Siren Song Essay Example for Free

Siren Song Essay The progressing theme of Yeats poem Easter 1916 is one which moves from the perspective of a pacifist lamenting the horrors and cost of violence, to an activist who has been so deeply impacted by the deaths of those around him who rose to action, that he is ready to act, violently if necessary, himself. In the poems opening, the speaker admits that he has very little familiarity with those who are considered revolutionaries. He remarks that I have passed with a nod of the head/Or polite meaningless words,/Or have lingered awhile and said/Polite meaningless words, (Yeats) which indicates not only that the speaker is disengaged from the revolutionaries at a political level, but also that the speaker has taken refuge in societal manners and mores. The implication of the repeated word polite is that the speaker of the poem is a good citizen, a law-abiding man with manners and social sensibilities. The ensuing stanzas of the poem trace the realization on behalf of the poems speaker that each of the revolutionaries who were killed were, themselves, good citizens, with manners and polite etiquette. In other words, the speaker of the poem begins to realize the revolutionaries are just like him: That womans days were spent/ In ignorant good-will, (Yeats) or This man had kept a school/And rode our winged horse; (Yeats) so that the speaker begins to see that his own lot is tied up with those he had previously tried to ignore. The strategy of presenting the poem in this fashion is to allow the reader of the poem, also, to make the same emotional journey as the poems speaker, moving from detached ambivalence to involved emotionality. One of the most powerful devices is its modulated refrain which reveals variations of the sudden emotional shift in the poems speaker: All changed, changed utterly:/A terrible beauty is born. (Yeats). The refrain indicates that violence or the will to do violence is terrible; but the communal reality of a shared community, race, and nation represents beauty and is, as such, an irresistible Siren Song and it is this observation in the poem that hits at the poems true anit-war theme: demonstrating that a nation, a race, a people cannot be broken or occupied without consequence.

Sorting Through Education :: Classrooms School Learning Essays

Sorting Through Education "The whole world’s a classroom, and to really make it one, the first thing is to believe it is." (62) This quote is from Jon Spayde’s article entitled "Learning in the Key of Life" in which he discusses education outside of the classroom. Education is a word that encompasses all new knowledge that a person receives. This includes learning to walk and talk as a child, learning to read and write, learning to make friends and how to keep them. We receive an education everyday starting the minute we wake up. Some knowledge is practical, such as cooking and working effectively with others, and other knowledge is philosophical such as complicated mathematical theorems and Protegra’s idea that "Man is the measure of all things." The question now becomes which type of knowledge is more important, practical or philosophical? My challenge to the reader is to try to see these two ideas as a weighted balance. Both sides are equally important and each enriches the other. If there is enough of both everything tends to balance nicely with each idea corresponding with another. What happens if learning and education focuses more on one then the other? The scale is then lopsided. The more extreme the tilt toward one type of education, the more extreme that life is. For example, a person who can pass any test they take with flying colors but can not use a map to find thier way around. That person is book smart but has no common sense. Let’s look at what is referred to often as "street smarts" or common sense. Street smarts are those things that are learned outside the classroom such as how to communicate with people and how to survive in the every day world. This practical knowledge is extremely important to learn. Everyday we go out we usually learn something that is useful to us as humans. For example, let us take a looks at a man known as Edward. Edward was tiling a roof as child with his father. A piece of paper flew off the roof and Edward, being a little boy, tried to jump off after it. His father stopped him and Edward learned an important lesson that day on impulsiveness. He now knows to think before acting. Other examples of learning through experience are: we learn to read through magazines and comics as seen in Mike Rose's article "Lives on the Boundry.

Community Based Ecotourism Project in Ghana

Course Name Student name: |Assessment No: |Module Level: |Module Tutor: | |Cristina, Selam and Sofia |1 of 2 |5 |Birte Schmitz | |Module: Principles of Tourism Planning |Assessment Method: |Weighting: |Date of submission: | |and Development | | | | | |Group Executive Summary and |50% (25% executive summary and |As per AR1 | | |Presentation |25% presentation) | | |Length: |20 minutes for the presentation | | |2000 words plus tables and charts (10-12 pages executive summary) | |Learning outcomes assessed: |Assess the impacts of tourism planning. | | |Assess the limitations of tourism planning. | |Identify the various stages of the planning process | |Skills Mapped: |Group working | | |Research Strategy | | |Creative & innovative thinking | Feedback |Assessment Criteria |Weight |Strength |Areas of Improvement | |% | | | |Conduct a stakeholder analysis |30 | | | |discuss how your proposed product | | | | |may positively & negatively affect | | | | |their lives within the count ry. | | | | |How might any negative impacts be minimised? | | | |Highlight the positive and negative |30 | | | |socio-cultural, environmental | | | | |and economic impacts of | | | | |developing your product. | | | | |Work effectively as part of a team. 10 | | | | | | | | | | | | | |Hand in a well written executive summary, which is |10 | | | |spell checked, referenced within the text, has a | | | | |biography and does not include poor grammar. Marks | | | | |will be deducted otherwise. | | | | |Self Presentation – please see hand in guidelines. 20 | | | |Marks will be deducted for poor report format, | | | | |spelling & grammar, lack of in-text referencing and | | | | |incorrectly formatted bibliography | | | | |Deductions: Late Submission | | | | |Deductions : No Front Sheet | | | | |Total mark out of 100% | | | | Subject to ratification at the validating University Subject Board Community-based Ecotourism Project in Deme village in Ghana [pic] Cristina Aldea, Selam Misghin a and Sofia Whyte Summary This report analyses the development plan of a community-based tourism product of a village in Ghana. It provides a brief description of the chosen site; mid and long term development plans and impacts. It also conducts a stakeholder’s analysis and highlights strategies to ensure sustainability, cooperation with local government and indicates how demonstration effects may be minimised. List of contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 3 2. Mid and long term development plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 6 1. Table: Mid term development plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 6 2. 2 Table: Long term development plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦pg. 7 3. Impacts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 7 4. Model approach to sustainable tourism product†¦Ã¢â‚¬ ¦ pg. 8 5. Strategies to ensure sustainability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 9 1. Table: Highlighted strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. pg. 10 6. Stakeholder analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pg. 10 7. Strategies to ensure cooperation with the local government†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pg. 1 1. Human Resources in tourism development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦pg. 12 2. Education and training†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 12 8. Avoiding demonstration effects†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦pg. 13 9. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. pg. 14 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 15 1. Introduction Ghana is a country in West Africa with a population of 21 million people, and often labelled â€Å"Africa for beginners†, home to a number of diverse people and cultures, all finding ways to live together in a rapidly developing and modernizing country. (Lonely Planet). Fig. 1: Map of Ghana [pic] Source: AddictedtoTravel, 2009 Volta Region is situated in the East part of Ghana. Highlights of this region are the massive man-made Volta Lake, the largest in the world and the tallest mountain in West Africa, Mount Afadjato (885m). (Addictedtotravel, 2009). The Hohoe (ho-we) District is one of the 17 districts of Volta Region in Ghana and was created in 1979 and the major ethnic groups here are Ewes, Akpafu/Lolobi, Santrokofi, Likpe, Logba, Tafi and Nyagbo, with a population of around 144,500, in 2000. The total number of households in the Hohoe stands at 32844, with 7172 living in the urban area whiles the rest of 25672 live in the rural area. (Ministry of Local Government and Rural Development, Ghana and Maks Publications & Media Services, 2006). Fig. 2: Hohoe in Ghana [pic] Source: Hebert, 2009. Deme village is the chosen site for the development of this community-based tourism project and is located in Hohoe District. The area is surrounded by tropical forest, home for different amazing species of monkeys, exotic birds, bucks and buffalos. The wonderful diversity of nature is not the main attraction here, the historical heritage and vibrant cultural identity is instead. Every year in November there is the celebration of the Gbidokor Festival of the Gbi-Ewes, where chiefs of the two tribes, the Gbi and the Ewe, wearing traditional colourful costumes are carried in palanquins, surrounded by drumming and dances of the local people. The population of this village is part of Ewe ethnic group, and the majority of people speak Ewe language, and the majority of the youngsters speaking English as well. (Ghana Tourism Board, 2008). Fig 3: Deme village in Hohoe, Ghana [pic] Source: fallingrain. com, 2009 This project seeks to help the people of Deme village to generate income from tourism in order to alleviate the poverty level of their community, to provide basic facilities for living conditions, to educate and encourage the locals to preserve the natural resources and endangered animal species and to promote the unique culture and traditions of the Ewe tribe that most of the locals belong to. The current tourism provision in Deme village is inexistent, but the tourism statistics of the Hohoe area show that an increasing number of visitors are becoming interested in the natural and cultural beauty of this district. Touristy attractions that are close to Deme, such as Tafi-Atome Monkey Sanctuary and Mole National Park registered a number of approximately 97,129 arrivals in 2007. (Ghana Tourism Board, 2009). 1. Mid and long term development plans The idea of this community-based ecotourism project is to create a place where tourists can experience real rural African village life by staying in the village itself and taking part in its daily activities and traditions. Table 2. 1: Mid term development plans (2010-2015) |Introducing the idea of developing eco-tourism to the local people. |Educating local people to come in contact with tourists, to take pride in their culture and traditions, even though| |the economic resources are limited. | |Come in contact with the local gover nment and try to obtain funding and their involvement. | |Building an eco-lodge to accommodate tourists (10 basic huts), toilets, a small eating place; electricity | |facilities, clean drinking water and first aid care are also priorities. | |Organising volunteering placements programmes for people who would like to get involved in this project (such as | |students, teachers). | |Creating a community fund and raise awareness of the programme in order to obtain sponsorships (from charity | |foundations, Ghana Tourism Board). |Come in contact with niche travel agents and the Regional and National Tourism Boards in order to promote the | |tourism product, such as Jolinaiko Eco Tours and Ghana Tourism Board. | |Create community experiences that tourists can take part when visiting the village (ex. : fishing with the locals, | |learning how to weave a mat or a basket, learn the dancing moves of the Ewe tribe, meeting the storyteller of the | |village, etc. ). | (Jolinaiko Eco Tours, 2009 ). Table 2. 2: Long term development plans (2015-2020) |Maintain the tourism product authentic and sustainable and try to minimise the negative impacts, if these occur. | |Introduce other community experiences, such as excursions. |Building a community centre and a school in the village. | 2. Impacts Tourism, as a form of human activity, takes place in an environment, which is made up of both human and natural factors, and can have major impacts. Impacts can be positive or/and negative, and are usually referred as economic, environmental and socio-cultural. (Mason, 2003). The development of the community-based ecotourism project of Deme village can trigger a series of impacts. Economic impacts include: †¢ Reduce the poverty level of the community through generating jobs for the locals (also avoid money leakage). †¢ Contribution to the community development. †¢ Over-dependence on tourism. Socio-cultural impacts, according Burns and Holden (1995, cited in Mason, 2003), â€Å"are greatest when there is a large contrast between the culture of the receiving society and the origin culture†, and these are: †¢ Preserve the traditional cultural activities of the Ewe tribe and the unique lifestyle †¢ Educating the local people (regarding taking pride in teaching their culture and traditions and act as hosts to visitors; the income earned by the locals through tourism is used to send their children to school) †¢ Avoid migration of the local youngsters in order to preserve the unique culture and customs and transmit it from generation to generation (through generating jobs and a higher quality of life) †¢ Overcrowding (causing stress for both visitors and locals) †¢ Demonstration effects (behavioural changes of the local people through observing the behaviour of the tourists and wanting to adopt it). Environmental impacts include: †¢ Educate the locals to act in consideration with preserving the natural environment and the endangered species of animals †¢ Pollution (air pollution, solid waste, litter, noise) †¢ Damage or/and disturbance of wildlife habitats †¢ Over-fishing (community experiences include fishing with the locals in the Volta Lake) †¢ Footpath erosion In order to reduce some of the negative impacts listed above, the tourism product needs to be sustainable developed. (Mason, 2003). 4. Model approach to sustainable tourism product The sustainable development strategy is defined by Brundtland (WCED 1987 p. 49 cited in Hall, 2008) as â€Å"sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs†. The ecotourism project of Deme has been planned having sustainability and minimizing the possibly negative impacts as the main concern. It is vital for this poor community that tourism activity is planned sustainable. The development plan was made following the community approach of Murphy (1985, cited in Hall, 2008), who promotes â€Å"the use of an ecological approach to tourism planning that emphasised the need for local control over the development process†. So, the local people are at the centre of this small scale tourism project, which directly benefit from it, and the environment will be slightly modified and preserved. There will be a small number of tourists visiting that will be accommodated in 10 basic clay-made huts, an eating place serving traditional food (fish, cassava and mango dishes, using local products). Tourists can come in contact with unique experiences that involve the locals: learning how to weave a basket or a mat out of reed, learning the Ewe tribe dancing moves, go fishing with a local fisherman, and enjoy a meal with a local family. This approach will ensure that both the tourists and the locals gain a high level of satisfaction, poverty is eradicated and tourism in Deme is sustainable. (Hall, 2008). 5. Strategies to ensure sustainability To ensure sustainability there must be strategies because sustainability in tourism development is really important. Sustainability strategy has to connect with all stakeholders in the tourism planning so the developed tourism can have a future. The sustainable development has to guarantee that the natural, cultural and all other resources of tourism are preserved for stable use in the future, at the same time as bringing benefits to the local community. (Inskeep, 1994). Table 5. 1: Highlighted strategies: |Save energy by reduce emission through renewable energy sources. |Encourage efficient use of natural and local resources. | |Support the sustainable use of land. | |Protect and develop biodiversity. | |Constantly informing the visitors. | |Encourage environmental education a nd community involvement | 6. Stakeholders analysis According to Hall (2008), stakeholders are â€Å"individuals, groups or/and organisations with an interest on an issue, problem or outcome that are directly influenced or affected by the actions or non-actions taken by others to resolve the problem or issue†. Stakeholders in Deme are people with an interest and directly involved in the tourism activity of the village. They are: the local community (fishermen, the boat makers, the eating place owner, the traditional ewe-an crafts vendors, the local tourist guides, the youngsters of the village), Ghana Tourism Board, the local and national government and the travel agent that will market the tourism product and will make the bookings. The local community is the main stakeholder involved in this tourism project, because the tourism product offered is local community experiences, which means that everybody is involved. Directly earning income from this tourism project will be: the locals working on building the facilities for accommodating tourists, the locals taking part in teaching the tourists about the customs and traditions of the Ewe tribe (basket weavers, the dancers), fishermen that will supply the eating place, and will also act as tourist guides, the boat makers. The youngsters of the village will benefit indirectly through educational programmes that will teach them about sustainable tourism and how to protect the environment and their local traditions and culture. This tourism project will positively affect and change the lives of the locals. Negative impacts might be over-dependence on tourism and tourism activity not constant. This is why the planning process needs to take into consideration these aspects and make sure the influx of tourists is constant. Ghana Tourism Board will benefit through internationally raising awareness on tourism business in Ghana, the local/national government through taxes from the tourists/ taxes from the locals. This tourism product will be sold to the tourists through an independent niche travel agent who will benefit and make profit from the tourists that will book their holidays with them. (Hall and Richards, 2003). 7. Strategies to ensure cooperation with the local government The regulation of tourist development is determined by policies, which together inform an overall set of planning principles for the area being planned. The determination of these policies is based on several considerations. Thus, the form which tourism planning takes will be influenced by general government policies and private sector policies. Cited in Elm Publications (2002) page: 6-1 Ghana’s government has a role to play in formulating appropriate policies and strategies for human resource development in tourism. Support for continental and regional structures are part of this, but it is also necessary to encourage private initiatives and, in particular, Ghanaian entrepreneurs. Properly conceived, government interventions in the tourism sector can play an important catalytic role. It is important, for example, to create institutional mechanisms that bring together governments and private entrepreneurs, thus avoiding damage that may be caused if they work at cross purposes. Cited in CABI (2001) page: 73 The problems in Ghana’s tourism are closely related to structural imbalances in its overall development pattern. There are no clear strategies for development in general or for tourism in particular, and tourism has not been integrated with other economic sectors. The economic crisis and the need to provide more employment compel governments to speed up replacement of expatriate senior staff by nationals. Cited in CABI (2001) page: 66, 68 7. 1 Human Resource (HR) in tourism development HR development in tourism is aimed at reducing dependence on import personnel and replacing them with workers from local areas. This requires an understanding of the market for labour in the tourism industry, and an awareness of quantitative and qualitative requirements of the industry. Cited in CABI (2001) page: 68, 72 7. 2 Education and Training It is important to emphasize in Ghanaian tourism, cooperation is especially urgent in education and training, as well as in a wide range of skills, including management and information technology. This should not be confined to the formal education system. While formal training is obviously important, it may often be more beneficial and most cost-effective, in practice, to focus on informal training, either on the job or through programmes carefully tailored to meet defined objectives and targeted at specific types of individuals. Cited in CABI (2001) page: 73 8. Avoiding demonstration effects Demonstration effect is seen as a socio-cultural impact regarding the tourism activity and is referred to as the behavioural changes in the resident population when coming in contact with tourists. The impacts are greater when the culture of the host community and the tourists is very different. This situation can have negative effects especially on the young host community who becomes resentful because they are unable to obtain the goods and lifestyle demonstrated by the visitors. (Burns and Holden, 1995). The demonstration effect may encourage youngsters to migrate from rural areas in search for the lifestyle from urban areas â€Å"demonstrated† by the tourists. (Mason, 2003). Demonstration effects in Deme village will be minimal because this is a small-scale project and the number of tourists visiting the area will be controlled by the travel agent involved in this project. Anyhow, the demonstration effect involves the individual perception of the locals upon the tourists’ behaviour and it is not something that can be measured and totally controlled. This could be minimal if locals are taught about the important value of their culture and that they should be proud of being part of the unique environment that surrounds them, and also the effects of globalization. Educational programmes should help minimise demonstration effects, together with sustainable development. (Mason, 2003). 9. Conclusion This case study report has analysed the development plan of a community-based ecotourism project in Ghana. The development plan of Deme village has been conducted having the community as the main resource for tourism. The local people are involved in all aspects of tourism activity in order to break the poverty barriers that enable the community to have a decent lifestyle. The local government is involved through educational programmes which will help the local community avoid demonstration effects and preserve the natural and cultural environment of Ewe tribe and Deme village. Bibliography Books Hall M (2008), Tourism Planning. Policies, Processes and Relationships 2nd ed. England, Pearson Education Hall D. and Richards G. (2003) Tourism and sustainable community development, New York, Routledge Ham et al. West Africa Lonely Planet Harrison D (2001), Tourism and the Less Developed World, Oxon, CABI Publishing Inskeep E (1994), National and Regional Tourism Planning. Methodologies and case studies, London, International Thomson Business Press Lavery P (2002), Tourism Planning, Huntingdon, ELM Publications Mason P. 2003) Tourism Impacts, Planning and Management, Oxford, Elsevier Butterworth-Heinemann Nault H. W (1992), The World Book Encyclopaedia, Chicago, World Book Inc. Journals Herbert A. (2009), CSS. Volunteer: My Journey to Ghana, Africa available at: http:// www. ccsvolunteers. blogspot. com/ (accessed at: 21/11/2009) Websites http://www. addictedtotravel. com/travel-guides/countries/ghana-travel-guide (accessed at 21/11/2009) http://www. addictedtotravel. com/places-to-visit/lake-volta_ghana-travel-guide (accessed at 21/11/2009) http://www. fallingrain. com/world/GH/0/DEME6. html (accessed at 21/11/2009) http://www. fipawa. ch/img/test2. jpg (accessed at 21/11/2009)

The Regents of the University of California v. Bakke

The Regents of the University of California v. Allan Bakke (1978), was a landmark case decided by the United States Supreme Court. The decision had historical and legal significance because it upheld affirmative action, declaring that race could be one of several determining factors in college admission policies, but rejected the use of racial quotas. Fast Facts: Regents of the University of California v. Bakke Case Argued: Oct. 12, 1977Decision Issued: June 26, 1978Petitioner: Regents of the University of CaliforniaRespondent: Allan Bakke, a 35-year-old white man who had applied twice for admission to the University of California Medical School at Davis and was rejected both timesKey Question: Did the University of California violate the 14th Amendments Equal Protection Clause, and the Civil Rights Act of 1964, by practicing an affirmative action policy that resulted in the repeated rejection of Bakkes application for admission to its medical school?Majority Decision: Justices Burger, Brennan, Stewart, Marshall, Blackman, Powell, Rehnquist, StevensDissenting: Justice WhiteRuling: The Supreme Court upheld affirmative action, ruling that race could be one of several determining factors in college admission policies, but it rejected the use of racial quotas as unconstitutional. Case History In the early 1970s, many colleges and universities across America were in the beginning stages of making major changes to their admissions programs in an effort to diversify the student body by increasing the number of minority students on campus. This effort was particularly challenging due to the 1970s massive increase of students applying to medical and law schools. It increased the competition and negatively impacted the efforts to create campus environments that promoted equality and diversity. Admission policies that relied predominantly on candidates grades and test scores was an unrealistic approach for the schools that wanted to increase the minority population on campus.   Dual Admission Programs In 1970, the University of California Davis School of Medicine (UCD) was receiving 3,700 applicants for a mere 100 openings. At the same time, UCD administrators were committed to working with an affirmative action plan often referred to as a quota or set-aside program. It was set up with two admissions programs in order to increase the number of disadvantaged students admitted to the school.  There was the regular admissions program and the special admissions program.Each year 16 out of 100 places were reserved for disadvantaged students and minorities including (as stated by the university), blacks, Chicanos, Asians, and American Indians. Regular Admissions Program Candidates who quailed for the regular admissions program had to have an undergraduate grade point average (GPA) above 2.5. Some of the qualifying candidates were then interviewed. Those who passed were given a score based on their performance on the Medical College Admissions Test (MCAT), science grades, extracurricular activities, recommendations, awards and other criteria that made up their benchmark scores. An admissions committee would then make a decision on which candidates would be accepted into the school. Special Admissions Program Candidates accepted into the special admissions programs were minorities or those who were economically or educationally disadvantaged. The special admissions candidates did not have to have a grade point average above 2.5 and they did not compete with the benchmark scores of the regular admission applicants.   From the time that the dual admissions program was implemented the 16 reserved spots were filled by minorities, despite the fact that many white applicants applied for the special disadvantaged program. Allan Bakke In 1972, Allan Bakke was a 32-year-old white male working as an engineer at NASA, when he decided to pursue his interest in medicine. Ten years earlier, Bakke had graduated from the University of Minnesota with a degree in mechanical engineering and a grade-point average of 3.51 out of 4.0 and was asked to join the national mechanical engineering honor society. He then joined the U.S. Marine Corps for four years which included a seven-month combat tour of duty in Vietnam. In 1967, he became a captain and was given an honorable discharge. After leaving the Marines he went to work for National Aeronautics and Space Agency (NASA) as a research engineer.   Bakke continued going to school and in June 1970, he earned his masters degree in mechanical engineering, but despite this, his interest in medicine continued to grow. He was missing some of chemistry and biology courses required for admission into medical school so he attended night classes at San Jose State University and Stanford University. He completed all the prerequisites and had an overall GPA of 3.46. During this time he worked part-time as a volunteer in the emergency room at El Camino Hospital in Mountain View, California. He scored an overall 72 on the MCAT, which was three points higher than the average applicant to UCD and 39 points higher than the average special program applicant. In 1972, Bakke applied to UCD. His biggest concern was being rejected due to his age. He had surveyed 11 medical schools; all who said that he was over their their age limit. Age discrimination was not an issue in the 1970s. In March he was invited to interview with Dr. Theodore West who described Bakke as a very desirable applicant who he recommended.  Two months later, Bakke received his rejection letter. Angered by how the special admissions program was being managed, Bakke contacted his lawyer, Reynold H. Colvin, who prepared a letter for Bakke to give to the medical schools chairman of the admissions committee, Dr. George Lowrey. The letter, which was sent in late May, included a request that Bakke was placed on the wait-list and that he could register during the fall of 1973 and take courses until an opening became available. When Lowrey failed to reply, Covin prepared a second letter in which he asked the chairman if the special admissions program was an illegal racial quota. Bakke was then invited to meet with Lowreys assistant, 34-year-old Peter Storandt so that the two could discuss why he was rejected from the program and to advise him to apply again. He suggested that if he was rejected again he may want to take UCD to court; Storandt had a few names of lawyers that could possibly help him if he decided to go in that direction. Storandt was later disciplined and demoted for displaying unprofessional behavior when meeting with Bakke. In August 1973, Bakke applied for early admission into UCD. During the interview process, Lowery was the second interviewer. He gave Bakke an 86 which was the lowest score Lowery had given out that year. Bakke received his second rejection letter from UCD at the end of September 1973. The following month, Colvin filed a complaint on Bakkes behalf with HEWs Office of Civil Rights, but when HEW failed to send a timely response, Bakke decided to move forward. On June 20, 1974, Colvin brought suit on behalf of Bakke in Yolo County Superior Court. The complaint included a request that UCD admit Bakke into its program because the special admissions program rejected him because of his race. Bakke alleged that the special admissions process violated the U.S. Constitutions Fourteenth Amendment, the California Constitutions article I, section 21, and Title VI of the 1964 Civil Rights Act.   UCDs counsel filed a cross-declaration and asked the judge to find that the special program was constitutional and legal. They argued that Bakke would not have been admitted even if there had been no seats set aside for minorities.   On November 20, 1974, Judge Manker found the program unconstitutional and in violation of Title VI, no race or ethnic group should ever be granted privileges or immunities not given to every other race. Manker did not order to admit Bakke to UCD, but rather that the school reconsiders his application under a system that did not make determinations based on race. Both Bakke and the university appealed the judges ruling. Bakke because it was not ordered that he be admitted to UCD and the university because the special admissions program was ruled unconstitutional.   Supreme Court of California Due to the seriousness of the case, the Supreme Court of California ordered that the appeals be transferred to it. Having gained a reputation as being one of the most liberal appellate courts, it was assumed by many that it would rule on the side of the university. Surprisingly, the court upheld the lower-court ruling in a six to one vote. Justice Stanley Mosk wrote, No applicant may be rejected because of his race, in favor of another who is less qualified, as measured by standards applied without regard to race.   The lone dissenter, Justice Matthew O. Tobriner wrote, It is anomalous that the Fourteenth Amendment that served as the basis for the requirement that elementary and secondary schools be compelled to integrate should now be turned around to forbid graduate schools from voluntarily seeking that very objective. The court ruled that the university could no longer use race in the admissions process. It ordered that the university provide proof that Bakkes application would have been rejected under a program that was not based on race. When the university admitted that it would be unable to provide the proof, the ruling was amended to order Bakkes admission into the medical school.   That order, however, was stayed by U.S. Supreme Court in November 1976, pending the outcome of the petition for a writ of certiorari to be filed by the Regents of the University of California to the U.S. Supreme Court. The university filed a petition for writ of certiorari the following month.