The Frontier Or Some Like Takao Ozawa Essay - 2498 Words

Laws are not only as the dictionary says, â€Å"any written or positive rule or collection of rules prescribed under the authority of the state or nations.† The rules that are written reflect the racist, classist, and sexist biases and assumptions maintained in our nation. In other words, laws mirror the customs of the majority that are in power. This is especially evident in the United States during the late nineteenth century when many people were debating the question of what it means to be an American. There are various responses, some by â€Å"native born† such as, Fredrick Jackson Turner who wrote the propaganda piece: The Significance of the Frontier or some like Takao Ozawa, an immigrant from Japan who defines Americanness in his legal brief for naturalization. However, it seems as those who are vulnerable [i.e. women, Black, and Brown people] in an aggressive nation such as the United States, hold with them the true meaning of what it means to be American. For instance, while some were arguing whether or not to assimilate the â€Å"other† as Americans, one community of the other were fighting to stay in a land they were forced into; to be considered humans let alone American. In this paper, I will discuss the ways that the 13th, 14th, and 15th Amendments brought freedom for African Americans, for a moment, and how white supremacy has fought this from happening. It also looks at the ways non-black and non-white immigrants, such as Japanese and Mexican people, have utilized the

The Roaring Women During The Mid Nineteenth Century

The Roaring Women During the mid-nineteenth century, women were the ones taking the pictures instead of being included in them. Women did not matter enough to be in the picture, and the men made sure of that by paying them less in their jobs, not allowing them the custody of their children, not speaking unless spoken to, and no say-so in anything political. Men constantly reminded women they did not have the mind balance to help prevent and evaluate political affairs, and that woman do not have the â€Å"calmness of temperament (qtd. in â€Å"Suffragette†). Henceforth, men believed that if women gained suffrage America would lose all that in which they believed and worked, socially and politically. On the contrary, women began to fight strongly for suffrage, even though they would have been beaten brutally, shunned by their families, and/or thrown into jail. Suffragettes continued to strive for equality because these women were not only fighting for their rights, but also for the future generations brought into a world where women mattered and had a voice. In addition, during the times of war women acquired a taste of something they never had before, independence. Women were called to take charge of many tasks while the men left their country to fight for freedom. However, sadly for the women, war eventually ended, and the men came back to take over the workforce and household. Therefore, women were forced back to their subordinate rank in the eyes of men; however, the ladies had aShow MoreRelatedThe Memorable Periold of the 1920s in The Great Gatsby by F. Scott Fitzgerald1168 Words   |  5 Pageswere occurring. Throughout the 1920s, commonly referred to as the â€Å"Roaring Twenties†, were the Women’s Rights Movement, Prohibition, and The Great War, among other events. 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Triple Bottom Line Approach in Modern Event Management Free Essays

1.0 Introduction Events play an important role in host destinations in terms of the economy, culture, and society (Li and Blake, 2009). events are defined as â€Å"spatial-temporal phenomenon, and each is unique because of interactions among the setting, people, and management systems, including design elements and the programme† ( Getz, 2008: 404). We will write a custom essay sample on Triple Bottom Line Approach in Modern Event Management or any similar topic only for you Order Now The most obvious benefits are economic, as events like the Australian Grand Prix can fill hotel rooms and restaurants (Derret, 2004). Overall, Getz (2008: 405) argues: †¦destinations develop, facilitate and promote events of all kinds to meet multiple goals: to attract tourists (especially in the off-peak seasons), serve as a catalyst (for urban renewal, and for increasing the infrastructure and tourism capacity of the destination), to foster a positive destination image and contribute to general place marketing (including contributions to fostering a better place in which to live, work and invest), and to animate specific attractions or areas. However, events also have social, political, cultural and environmental impacts, for example, successful events can help to build community pride and increase cohesiveness (Gursoy et al., 2004). This report focuses on the Australian Grand Prix, which is held annually in Albert Park, Melbourne. The race has been in this location for 16 years, since it moved from Adelaide in 1994 (Lowe, 2004). This event would be defined as a hallmark event, as it is a â€Å"major†¦ sporting events of international status which are held on either a regular†¦ basis† (Hall, 1992: 263). The Albert Park race circuit is unusual in that it is a temporary track that is laid out on public roads within the park area, especially for the Grand Prix each year. Melbourne won the race to stage the Grand Prix after an aggressive takeover strategy, but there were immediately a series of protests from local environmental campaigners who argued that any economic benefits to be derived from the race would be dwarfed by the ecological damage that would be caused by having up to twenty-four high performance motor racing vehicles racing in the location (Fairley et al., 2010). These protests have been maintained, on and off, ever since, but have not so far led to a rethink regarding the decision to hold the race at Albert Park (Fairley et al., 2010). Another reason for the continuing controversy over the event is the relatively large amount of government funding that it receives. Critics continually argue that the Australian taxpayer should not subsidise one of the richest and most affluent sports in the world (Fairley et al., 2010). However, defenders of the Grand Prix insist that the economic benefits to the city of Melbourne – due to the thousands of fans who flock to the city each year, as well as the teams, drivers, sponsors and other personnel from the teams themselves – far outweigh the amount of public money that is used (Liu, 2010). Nevertheless, as government-funded race circuits in the Middle East and Asia continue to threaten the survival of ‘traditional’ events in countries such as Australia, Great Britain and Germany, it is clear that â€Å"no Grand Prix event run on purely commercial terms, i.e. without some degree of government backing, can be tenable in the long run† (Liu, 2010: 630). Clearly, therefore, the controversy surrounding the Australian Grand Prix is likely to increase over the next few years. The track currently has a deal to host the event until 2015. This report discusses the implications of the Triple Bottom Line (TBL) approach in modern event management using the Formula 1 Australian Grand Prix as a case study. Section 2.0 discusses the TBL approach briefly, which lays the foundation for Section 3.0 which discusses the application of the TBL approach to the Australian Grand Prix. In this section, the major stakeholders are identified and the impacts of the event on them are noted. Section 4.0 concludes the report, discussing the potential strategies for managing these key stakeholders. 2.0 Background: The Triple Bottom Line Approach According to Hede (2008), the TBL approach is borrowed from accounting and finance and is a method of measuring organisational success that takes into account the economic, environmental impacts of an activity and combines it into a single framework. Thus the aim of this approach is to provide a more rounded and comprehensive overview of the impact of an event than would be the case if it were analyzed purely in terms of a single factor such as its business success and the level of revenues. For example, Henriques and Richardson (2004: 105) argue that â€Å"isolating single strands of economic impact†¦ can be virtually impossible, and would anyway fail to paint a comprehensive picture of the true impact of an event.† The TBL approach recognises that most events have both positive and negative implications and, as such, cannot be judged in simple black and white terms. For example, an event such as a Formula 1 Grand Prix might on the surface seem to damage the ecology of a location such as Albert Park, but might bring in sufficient revenues for the local authority to be able to invest in the park and have an overall net benefit. One of the primary benefits of this approach is therefore the interrelatedness of the three bottom line factors (Henriques and Richardson, 2004). In applying the TBL approach to event management, Hede (2008: 13) combines the TBL approach with Stakeholder Theory and argues that this approach allows the â€Å"underlying principles of the TBL [to] be implemented to special event planning so that the outcomes of special events can be enhanced for their stakeholders.† Figure 1 below shows how the TBL approach and Stakeholder Theory have been integrated into one framework by Hede (2008). Fairley et al. (2010) also advocates the use of this approach. The stakeholder theory of management is designed to serve the interests of all the various groups that have an interest in the corporation and therefore the corporation has an obligation to consider the interests of customers, employees, shareholders, communities, suppliers, and financiers in all aspects of their operations (Kelly and Oliver, 2003). Thus Stakeholder management requires, as its key attribute, simultaneous attention to the legitimate interests of all appropriate stakeholders, both in the establishment of organisational structures and general policies and in case-by-case decision making (Donaldson and Preston, 1995: 67). This is clearly applicable to events management as advocated by Hede (2008) and Fairley et al. (2010), as the interests of all groups need to be taken into account when an event is being hosted. Putting all this together, the TBL approach is one that implies that â€Å"organisations should assume accountability for their economic, social, and environmental impact and that such assessment should be measured and communicated to relevant stakeholders† (and Fairley et al., 2010: 4). 3.0 A Triple Bottom Line Analysis of the Australian Grand Prix Hede (2008) identified primary stakeholders as businesses, community groups, governments, residents (attendees and non-attendees), shareholders, sponsors, tourists (attendees), employees (event and non-event), volunteers, and the media, and these are represented in Figure 1. Secondary stakeholders include environmentalists, competitors, emergency services, and event associations and these are not represented in the diagram but are still discussed below. For the Australian Grand Prix, the primary and secondary stakeholders and the impacts they experience are discussed below. F1 Fans and Sports Tourists These stakeholders can be argued to have a strong claim, as they have a powerful and legitimate claim on the event (Mitchell et al., 1997). As noted in Figure 2, their interest is primarily in the social impacts of the event. These stakeholders can be seen as dominant as the success of the event depends on these stakeholders (as discussed below). Event Organisers and Sponsors These stakeholders seem to have the strongest claim, since they have a powerful claim on the event backed by Australian Grand Prix Act, 1994 and by the Australian Government. They can also be seen as dominant stakeholders in the event. Formula 1 races are administered by the Formula One Group (FOG), led by Bernie Ecclestone and owned by CVC Capital Partners (70%), JPMorgan (20%) and Ecclestone (10%). Each race circuit pays an annual sanctioning fee for the right to host a Grand Prix. This varies from race to race based on various considerations, and the precise amount is rarely revealed, but it is estimated that Melbourne pays around AUS$30 million annually (compounded annually at 15%) (Fairley et al., 2010). This would seem to be broadly in line with the fees paid by most other tracks (with the exception of Monaco). Other factors that must be covered by the organisers include the provision of marshals, advertising and promotion, support races, seating and ticketing arrangements, sec urity, ‘parc ferme’[1] and paddock environments for teams and drivers, and the necessary transport infrastructure to get people to and from the event (ref). The real variation concerns ancillary factors such as on-track sponsorship: some tracks retain the rights to sell this advertising and keep the profits, while others trade this for a reduced race sanctioning fee. Again, both FOG and the Melbourne organizers have been reluctant to reveal details of such arrangements, but it is believed that the Melbourne track organises advertising and retains this income. Since 2007, the race has been sponsored by Qantas. Income for racetracks comes from a variety of sources. Actual ticketed attendance over the three days of an event remains important. Fridays are given over to testing sessions, Saturdays to more testing plus qualifying and some support races, and Sundays (always the most heavily attended) are for the race itself. Crowd figures since 1995 have dropped off, but in recent years have begun to improve as shown in Figure 2. As can be seen, the Melbourne event has never reached the 500,000 spectator level that was achieved by the final Adelaide race in 1995, and attendance steadily declined between 1996 and 2005, at which point a small rally took place. The Grand Prix has settled at between 300,000 and 300,500 in recent years, despite the potential inducements offered by Australia finally having a race-winning Grand Prix driver again (Mark Webber) and despite the onset of the financial crisis. In fact, one of the most startling aspects of the attendance figures is that, since 2005, they hav e been remarkably consistent, weathering not only the global economic crisis but also more specific issues such as a number of transport strikes (aimed specifically at the Grand Prix), rising unemployment in Australia, the death of a marshal at the 2005 event, and a number of other problems. Figure 2: Australian Grand Prix Melbourne crowd figures, race day, 1995-2009 (shaded area indicates figures for Adelaide) However, relatively stable attendance figures do not necessarily indicate a stable financial basis for the race, especially given that race sanctioning fees have been rising year-on-year and other costs have also risen. In 2010, the race posted its latest financial figures and revealed a loss of AUS$49 million, a 25% increase on loss from the 2009 race (Reuters, 2010) and a clear indication that the core event itself is may not be economically viable. In fact, losses for the race have been steadily rising year-on-year since at least 2005. Government and Taxpayers Both of these groups have a strong stake in the event, with the government having a powerful and legitimate claim, which combine to create authority (Mitchell et al., 1997). On the other hand, taxpayers have an urgent claim based on the amount of subsidy being provided by the government for this event. However, taxpayers do not seem to be dominant stakeholders because it does not appear that they have the power to determine whether the event continues or not, unlike the government. The total input from the government is approximately AUS$40 million, which means that the government covers the entire sanctioning fee plus a contribution to the running costs (Fairley et al., 2010). When major sporting events receive public funding, there are inevitably grand claims about the economic impact of those events for the surrounding economy. On a simple level, if the state government invests AUS$40 million in the Melbourne Grand Prix, it should be able to demonstrate that the surrounding economy benefits by more than that sum if the government is to avoid accusations that it is merely subsidising an expensive sport. The main way in which tourism organisations try to achieve their economic objective is to attract visitors who spend on the event (and on local products such as hotel rooms and restaurant meals) and therefore the major objective of events tourism is to translate intention to visit a destination into an actual visit (Auld and McArthur, 2003). However, demonstra ting the economic impact of any event is notoriously difficult as Szymanski (2009: 31) notes, â€Å"the investment is easy to quantify and define, but the return – which can include hotel bookings, transport, franchises, restaurant income and almost any aspect of the location’s economic cycle – is much harder to determine.† It is therefore unsurprising that economic impact reports commissioned by the National Institute of Economic and Industry Research (NIEIR) and the Victorian Auditor-General’s Office (VAGO) produced dramatically contrasting conclusions regarding the impact of the Grand Prix in Melbourne. The NIEIR report, commissioned by the organisers of the Grand Prix, was much more favourable in terms of the economic benefits it identified, while the VAGO report â€Å"State Investment in Major Events† from May 2007 found far more areas where the economic impact was being dissipated and was failing to meet its theoretical level. It is not difficult to see how such issues become highly politicised: the VAGO report was in part funded by those who are opposed to the race due to ecological considerations, while the NIEIR report was funded by those who have strong economic reasons to want to keep the race running. This degree of politicisation adds an extra layer of confusion to any analysi s of the economic impact of the Grand Prix. Still, the losses incurred by the Australian Grand Prix Association, reported by Reuters at AUS$49.2 million which is double the loss in 2006, supports the argument that taxpayers are bearing the burden for hosting this race, with the opportunity cost being less money spent on heath, education, and social services. Additionally, recent research by Giesecke and Madden (2007) demonstrates that economic impact assessments of major events based on input-output methodology (used by NIEIR) typically leads to inflated estimates, supporting the conclusion of the VAGO report that there was no evidence that the Melbourne Grand Prix event is leading to induced tourism. Businesses and Employees These stakeholders also have strong claims on the event, however they are not necessarily powerful stakeholders. The Grand Prix represents a platform for a vast array of other international and local businesses to promote their goods and service offerings (Cairns, 2009). However, while the Grand Prix is a major marketing outlet for involved and sponsoring businesses (Cairn, 2009), the impact on local businesses is less apparent. According to Fredline (2004), those residents and businesses that directly benefit from the hosting of the grand Prix would have more positive perceptions of the event, which was borne out by their research showing that those involved in tourism or other business positively impacted by the event perceived the event more positively than the general population. In their systematic review of the data on the economic impact of events McCartney et al. (2010) concluded that: The overall impact of major multi-sport events on economic growth and employment was unclear. Two thirds of the [18] economic studies reported increased economic growth or employment immediately after the event, but all these studies used some estimated data in their models, failed to account for opportunity costs, or examined only short term effects. Thus, as found by the VAGO report, it seems that local businesses may not be making out as well as they could have from the hosting of the Grand Prix. Environmental Groups, Community Groups, and Residents This is the final group discussed here. These stakeholders have a legitimate claim on the event and also have an urgent claim, but lack the power to change anything major regarding the event. For example, the ‘Save Albert Park’ group as formed in early 1994, however they have still been unsuccessful in their goal of eliminating or relocating the Grand Prix (Fredline, 2004). On one hand, residents benefit from the hosting of the event because they can take part in the festival events surrounding the race day, such as the street parades, markets and annual rock concert and this may improve their quality of life (Fairley, 2010). Additionally, some residents note that the hosting of the event has led to better maintenance of public facilities, employment opportunities, and greater pride in Melbourne and so most respondents in Fredline’s (2004) study (68%) indicated that they would like the Grand Prix to continue. However, some costs and benefits are only felt by some of the population, for example, locals involved in tourism may receive a direct economic benefit while those that normally use Albert Park for recreation may be most affected by this event. This is particularly an issue for the Australian Grand Prix because Albert Park is a public park that is close to the downtown core of Melbourne and is also adjacent to densely populated inner-city re sidential suburbs, which has made it one of the most popular and well-known parks in the city (Lowe, 2004). As a popular public park Albert Park is the home of several sporting clubs and many local residents use the area for general athletic and leisure activities. Fredline (2004) found, as expected, that those residents that used to park frequently were more negatively affect by the Grand Prix and so held more negative views towards the event than those that rarely or never used the park. Overall, the Grand Prix leads to negative impacts of the Albert Park Reserve and also disruption and loss of amenity caused to park users and sporting clubs by the 4-5 months of Grand Prix occupation. 4.0 Discussion and Conclusion The analysis of the impact of the Grand Prix on the local, regional, and national economy seems to indicate that the economic benefits are less than the economic costs, leaving taxpayers to subsidise the event. This picture does not improve when the social and environmental impacts are included, because there seems to be no clear evidence that these ‘intangible’ impacts are more positive than negative. However, the dominant stakeholders (event organisers, fans, sponsors, and the government) seem to be making out well from the event, while the dependent stakeholders (the taxpayers, environmental groups, and taxpayers) seem to be bearing the brunt of the negative impacts. Aggregation of impacts across the entire community or the entire country hides the fact that certain groups within the community are negatively affected by the Grand Prix, even if some groups are reaping benefits. Fredline (2004) argues that this then raises the issue of social distributive justice. It is also clear that some residents may feel disenfranchised by the planning process, as the decision to locate the event in a major urban park was taken unilaterally by the Government (Lowe, 2004). Since the local community can be seen as an ‘internal customer’ to the extent that they are a part of the product being delivered, some kind of internal marketing may be useful in achieving higher levels of satisfaction within the community (Fredline, 2004). A consultative process may be one way of undertaking this. Reference List and Bibliography Books Bowdin, G., McDonnell, I., Allen, J. and O’Toole, W. (2002). Events Management. Oxford: Butterworth-Heinemann. Chalip, L. (2001). Sport and tourism: Conceptualising on the linkage. In Kluka, D. and Schilling, G. (Eds.), The Business of Sport (p. 78-89). Oxford: Meyer Meyer. Derret, R. (2004). Festivals, events, and the destination. In Yeoman, I., Robertson, M., Ali-Knight, J., Drummond, S., and McMahon-Beattie, U. (Eds.), Festival and Events Management: An International Arts and Culture Perspective (32-51). Burlington, MA: Elsevier Butterworth-Heinemann. Elkington, J. (1999). Cannibals with Forks: The Triple Bottom Line of 21st Century Business. London: Capstoen Fredline, L. (2004). Host community reactions to motorsport events: The perception of impact on quality of life. In Ritchie, B. and Adair, D. (Eds.), Sport Tourism: Interrelationships, Impacts and Issues (p. 155-173). NY: Channel View Publications. Getz, D. (2005). Event Management and Event Tourism. New York, NY: Cognizant Communication Corporation. Hall, C. (1992). Hallmark Tourist Events. London: Bellhaven Press. Henriques, A. and Richardson, J, (2004). The Triple Bottom Line: Does it All Add UpLondon: Earthscan. Hiller, H. (1998). Assessing the impact of mega-events: A linkage model. Current Issues in Tourism, 1 (1): 47-57. Law, C. (2002). Urban Tourism: The Visitor Economy and the Growth of Large Cities. London: Continuum. Mason, P. (2003). Tourism Impacts, Planning and Management. London: Butterworth-Heinemann. Morgan, N., Pritchard, A. and Pride, R. (2002). Destination Branding: Creating the Unique Destination Proposition. Oxford: Butterworth Heinemann. Robinson, M., Evans, N., and Callaghan, P. (1996). Culture as the Tourist Product. Centre for Travel and Tourism with Business Education Publishers Ltd. Sharpley, R. and Telfer, D. (2002). Tourism and Development: Concepts and Issues. Clevedon: Channel View Publications. Szymanski, S. (2009). Playbooks and Checkbooks: An Introduction to the Economics of Modern Sports. Princeton: Princeton University Press. Articles Auld, T. and McArthur, S. (2003). Does event-driven tourism provide economic benefitsA case study from the Manawatu region of New Zealand. Tourism Economics, 9 (2): 191-201. Chalip, L. and Leyns, A. (2002). Local business leveraging of a sport event: Managing an event for economic benefits. Journal of Event Management, 16: 132-158. Dwyer, L., Mellor, R., Mistilis, N., and Mules, T. (2000). A framework for assessing ‘tangible’ and ‘intangible’ impacts of events and conventions. Event Management, 6: 175-189. Cairns, G. (2009). Personal reflections on attending the Australian Grand Prix. Critical Perspectives on International Business, 5 (3): 245-254. Crompton, J. and McKay, S. (1997). Motives of visitors attending festival events. Annals of Tourism Research, 24 (2): 425-439. Donaldson, T. and Preston, L. (1995). The stakeholder theory of the modern corporation: Concepts, evidence, and implications. Academy of Management Review, 20 (1): 65-91. Fairley, S., Tyler, D., Kellett, P., and D’Elia, K. (in press). The Formula One Australian Grand Prix: Exploring the triple bottom line. Sport Management Review. Gelan, A. (2003). Local economic impacts: The British Open. Annals of Tourism Research, 30 (2): 406-425. Getz, D. (2008). Event tourism: Definition, evolution and research. Tourism Management, 29 (3): 403-428. Getz, D., Anderson, D., and Sheehan, L. (1998). Roles, issues, and strategies for convention and visitors’ bureaux in destination planning and product development: a survey of Canadian bureaux. Tourism Management, 19 (4): 331-340. Giesecke, J. and Madden, J. (2007). The Sydney Olympics, seven years on: An ex-post dynamic CGE assessment. Centre of Policy Studies, Monash University. Gursoy, D., Kim, K., and Uysal, M. (2004). Perceived impacts and special events by organisers: An extension and validation. Tourism Management, 25 (2): 171-181. Hall C. (1989). The definition and analysis of hallmark tourist events. GeoJournal, 19 (3): 263-268. Hede, A.-M. (2008). Managing special events in the new era of the Triple Bottom Line. Event Management, 11(1/2): 13-22. Kelly, M. and Oliver, G. (2003). Reflections on business decision-making: Time for a paradigm shiftJournal of Academic Ethics, 1 (2): 199-215. Liu, D. (2010). The impact of mega sporting events on live spectators’ imagines of a host city: A case study of the Shanghai F1 Grand Prix. Tourism Economics, 16 (3): 629-645. Lowe, M. (2004). Neoliberal power politics and the controversial siting of the Australian Grand Prix motorsport event in an urban park. Society and Leisure, 27 (1): 69-88. McCartney, G., Thomas, S., Thomson, H., Scott, J., Hamilton, V., Hanlon, P., Morrison, D., and Bond, L. (2010). The health and socioeconomic impacts of major multi-sport events: Systematic review (1978-2008). British Medical Journal, 340: c2369. Mitchell, R., Agle, B., and Wood, D. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22 (4): 853-886. Online Resources Reuters (2010). Under-fire Australian Grand Prix posts AUS$49m loss. Available online at http://uk.reuters.com/article/idUKSGE68F05Y20100916 [accessed 11 October 2010]. Save Albert Park. What is the Albert Park-Grand Prix IssueAvailable online at http://www.save-albert-park.org.au/sapweb/SAP%20Grand%20Prix%20Issue.html [accessed 6 December 2010 [1] Parc ferme, literally meaning â€Å"closed park† in French, is a term used to describe a secure area at a Grand Prix circuit wherein the cars are driven back to the pits post-race. According to the FIA Formula One regulations, the area must be sufficiently large and secure so as to prevent unauthorised access to the cars, while allowing technical checks to take place. How to cite Triple Bottom Line Approach in Modern Event Management, Essay examples

Research Academic Skill Technology Digitalâ€Myassignmenthelp.Com

Question: Explain On Research Academic Skill Technology of Digital? Answer: Introduction: Beyond the clash between the technophobia and the technophilia, the impact of digital technology on the quality learning has been rapidly increasing since the 1980s. Kuliks meta-analysis first showed that technology has no impact on quality teaching as well as learning for the matter of performance of the learners' performance. Russells research also showed that the impact of advanced technology rarely made any differences on students performances. According to the critics of those researchers, no strong evidence was provided in those research papers about the technologys impact on learning. However, it cannot be neglected that the smell of new books, as well as the chemistry lab, can never be replaced by the usage of technology. After Kulik's publication, nobody could give a satisfactory answer, because assessing technology's impact on learning was unknown. After all the relationship of us to the world is saved by technologies, which has become a part of our regular lives, whether people or immigrant. Understanding of people about the links between pedagogy and technology is being improved. People no longer keep belief on the fact map all students can be applied with ICT, digitally native students can be provided with ICT. People also do not believe any more technology can be used anywhere and anytime. Digital technology is needed to come as a strategic priority but is deficiency getting bodies as well as monitoring tools. It is also true that sufficient current initiatives have not been taken in local practices Body: As per the comment of ICT Development Index, which is developed by ITU or International Telecommunication Union, advanced countries are Northern European countries and South Korea. Comments have been increased everywhere from 2002 to 2007, the disparities, as well as the digital divide in the countries, have not seen any improvement even in 2009. In Today's education system, the biggest issue is digital immigrant instructors. According to Palfrey and Gasser (2013, p.45), They speak in a language is of Pre-digital age and are struggling for teaching generation whose language is entirely new. This thing is very obvious to digital natives. Schools offering face problems as unintelligible, heavily accented foreigners have been brought in, whom they have to teach. Digital natives used to get information very fast, and they like multitasking as well as the parallel process. Graphics are more preferred than text to them as stated by Berman, et al. (2014, p.1). They prefer hypertext-like Random Access. Their functions are dependent on networking. It gets better when networked. Digital natives thrive on frequent rewards as well as instant gratification. Games are more preferred than serious work to them. However, digital immigrants have little appreciation for such skills, and the digital natives have preferred as well as acquired? for practice and interaction. Immigrant thinks those skills as different skills. Digital immigrants do not at all believe that the students can learn while listening music or watching TV and they cannot as per the comment of Kirk et al.(2015, p.81). Digital image grant also thinks learning cannot be fun. Digital immigrant teachers think that today's learners are the same now as they have been. They still teach with the same method, which worked for them at the time when they were students themselves. Small students prefer tablet or desktop rather than a notebook, and they try to access content as well as tools outside the school and from Internet or from anywhere. So there are two ways one is immigrants can improve their teaching skills with technology usage while another is the natives can go back to the old. The second one is not possible. Academic climate of today has been totally changed then the years past. Classrooms have become complex centres of education for diverse students and narrowing the focus on international rankings has started curriculum in increasing the academic achievement level as per the comment of Ololube et al.( 2013, p.56). Digital Immigrant teachers are now looking for some solid credentials for preparing them to teach in the modern classroom, which includes rigorous coursework, reliance curriculum as well as applicable skills. Some solid academic foundations arrange online education programs for teachers to enter in the new classroom be prepared for this new style of learning. New tools of Technology, as well as resources, make it easier for engaging students in studies that are complex at all time for fostering interactive as well as the robust environment of learning as stated by Gu et al.( 2013, p.410). Starting from the integration of large screen in each classroom two web-based resources usage for supporting lessons, the technology has been rapidly changing of how the students are getting information, processing it as well as applying that information to their useful lives. Cloud computing, Mobile calculating, Tablet Computing, MOOCS, Learning Analytics are some technologies that are used by digital natives in their higher education (Joiner et al. 2014,p. 591). The technologies that the students use for their higher education have some limitations that they cannot cover up. Example, technology has not the power to remove the desire for work on learners, and it is not possible for the technology to download studies directly into the brain. Greater responsibility has to be taken by the learners as the technology offers learner-centered learning. The progress that comes out from the learners by the use of Technology is of higher quality. Hoffmann et al. (2014, p.155) think that the teachers are needed to update themselves and so their way of teaching in order to be matched with the new generation teaching. On the contrary, Bullen and Morgan (2016, p.60) think that technology does not at all replace the traditional way of educating students. Technology has greater usage in enhancing the quality of education, but the role of teachers still exists in seminar or lecture as per the comment of him. The role of chalk still exists on the blackboard after all the advancement of technology that has greater usage of education. Wang et al. (2013, p.409) think that human element cannot be changed by the technology as the role of professors have been changed but their lectures are still important. Still, all the students run towards college to attend classes of professors. Their roles are not removed. Interaction with highly educated teachers is still giving benefits to the students. Research evidence: As per the outcome of the research of University of Otego of New Zealand, and the University Malaysia Sarawak, no difference of generation is there in the social and personal usage... The research is such understanding the differences between the generation of the use of technology in learning, There are taking dimensions of the characteristics of learning altogether, and they are multitasking, connectedness, learning preference for the group work, goal-orientedness, social aspects, need for the immediacy and preference for the images over the text, structure in the learning, and literacy for digital natives (Yong and Gates, 2014, p.116). The research of the University created three groups altogether, is group 1 for the generation is of under 20. This group is called generation next and the second group is called net generation which consists of 20 to 30 ages generation. These two generations are digital natives. Group 3 consists of generation over 30, who are digital immigrants. The result of the research is no difference of generation is there common as well as personal usage of Technologies in the increased usage in learning. No differences of generation can determine the connectedness, the choices of images over a text, social aspects and experimental learning. Generational differences are evident in the fact that group1 preferred multitasking as well as working in groups more and they like the clear direction more regarding education. The study also showed that group 3 had clearer goals in lives whereas group 1, as well as group 2, had a need for their immediacy. The claims for Digital divide are not at all substantiated as per the result of this study. The differences between generations regarding the usage of Technology are petite according to this study. This study and some other related studies show that regarding e-learning and other structural education. So all the groups are to be educated by enhancing and improving the quality of teaching. Not any particular group is to be focused on. The next generations use such Technologies that are not at all highly necessary for the purpose of learning. Recommendations: Now the question that arises that does the education should be changed? Should literature fight to hold its existence? Yes, it should. It must evolve into a new form. It must not combat with the technology but must enlist the support of technology. As the coordinators of entertainment have been changed, the literature and other higher studies have to be changed. The studies have to exploit the lust for mysteries in PDF, eBooks, iPad. The old readers or the digital immigrants may miss the smell of the first page of a new book, and maybe they will be nostalgic but still old books have to survive and so the old teachers. The old teachers have to change their way of teaching and have to adapt themselves to the digital mode. Open Contest can be arranged by the teachers to judge the skill of students. They can give notes in PDF in place of dictating class notes. They can deliver their lectures through websites. The teachers must go away traditional printing notes and traditional way of del ivering lectures and gear themselves to face the new challenges. Conclusion: Then the old system of education like studying literature from books is dead? The answer is no. Education cannot die; teachers method cannot die when men are alive. People still go to the book fairs but the existence of textbooks is now the pigeonholes or in an extra piece of furniture full of books is a luxury. The old systems of education will not die. It is just that the teaching style of digital immigrants is to be upgraded. Glossary: Cloud Computing: The practice of using a network of remote servers hosted on the Internet to store, manage, and process data, rather than a local server or a personal computer. MOOCS: A course of study made available over the Internet without charge to a colossal number of people. Digital Immigrant: A person born or brought up before the widespread use of digital technology. Digital Native: A person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age References: Berman, R. and Hassell, D., 2014. Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners.Journal of educators Online,11(1), p.n1. Bullen, M. and Morgan, T., 2016. Digital learners not digital natives.La Cuestin Universitaria, (7), pp.60-68. Gu, X., Zhu, Y. and Guo, X., 2013. 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