David Bowie and Performativity Research Paper Example | Topics and Well Written Essays - 1000 words

David Bowie and Performativity - Research Paper Example This paper aims to analyze a song by David Bowie using Butler’s theory of gender performance. The essay aims at developing an argument referring to David Bowie’s song titled â€Å"Rebel, Rebel† from his album Diamond Dogs. The argument is going to be based on how the song represents gender, sexuality and identity. It is also going to analyze how Bowie challenges narratives of authentic identity. Bowie’s ways of troubling gender and sexuality as stable, readable, and expressive categories are also going to be addressed. According to Butler, gender is not based on a stable identity but an identity that is constitutively created through time and molded through repetition (Leonard 134). This repetition of deeds has a set of meanings that are already established in society. Gender reality is a product of performativity, which means that its degree of realness is measured by the extent of the performance. In this context, some acts are interpreted as an expression of gender identity. These acts can either conform to the expected cultural norms or contradict these norms. The song â€Å"Rebel, Rebel† by David Bowie is about a boy who went against his parent’s wishes and started wearing girl’s clothes and make up. Additionally, in the same album, there is a song titled â€Å"Walk on the Wild Side† about a transvestite. ... In all the live stage performances of this song, Bowie is dressed in outrageous feminine clothes. This aspect of staging artistic shows where the established distinction between genders was overlooked led to the emergence of Glam. Glam is a controversial stage performance and presentation of artistry that incorporates gender-bending techniques (Leonard 150). It also included the depiction of drag queens and personalities in different levels of conveying the underlying undertones in their performances. Bowie appearing in drag as Ziggy Stardust portrays this in the song. The song â€Å"Rebel, Rebel† conveys the notion that gender is not a static phenomenon as exhibited by the glam and drag modes of staging live artistic shows. The song tries to establish the fact that gender is a state that is achieved through change in behavioral mannerisms rather than a static set inbuilt qualities. According to Judith Butler, gender is an achievable state that is acquired through practice and repetition. Unlike common belief that a person is born into a specified and predetermined gender dictated by their biological sex, gender is perceived as a cultural dictate. This means that at one point in time, the human society decided to assign status to people. There was no other better way to do this than create a distinction between male and female roles. This spawned what is today referred to as gender. The society then designed roles that were assigned specific acts or behavior patterns that acted as a measure of gender. The song by Bowie seeks to depict gender as something that is not tangible but an idea that is held by people. Through repetition, as described by Butler, the notion of gender is realised through performativity. This is in the

Corporate social responsibility Dissertation Example | Topics and Well Written Essays - 3500 words

Corporate social responsibility - Dissertation Example Corporate social responsibility Moreover COSCO business practices illustrate practices that are fruitful for all (stakeholders, shareholders, workers, partners, suppliers, customers) (COSCO, 2011). In terms of social contributions COSCO is working on the principle of addressing workers to effectively participate in their community development, with its myriad activities are aligned and performed in order to participate in social growth and employees are also encouraged and supported in this regard. For instance COSCO in Singapore have been supporting Yellow Ribbon Project consecutively since five years, keeping in view that this projects has given employment opportunities to person who have been offenders previously by engaging locals in order to give them another chance. As a result COSCO is proud of the fact that many ex-criminals are now back serving societies (COSCO, 2011). Similarly in China COSCO group is very much fulfilling its duty of social responsibility by providing opportunities and supporting various education programs for needy students in China. For instance COSCO Zhoushan Shipyard devised a social activity by the name â€Å"Transfer Youth love, warm Tibetan Herdsman†. The core purpose behind this activity was to provide assistance and help for the needy Tibetan students in remote areas of Tibet. Likewise â€Å"Blue ocean plan love Tibet† launched by Trade union and youth league of Nantong Shipyard which consists of three main parts namely seagugll, seashell and dolphins was drafted in order to build a structure of support (long term) for the needy children of Tibets. The core aim behind this activity was to ameliorate literacy levels by donating basic school needs like bags, uniforms, books, toys, stationery and other material that is needed by students (COSCO, 2011). Besides these activities COSCO also provide help in terms of disaster relief and various other activities related to charity. COSCO is very much aware of the environmental issues and understands th e seriousness of the matter. Therefore various innovations have been carried out by the organisation in order to come up with practices that could less effect the environment. For achieving this goal, different innovations are being carried out like the concept of GREEN SHIP OF THE FUTURE. This concept enables staff and workers to come up with eco friendly ideas and practices. As COSCO is very much keen on practicing and devising designs of ships and operations of management that best suits environment or are environment friendly (COSCO, 2011). LITERATURE REVIEW Corporate Social Responsibility Guthey, Langer, and Morsing (2006) have defined Corporate Social Responsibility as a practice of management that is garnering importance and nowadays is also considered as fad of management. Meanwhile it is believed that businesses around the world have incorporated CSR differently or CSR practices vary around the world. For instance many organisations have perceptions that CSR is an effective tool that can help confining risks and costs related to business operations (Hockerts, 2008). But only very limited amount of organisations are using CSR effectively in order to come up with originality and innovations. Likewise Blum-Kusterer and Hussain after studying 150 British and German pharmaceutical companies believes that in order to achieve sustainability in innovations, advancement in technology

Environmental Capability Evaluation for Tourism Development

Environmental Capability Evaluation for Tourism Development Environmental capability evaluation for tourism Development in Ilam Township using RS GIS Shamsollah Asgari*1, Mehdi, Nikseresht2, Mohammad Faraji Darabkhani3, Mehdi Ahmadi4 Abstract: Industrial Tourism is today the attention of many Governments. And now one of the most profitable sectors of the global economy is. Tourism industry on the national employment rate, income, consumption, and investment has positive effects. Relate to target tourists, tourism have been classified into different types, one of which is ecotourism. Ecotourism is now a small part of the total of Industrial Tourism. In this research, using Boolean logical model of ecotourism-prone area of Ilam city has been identified. Therefore the information layer contains map height levels, zoning of the slope, vegetation, water sources, were prepared. And then by combine the layers overlap and information in GIS environment. Then based GIS layer the suitable zone to development of ecotourism in Ilam Township was indentified. The result of research showed, that much more attractive areas are located in the north and center of the area and the South East. These areas have vegetation and natural forests, water resources and good climatic conditions. As well as Areas with low attraction be located in the South and West area. Keywords: Environmental capability, tourism Development, Ilam Township, RS, GIS. 1. INTRODUCTION Developing tourism as a business has a great impact on strengthening communities’ economic foundation. Tourism, as a source of new jobs, incomes, taxes, exchanging and strengthening social infrastructure, will grow and boost other civil industries (Lankford Howard, 1994; 122). Most of the developing countries are now in favor of developing tourism industry (KO Stewart, 2002; 523). In recent decades, the importance of tourism has internationally been increased from the viewpoint of the number of tourists who arrive in the target areas and the way it affects on the local economy (Pigozzi B. and Sambrook R Thomas R.). However, it must be noted that the improvement of tourism quality should not threaten the sustainable development of the industry, itself (Haiyan S. 2005 Papatheodorou A.). Ecotourism should be considered as a part of sustainable tourism. Ecotourism is an applied tool to support sustainable development (Ceballos, 1998, Lascurain), something which is expected to pl ay a major role in boosting development process and of course conserving tourism target areas. Ecotourism development will be achieved if it combines with other factors including cooperation among tourists, residents and local managers (Ceballos, 1998, Lascurain). Wrong assessments about both environment and ecotourism destinations will cause various problems in understanding the real damages in the tourism target areas. However, here are a few practical assessments, which have been conducted in various regions. It should be said that at the moment some standards and criteria are still on the verge of developing (Ross, 1999 Wall). Traditional approaches based on inappropriate law and regulation has had harsh consequences on local residents living in tourism target areas (Heinen, 1996, McNeely, 2001; Wells Brandon, 1992). This may lead to negative interaction between locals and park zone authorities (Brandon, 2001; Hackel, 1999). Managing the target areas successfully, will not be a chieved unless authorities cooperate, connect and support local communities (Gurung, 1995). Authorities should allow local communities to be involved in controlling tourism protected areas. Authorities should also use proposals local communities offer for protecting areas with high tourism potentials (Alpert, 1996). In order to meet such standards, many plans and programs have been adopted all over the world. Protecting Ecosystem and preserving wildlife has been considered as a high priority matter across the world (Fennell and Weaver, 2005). Eco-system could cause more benefit for the local residents. It also could attract international support for preserving protected areas. Ecotourism can be regarded as a major solution for economic problems and problems tourism target areas are challenging with. It also plays a major role in global economic growth, especially in the developing countries. Tourism improvement basically stands on the consistency, attention and accompanying with the nature along with preserving and boosting main infrastructures in areas with high tourism potentials. However, mismanagements in tourism industry will cause negative effects in the pre-determined standards in the local areas with high tourism capacities. Ecotourism can create benefits for local residents and can also attracted international support for protection regions(Fennel, 2005). Hence the support and participation of local people is essential to create a sustainable ecotourism) Yoon, 2001). And development of ecotourism should increase the maximum participation of local communities in the conservation of natural areas (Cooke, 1982). Today, the phenomenon of tourism and ecotourism, in terms of its abundant income, many of the worlds countries have it that the contributing in this industry (Tremblay, 2004) Ecotourism means a trip to different regions of the country and of different communities, natural and cultural monuments(Wight, 1994). 2. CASE STUDY ilam County with an area of 400,000 square kilometers less than one percent of the total area of the country was including, in the West and southwest of the country, between 31  ° to 34  ° and 58 minutes and 15 minutes north latitude and 45 degrees 24 minutes and up to 48 degrees 10 minutes East along the meridian is located relative to GMT (fig1). 3. MATERIALS AND METHODS 3.1. PROBABILISTIC BOOLEAN LOGIC AND WELL FORMED FORMULAE Informally, probabilistic Boolean formulae—like their deterministic counterparts—can be constructed from the Boolean constants 0, 1, Boolean variables, and probabilistic Boolean operators: probabilistic disjunction, probabilistic conjunction and probabilistic negation. Probabilistic disjunction, conjunction and negation will be represented by the symbols _p,^q and  ¬r respectively, where p, q, r are the corresponding probability parameters or probabilities of correctness. The probabilities of correctness associated with the disjunction, conjunction and negations operators are such that 1 2 _ p, q, r _ 1 and p, q, r 2 Q, the set of rationales. Initially, for clarity of exposition and for a model of finite cardinality, we consider only rational probabilities of correctness. We seek the indulgence of the reader and will defer a more detailed discussion of the justification underlying our choice of considering rational probabilities, to Section 3. A pair of probabilistic operators, say in the case of probabilistic disjunction, _p,_ˆp, will be deemed identical whenever p = ˆp. They will be considered to be comparable whenever p 6= ˆp. Similarly for probabilistic conjunction and negation. Analogous to well-formed Boolean formulae, well formed probabilistic Boolean formulae are defined as follows: (1) Any Boolean variable x, y, z, and the constants 0,1 are well formed probabilistic Boolean formulae2. (2) If F, G are well formed probabilistic Boolean formulae, (F _p G), (F ^p G) and ( ¬pF) are well formed Probabilistic Boolean formulae. Henceforth, we will use the term probabilistic Boolean formula, or pbf to refer to a well-formed probabilistic Boolean formula and the term Boolean formula (bf) to refer to a classical well formed Boolean formula (which is deterministic). In addition, the length of a probabilistic Boolean formula is the number of operator’s n in the formula. Given a pbf F, we will use varF to denote the set of variables in F. If varF = _, that is if F is a formula over Boolean constants, F will be referred to as a closed well-formed Probabilistic Boolean formula or a closed pbf. 3.2. Data and analysis In this study the surface height maps, digital elevation model map of (DEM) with a spatial resolution 90*90(cell size 90) of the map, digital elevation model (DEM) was selected for the whole country. The digital elevation model map of ilam DEM map in GIS environment was developed then categories. The maps used in this research are: topography, slop, vegetation, land use, hydrology, and water resource. After the analysis of the environment GIS, Using Booleans were weighted, and the final map was prepared and the Environmental capability evaluation area has been determined. 4. RESULT AND DISSCUSION 4.1. Suitable area to mounting The suitable area to mounting in the research, that s the high more of 1800 meter and slop between 20 and 70 percent are the suitable area for mounting. Less 8 percent of the total is suitable to mounting. These areas are more great heights mountain ( Manesht Mountain, gchan, ghlarang and are included) and these area be located in the South and South-East of the city(fig2). 4.2. Suitable zones for hillside climbing This area of the 16% of the total area of area is included, which has a height of more than 800 and less 2050 and has a slope of between 20 to 70 percent. The annual average temperature of the area is between 12  ° and 20 c. And the amount of rainfall between 400 and 900 mm variable. 80 percent of zone is covered by Forest areas. This zone is located in the northern and central of ilam township . These areas are not included, only mounting more than 2050 mm (North and Central Highlands) and parts of the south area then are covered to slope of the low that has low rainfall and vegetation (fig3). 4.3. Suitable zones for water sports, swimming, and fishing the area more dispersed and about 4/12 percent of the total area is included and the surrounding area of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹1,500 meters of water resource and springs, rivers and lakes are included (fig4). 4.4. Suitable zones for family camping Areas suitable for ecotourism include areas that have suitable vegetation and beautiful perspectives. The range of 3/35 of the total area of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹the zoning is included. This range has a wide level of oak forests dense and dense vegetation, and having permanent springs and rivers can be a good place for ecotourism. These areas generally include the northern portion of the township (And the beautiful forest park Dalahoo, Tajarin, Bankol , Hyanan tight, Meshkhas and Ilam dam basin are included). Rare plant and animal species present along with unique vegetation in some areas (manesht) and dense forest and natural beautiful including perspectives (A massive reef, amp, deep canyons, faults, caves, natural) Includes the tourist attraction in this zone (fig5). 4.5. Suitable zone for nature therapy This zone includes areas that are located near the spa springs, these areas include spas in the area including (Dshtlg and tang Bijar ) About 0/7% of the total area of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹the city are included. The spa springs with a temperature of about 50  ° c and therapeutic mud pools around them has led the natural springs be importance of special mud therapy, This therapeutic properties for rheumatism, allergy, boils, wounds, as well as broken bones and soreness can be very effective(fig6). 4.6. Suitable zones for winter sports Ilam County has high mountains. Altitude of over 2000 meters, less than 2% of the city can be include. But the mountains of the township, such as the kaber khoh, manesht, gchan, ghlarang, Sivan have a height of more than 2600 meters. Much precipitation as snow in winter, Due to a thick layer of snow in the mountains is the creation and capacity winter activities at least until the end of June; suitable area for winter sports in the township, about 51/1 percent of the total area of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹the city is included (fig7). 5. The results of the overlapping layers of information on Boolean logic model The range of number 0: This range of ecotourism in zoning the township lacks none of the ecotourism activities. This area of the 27% of the total area of the area are includes. In fact, 27% of the total area of the city lacked the potential for ecotourism activities. Due to the low slope and height less than 800 meters apart from areas that are at the margins of rivers and springs, There are no potential to ecotourism activates in this area. 5.1. The range of number 1: the area has been the potential for one ecotourism activities such as climbing, winter sport or water sport. This area of more than 37% of the township area is included. 5.2. The range of number 2: the area has been the potential for two ecotourism activities. The altitudinal range of this area is between 800 to 2000meter this area is about 26% of the total area of the township are included. 5.3. The range of number 3: the area has been the potential for three ecotourism activities, this zone across the mountain range and the Northern County has been high and the potential for ecotourism activities such as mountaineering, trekking, cave view the natural landscape, the winter sports and ecotourism, and camping. This area of about 6% of the total City area is included. 5.4. The range of number 4: the area has been the potential for four ecotourism activities, having potential for ecotourism activities such as climbing, winter sport, view natural perspectives, winter sports and ecotourism. This area is less than one percent of the total area is includes (fig8). 6. CONCLUSION According to what is passed on the basis of the results obtained from the analysis of the data and the findings of research. However 70% of the total area of the township of Ilam, there is enough potential for the six basic activity. In this zoning that Obtained via Overlapping layers of information, Such as digital elevation models, slope, vegetation, and hydrology and land capability. E ecological capability in six ecotourism activities was identified. Among the six mentioned activities, ecotourism family with more than 35% had the greatest extent. This is due to the high mountains and density of vegetation and forest in area. Mountain climbing as well as domain due to congestion in the city and That covers most of the mountains are forested and have been a good slope for this exercise, With 24% of span Second place is allocated. Winter sports and Nature therapy with less than 2 percent lowest among these activities.

Discuss The Importance Of Depreciation. :: essays research papers fc

Title: Discuss the importance of depreciation expenses. Depreciation as a concept and in practice plays a very important role in a company’s cash flow hence in funding. The reason’s are basically two, firstly because depreciation is a way of self finance for an organization and secondly because is a way of decreasing taxes that the government claims as the company doesn’t have to pay taxes on depreciation which consequently enlarges the cash flow of the company. As a term depreciation in accounting is the process of allocating the cost of a capital asset over the period of its useful life. Depreciation takes into account the decrease in the service potential of capital assets invested in a business venture, resulting from such causes as physical wear and tear in ordinary use, deterioration by natural elements or obsolescence caused by technological changes. Basically depreciation is a loss in value or a diminishment in market price of a good always taking the time factor into account. Depreciation is a rate of change in value in an asset fixed or current compared to the present value of that asset. For example if a company purchases machinery for the production of a certain product the management must take under consideration the equipment’s life cycle, meaning that this machinery has a certain period of time in which it can contribute to the production before it becomes useless. Useless in a sense of a newer machine will be invented in some years which will be probably faster or more capable to produce better quality. The time factor of course always varies depending on the asset. For example the usefulness of a computer may be three years before it needs replacing, as for a building may be fifty years. A Mercedes van for instance in year 2000 could be purchased at the value of 13 million drachmas and its productive life span before it needs to be replaced will probably be 8 years. After the 8 years the van purchased would cease from being of any productive use to the company and if it needs to be resoled its market value would have depreciated drastically due to the time fade from the initial purchase. Its devaluation is its year zero value less an annual percentage of the devaluation process updated annually. But depreciation doesn’t apply only to current assets but also is applicable to fixed assets as well.

Ibn Battuta

Ibn Battuta Muhammad ibn Battuta (1304-ca. 1368) was a Moorish traveler whose extensive voyages as far as Sumatra and China, southern Russia, the Maldives, the East African coast, and Timbuktu made him one of the greatest medieval travelers. Muhammad ibn Battuta was born in Tangier. His family was of Berber origin and had a tradition of service as judges. After receiving an education in Islamic law, Ibn Battuta set out in 1325, at the age of 21, to perform the obligatory pilgrimage to Mecca and to continue his studies in the East. He reached Mecca in 1326 by way of Egypt and Syria. This journey aroused in him the passion to see the world. From Mecca he made a trip to Iraq and western Persia as far as Tabriz and in 1327 returned via Baghdad to Mecca, where he spent the next 3 years. Ibn Battuta then traveled by ship along the Red Sea shores to Yemen and from Aden to Mogadishu and the East African trading ports. He returned by way of Oman and the Persian Gulf to Mecca in 1332. Next he passed through Egypt and Syria and by ship reached Anatolia, where he visited local Turkish rulers and religious brotherhoods. He crossed the Black Sea to the Crimea in the territories of the Golden Horde and visited its khan in the Caucasus. He then journeyed to Sarai, the capital of the Golden Horde east of the lower Volga, and then through Khwarizm, Transoxiana, and Afghanistan to the Indus valley. From 1333 to 1342 Ibn Battuta stayed at Delhi, where Sultan Muhammad ibn Tughluq gave him a position as judge, and then he traveled through central India and along the Malabar coast to the Maldives. His next trip took him to Ceylon, back to the Maldives, Bengal, Assam, and Sumatra. He landed in China at the port of Zayton and probably reached Peking. Returning via Sumatra to Malabar in 1347, he took a ship to the Persian Gulf. He revisited Baghdad, Syria, Egypt, Mecca, and Alexandria, traveled by ship to Tunis, Sardinia, and Algeria, and reached Fez by an overland route in 1349. After a visit to the Moslem kingdom of Granada, he made a final trip through the Sahara to the black Moslem empire on the Niger, returning to Fez in 1354. During his travels Ibn Battuta sometimes lost his diaries and had to rewrite them from memory. His travel book was written from his reports by Ibn Juzayy, a man of letters commissioned by the ruler of Fez. These circumstances may account for some inaccuracies in chronology and itineraries and other shortcomings of the work which affect some parts in particular. However, the book contains invaluable and sometimes unique information on the countries Ibn Battuta visited. Ibn Battuta Ibn Battuta Muhammad ibn Battuta (1304-ca. 1368) was a Moorish traveler whose extensive voyages as far as Sumatra and China, southern Russia, the Maldives, the East African coast, and Timbuktu made him one of the greatest medieval travelers. Muhammad ibn Battuta was born in Tangier. His family was of Berber origin and had a tradition of service as judges. After receiving an education in Islamic law, Ibn Battuta set out in 1325, at the age of 21, to perform the obligatory pilgrimage to Mecca and to continue his studies in the East. He reached Mecca in 1326 by way of Egypt and Syria. This journey aroused in him the passion to see the world. From Mecca he made a trip to Iraq and western Persia as far as Tabriz and in 1327 returned via Baghdad to Mecca, where he spent the next 3 years. Ibn Battuta then traveled by ship along the Red Sea shores to Yemen and from Aden to Mogadishu and the East African trading ports. He returned by way of Oman and the Persian Gulf to Mecca in 1332. Next he passed through Egypt and Syria and by ship reached Anatolia, where he visited local Turkish rulers and religious brotherhoods. He crossed the Black Sea to the Crimea in the territories of the Golden Horde and visited its khan in the Caucasus. He then journeyed to Sarai, the capital of the Golden Horde east of the lower Volga, and then through Khwarizm, Transoxiana, and Afghanistan to the Indus valley. From 1333 to 1342 Ibn Battuta stayed at Delhi, where Sultan Muhammad ibn Tughluq gave him a position as judge, and then he traveled through central India and along the Malabar coast to the Maldives. His next trip took him to Ceylon, back to the Maldives, Bengal, Assam, and Sumatra. He landed in China at the port of Zayton and probably reached Peking. Returning via Sumatra to Malabar in 1347, he took a ship to the Persian Gulf. He revisited Baghdad, Syria, Egypt, Mecca, and Alexandria, traveled by ship to Tunis, Sardinia, and Algeria, and reached Fez by an overland route in 1349. After a visit to the Moslem kingdom of Granada, he made a final trip through the Sahara to the black Moslem empire on the Niger, returning to Fez in 1354. During his travels Ibn Battuta sometimes lost his diaries and had to rewrite them from memory. His travel book was written from his reports by Ibn Juzayy, a man of letters commissioned by the ruler of Fez. These circumstances may account for some inaccuracies in chronology and itineraries and other shortcomings of the work which affect some parts in particular. However, the book contains invaluable and sometimes unique information on the countries Ibn Battuta visited. Ibn Battuta Ibn Battuta Muhammad ibn Battuta (1304-ca. 1368) was a Moorish traveler whose extensive voyages as far as Sumatra and China, southern Russia, the Maldives, the East African coast, and Timbuktu made him one of the greatest medieval travelers. Muhammad ibn Battuta was born in Tangier. His family was of Berber origin and had a tradition of service as judges. After receiving an education in Islamic law, Ibn Battuta set out in 1325, at the age of 21, to perform the obligatory pilgrimage to Mecca and to continue his studies in the East. He reached Mecca in 1326 by way of Egypt and Syria. This journey aroused in him the passion to see the world. From Mecca he made a trip to Iraq and western Persia as far as Tabriz and in 1327 returned via Baghdad to Mecca, where he spent the next 3 years. Ibn Battuta then traveled by ship along the Red Sea shores to Yemen and from Aden to Mogadishu and the East African trading ports. He returned by way of Oman and the Persian Gulf to Mecca in 1332. Next he passed through Egypt and Syria and by ship reached Anatolia, where he visited local Turkish rulers and religious brotherhoods. He crossed the Black Sea to the Crimea in the territories of the Golden Horde and visited its khan in the Caucasus. He then journeyed to Sarai, the capital of the Golden Horde east of the lower Volga, and then through Khwarizm, Transoxiana, and Afghanistan to the Indus valley. From 1333 to 1342 Ibn Battuta stayed at Delhi, where Sultan Muhammad ibn Tughluq gave him a position as judge, and then he traveled through central India and along the Malabar coast to the Maldives. His next trip took him to Ceylon, back to the Maldives, Bengal, Assam, and Sumatra. He landed in China at the port of Zayton and probably reached Peking. Returning via Sumatra to Malabar in 1347, he took a ship to the Persian Gulf. He revisited Baghdad, Syria, Egypt, Mecca, and Alexandria, traveled by ship to Tunis, Sardinia, and Algeria, and reached Fez by an overland route in 1349. After a visit to the Moslem kingdom of Granada, he made a final trip through the Sahara to the black Moslem empire on the Niger, returning to Fez in 1354. During his travels Ibn Battuta sometimes lost his diaries and had to rewrite them from memory. His travel book was written from his reports by Ibn Juzayy, a man of letters commissioned by the ruler of Fez. These circumstances may account for some inaccuracies in chronology and itineraries and other shortcomings of the work which affect some parts in particular. However, the book contains invaluable and sometimes unique information on the countries Ibn Battuta visited.

Teaching Students with Diverse Abilities

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom. Studies reveal that the negative effects of wrong beliefs about learning are significant (Sawir 2005). However, it has also been suggested that it is possible to intervene in relation to beliefs about learning (Sawir 2005). Hence a clear understanding of belief issues is of paramount importance for teachers. Care should be taken to give speaking and listening skills the appropriate status and these should be backed by comprehensive practical programs (Sawir 2005). Having oral presentations and listening tasks as part of the business studies assessment program can help develop these skills. Krashen and Terrel (1983) suggest using language to transmit messages rather than teaching it explicitly for conscious learning. They use the expression the ‘natural approach’ and claim it is based on the theory that language acquisition occurs when students receive clear instructions in acquiring language proficiency (Webster and Hasari 2009). Therefore, the business studies teacher can introduce new words and concepts within the subject content thereby improving student vocabulary. Four key strategies were considered by the majority of teachers in a study by Facella et al. (2005) as being effective in teaching second-language learners. These included gestures and visual cues; repetition and opportunities for practicing skills; use of objects, real props and hands on materials; and multi-sensory approaches. Thus, giving students real life business case studies to discuss and evaluate is an effective strategy. Taking students out to real businesses and letting them see first-hand how a business operates can also be useful. Rice et al. (2004) argue that the use of visuals and demonstrations are often the primary source of information for ESL learners and suggests the use of outcome-based objectives against which students can assess their own progress. They also advocate the modulation of lesson objectives to each student’s level of language acquisition. The belief is that repeating demonstrations and instructions facilitate student learning. Hence, teachers should endeavour to demonstrate procedures, provide illustrations and diagrams before students commence research projects, as opposed to providing students with only written instructions. In addition, when forming groups, members should ideally be bilingual, strong in commerce and business studies and be willing to work with limited-English proficient students (Sutman et al. 1993). Sheltered instruction is another effective strategy for teaching second-language students. It refers to a research-based instructional framework that provides clear and accessible content and academic language to ESL learners (Hansen-Thomas 2008). Features of sheltered instruction include use of cooperative learning activities with appropriately designed heterogeneous grouping of students, a focus on academic language as well as key content vocabulary, careful use of the student's first language as a tool to provide comprehensibility, use of hands-on activities using authentic materials, demonstrations, and modeling and explicit teaching and implementation of learning strategies (Hansen-Thomas 2008). Sheltered classes can be team-taught by an ESL teacher and a content-area teacher or taught by a content-area specialist trained in sheltered instruction. ESL mentoring is another effective strategy to help teachers of second-language students. It is â€Å"a means of fostering stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students† (Brewster and Railsback 2001). One of the goals of the ESL mentor is to assist the teacher in learning how the school identifies ESL students. Furthermore, a teacher needs to know some basic background information such as where the student is from, how long the student has been in the country and the student's stage of language development. The guidance of an ESL mentor can help a teacher understand his/her ESL students quickly and prevent possible problems later in the year (Mittica 2003). The ESL mentor can also provide training on accommodations and alternate forms of assessment. The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a â€Å"vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation† (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students' strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve success a nd adjust to their lives in a new country (Mittica 2003). (ii)  Teachers need to work in partnership with parents and the wider community to help educate students from culturally and linguistically diverse backgrounds. This essay will discuss some strategies for developing such partnerships. Several researchers have documented the challenges associated with school, family, and community partnerships. Rubin and Abrego (2004) suggests that parents are not involved with their children's learning because of cultural and communication barriers, confusion with education jargon, feelings of inferiority, inhibition, inadequacy, or failure, lack of understanding of the school system, staff's lack of appreciation of the student's culture or language and parents' previous negative experiences or feelings toward schools. Other researchers who examined the success factors in school-parents-community relationship found an open and trusting communication between teachers and parents as critical (Obeidat and Al-Hassan 2009). Parents and schools should communicate regularly and clearly about information important to student success (NCPIE). This can be accomplished through newsletters, handbooks, parent-teacher conferences, open houses, as well as home visits, and email. Translations should be made available, if needed, to ensure non-English speaking parents are fully informed. Researchers believe that personal contact whether by telephone or in person is usually the best way to promote two-way communication (NCPIE). Schools can also form partnerships with community and faith-based organizations to engage families from diverse cultural backgrounds who often do not feel comfortable in school (NCPIE). Conferences, meetings and informal get-togethers can take place outside the school building, such as at a faith-based or community center. Once again Interpreters should be provided as needed. Attitude is another potential success factor for developing partnerships with parents. A survey of more than 400 parents of high school students in the USA revealed that their attitudes toward their children's schools were positively influenced by the efforts the school made to promote partnerships with them (Obeidat & Al-Hassan 2009). Parents are more likely to come to the school if school personnel encourage them to be volunteers and participate in decision making (Sanders et al. 1999). School factors, specifically those that are relational in nature, have a significant impact on parents' involvement. When school staff engage in a caring and trusting relationship with parents and view parents as partners in the education of their children it enhance parents' desire to be involved and influence how they participate in their children's educational development. Schools should create an environment that welcomes participation (NCPIE). Signs that greet families warmly at the school door, the central office, and the classroom should be in the languages spoken by the community. A school-based family resource center providing information, links to social services, and opportunities for informal meetings with staff and other families also contributes to a family-friendly atmosphere (NCPIE). Schools should also provide professional development opportunities for teachers and other staff in the cultural and community values and practices that are common to their students and their families (NCPIE). Strengthening the school-family partnership with professional development for all school staff as well as parents and other family members is an essential investment that can help foster lasting partnerships with parents and the community at large (NCPIE). In their 1997 study, Hoover-Dempsey and Sandler identified two key factors influencing parental involvement. They were an inviting climate at school, which refers to the frequency that schools actually invite parents to be involved in their children's schools and parents' perceptions of being welcome at school. Epstein (1995) identified six general types of activities that can help parents, schools, and communities come together to support children's education: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Epstein (1995) says that partnership programs should draw on each of these elements and that programs should take into account the unique character of the local community and the needs of its students and families. Martin et al. (1999) in their studies identified key characteristics of effective partnerships between schools, parents and the community these included; inclusiveness, recognizing social as well as academic goals, raising expectations through education achievement, involving local people in decision-making and democratic participation and active citizenship. Hence, schools need to focus on developing these areas to grow positive relationships. The use of service learning can be a useful strategy for this purpose. Serve learning is more than just community service. It involves a blending of service activities with the academic curriculum in order to address real community needs while students learn through active engagement (Lynass 2005). The service needs to be closely linked to the curriculum as possible with an emphasis on students applying the skills they are learning (Lynass 2005). Service learning will benefit students, teachers and the community concurrently. It allows teachers and students to connect with and benefit their surrounding communities while integrating this learning back into their curriculum (Lynass 2005). In conclusion, it is essential for schools to develop strong relationships with parents and the community to successfully educate students from culturally and linguistically diverse backgrounds. This essay has identified a few strategies to develop such partnerships.