.nytimes.com/2009/02/24/is-social-networking-killing-you/