Unmetting Expectations of the Creator in Mary Shelleys Frankenstein Free Essay Example, 1500 words

I have had the experience of attempting to bring a concept or vision into existence only to find that what I had created fell far short of what I had in mind. I was attempting to compose a quality dissertation, which I thought was at par with the teacher s requirements and grading rubrics. After marking, I got a very low grade and realized that the effort I had spent on it was for nothing. I can relate this experience to Frankenstein s because of the unmet expectations of his creator, which is similar to those I had for the grade of I expected to get on my dissertation. Frankenstein s reaction to the creature once it comes to life is fear, disbelief, and horror. Frankenstein s reaction surprises me because it is the opposite of his earlier anticipations and thoughts about the way he would treat his child or creation. Frankenstein is in fact not obligated to care about this creature at all. I do not feel as if Frankenstein is abandoning his child because even with the amount of effort put into the experiment, a reanimated human being is still too dreadful an event to take in easily. We will write a custom essay sample on Unmetting Expectations of the Creator in Mary Shelley's Frankenstein or any topic specifically for you Only $17.96 $11.86/page

Notes On Principles Of Marketing - 1785 Words

Minority Research Jc Snediker Melissa Hanstein MKTG 310 – Principles of Marketing 11/23/2014 Minority Research Introduction There are several minority groups currently residing in the United States. These minority groups belong to different ethnicities. Some of the major minority groups of United States include the African, Asian and Hispanic Americas. The minority groups of United States form a major portion of the total population of United States and in certain states they have gained majority over the majority of the population of the region. This research assignment will focus on these minority groups and their characteristics in relation to their incomes, education, consumption patterns, media usage and the areas in which they live.†¦show more content†¦% with college degrees 20% of the population of this minority group had a college degree during 2010 (Nielsen 6). Average or median income levels Average income earned by households owned by African Americans was $47,300 to $67,000 (Nielsen 9). Geographic location(s) – metro, states, etc. Major percentage (55%) of the African Americans resided in the Southern region of United States and the highest percentage of population (50%) was residing in the District of Columbia while 60% of the population of this minority race was concentrated in 10 states with the leading number of people (3.2 million) living in the state of New York (Rastogi 9). Brands that have higher than average purchase for each group This population is quite loyal towards brands that can be categorized as quick service restaurants and in this brand category around 65% of them prefer McDonald’s (Nielsen 14). This population spends more than 18% of their income on private labeled brands, while they even spend money on six unique brands including disposable diapers, frozen food, milk and others (Nielsen 13). Identify specific products which have above average usage for each group Product categories that blacks spend most of their income include frozen food products, vegetables that are dry in nature and juices that are refrigerated (Nielsen 12). In the product category of non-edibles they spend more money on ethnic hair and beauty aids as well as feminine

The basque conflict Free Essays

string(36) " order to work out the frozen jobs\." THE BASQUE CONFLICT Undertaking Framework The Basque struggle, rendered more acute by the constitution of a terrorist administration in the 2nd half of the twentieth century, illustrates the modern-day hinderances of an invigorated Europe, concerned with theories of integrating and societal consensus. This undertaking intends to consist a descriptive and theoretical attack, instead than a quantitative analysis based on the materialization of the struggle by the violent incursions of the nationalist group Euskadi Ta Askatasuna ( ETA ) . On the one manus, the first portion compares and contrasts the sui generis Spanish state-building procedure to the thriving A ; lsquo ; imagined community ‘ of Sabino Arana, raised through the patriotism of the nineteenth century, and articulated in relevant facts and figures. We will write a custom essay sample on The basque conflict or any similar topic only for you Order Now On the other manus, the 2nd portion brings the struggle to a modern province of personal businesss, i.e. a scenario of diverse efforts to decrease force and extremism. It considers micro and macro positions and reactions of exogenic histrions to this aggiornamento, and despite the diverse readings of ethnicity, the paper considers the present context of globalization, in which individualities are no longer guaranteed through provinces and boundary lines. Introduction The failings in the procedure of Spanish state-building – to which Basque patriotism is inextricably linked – constitute an simple foundation to understand the rules of ETA ( 1959 ) , as a terrorist administration, and the nature of the nationalist individualities involved in the struggle. In conformity with Linz: A ; lsquo ; Spain [ A ; hellip ; ] is a instance of early state-building, where the political, societal and cultural integrating of its territorial constituents was non to the full accomplished ‘ ( 1973: 33 ) , and as a consequence, its development differs from other European instance surveies in important ways, chiefly due to its dramatic prostration as a colonial power ( Mees 2003 ) . Throughout clip, Spain was downplayed from being the most dominant European colonial power to a insolvent, weakened province with A ; lsquo ; internal jobs of legitimacy, individuality, incursion and engagement ‘ ( Mees 2003: 6 ) . Within this unstable context, the fusion of the disparate districts in Spain resulted in a state missing the instruments of integrating and coherence. Therefore, Spanish patriotism in the nineteenth century remained weak and ne’er became a motion ( Seixas 1993 ) . The Post-Colonial State-Building This procedure involved no common external enemy or national symbols that would advance the thought of an A ; lsquo ; imagined community ‘ ( Anderson 1999 ) : it was non the aggressive nature of Spanish patriotism that fuelled the A ; lsquo ; lastingness of regional and local particularisms ‘ , but its failing ( Mees 2003: 7 ) . The Spanish were ne’er to the full submitted to the thought of state, and remained loyal to their local parts, such as the Basque Provinces, consisting a peculiar and differential civilization, i.e. an cultural community that would subsequently go mobilised as a political state ( Smith 1986 ) . In historical footings, the appropriation of Navarre in the sixteenth century represents the constitution of modern Spain and the domination of Castile over uninfringeable civilizations. Furthermore, the Crown recognised the importance of gestating particular rights to certain parts that became exempt from naming soldiers to the cardinal forces, and were granted a system of Torahs and patterns called fueros – that represented a major right of the Basque population, as they conferred ( since its codification in the seventeenth century ) conditions for decision-making in most political and economic personal businesss, with no intercession from the cardinal authorities ( Osma 1996: 34 ) . However, the development of the Carlist political orientation ( in the nineteenth century ) , desecrated the firm dealingss with Castile ( Flynn 2000: 100 ) , and following its triumph in the 3rd war ( 1872-1876 ) , the Broad Government declared the abolishment of privileges to the Basque Country, inciting a strong opposition. Hence, the struggle in the Basque Country can be interpreted as a reaction to the abolishment of rights and grants granted throughout history, and harmonizing to the patriots: the indignant reaction to the withdrawing of the fueros represented a A ; lsquo ; national waking up ‘ among the Basque people ( Mees 2003 ) . Early on Basque nationalist feeling in the nineteenth century created an hostile political and societal attitude towards the cardinal authorities, with a developing anti-Spanish and breakaway civilization ( Mees 2003: 8 ) . Furthermore, urban industrialization and the inflow of Spanish-speaking laborers were seen to present a menace to Basque civilization, which is highly conservative and based about purely Catholic values, promoting a nationalist feeling ( Woodworth 2001:3 ) . As Basque industrialization occurred chiefly in Biscay, with A ; lsquo ; production of steel, modern shipyards and excavation ‘ ( Conversi 1997: 48 ) , these activities increased the demand for unskilled labor and society decomposition. As an illustration of this phenomenon, the population in Bilbao increased from 35,505 dwellers in 1877 to 83,306 in 1900 ( Atienza 1979: 73 ) – out of the 80 % of immigrants, 50 % were non Basques ( Atienza 1979: 74 ) . The Establishment of an A ; lsquo ; Imagined Community ‘ The nationalist political orientation expanded by Sabino Arana, laminitis of the Partido Nacionalista Vasco ( PNV ) in 1895 ( Mees 2003: 5 ) , followed his perceptual experience of industrialization – and the attendant in-migration to the part – as a menace to Basque civilization. Arana published his book For the Independence of Biscay ( 1892 ) and assisted the formation of the first Batzoki – subsequently the Bizkai Buru Batzar – i.e. an ideological group that worked as a precursor of the PNV ( Elorza 1978: 113 ) . However, after the intercession of Spanish Authorities, Arana was arrested and the party rose as an organized construction, adhering to its pronunciamento ( PNV Manifesto 1906: Volume II ) . Returned to Biscay, after a class of Law in Barcelona – where he was impressed by the Catalan Language and the development of Catalonia after the Renaixen A ; ccedil ; a- Arana ( a cardinal participant of patriotism in the nineteenth century ) was motivated to analyze Euskerab and contribute to the Basque civilization ( Conversi 1997: 74 ) . He took the position that merely absolute independency from the Spanish province would procure lasting felicity and freedom for the Basque people as civilization, history and race needed to be reaffirmed in order to work out the frozen jobs. You read "The basque conflict" in category "Essay examples" As a effect, anything Spanish ( or non-Basque ) would hold to be expelled ( Mees 2003: 803 ) , as following the nationalist feeling, the lone manner to win would be through the creative activity of a A ; lsquo ; nationalist history with deep fabulous deductions, every bit good as nationalist symbols and purification of the Basque linguistic communication ‘ ( Payne 1971: 23 ) . Therefore, in a primary effort to happen the nationalist political orientation, Arana created symbols that included: the name, Euskadi ; the anthem, Gora Ta Gora ; and the flag Ikurri A ; ntilde ; a, adopted by the PNV in 1933. Unlike Spanish fusion, Arana succeeded in making an A ; lsquo ; imagined community ‘ , with history, traditions and civilization unique to the Basque part ( Anderson 1999 ) . Violent Incursions and Peace Attempts Since the early 1990s, the resistance within Basque society to the continuance of the struggle has been steadily increasing: groups of citizens became efficaciously mobilised in an attempt to distribute their pacificist positions throughout the Basque community and construct a new anti-violence consensus ( Funes 1998: 493 ) . Beyond Basque society, they aim at act uponing political leaders, Spanish and Basque authoritiess and at decreasing the power of ETA. As they believe that the people of the Basque Provinces has a duty for the being and the continuity of force, they intend to go a vehicle for peace. These pacificist groups have increased the conditions – both socially and politically – for declaration, though ETA retains the support of a A ; lsquo ; qualitatively important sector of Basque society ‘ ( Funes 1998 ) . On a micro position of external intercession, Gesto por la Paz is composed of 160 subgroups throughout the Basque state and Navarre and organises street presentations that on a regular basis attract 15-20,000 followings ; and Elkarri, with up to 107 subgroups, was founded by members of the patriot left, close to ETA and aims to act upon those who would fall in the terrorist administration or transport out violent onslaughts. The latter attempts to spread out duologue on both sides through conferences, addresss and publications, as both groups look at the Basque people for support in denouncing force and cut downing breakaway extremist motions ( Funes 1998 ) . While groups such as these have done much over the old ages to make conditions for peace, every bit long as there is a minority who sees force as the lone solution, grass-root degree protests have merely a limited impact. There is grounds that Basque society is less and less inclined towards back uping the force of ETA, giving room for optimism, but peace will merely come when the leading of the group comes to see diplomatic negotiations as the manner frontward. There are three of import minutes in the history of ETA as a terrorist group, which halted its activities and brought together the two sides of the struggle. The first minute follows the most intense onslaught against civilians in 1987, when the political parties decided to come in into negotiations with one another, actuating ETA and the authorities to discourse the jobs of the Basque Country, such as: the Pact of Madrid ( 1987 ) , the Pact of Ajuria Enea ( 1988 ) , the Pact of Ardanza ( 1988 ) , and the Pact of Navarra ( 1988 ) . In add-on, the Plan Ardanza ( 1998 ) , created by the President of the Spanish Government, Jos A ; eacute ; Antonio Ardanza Garro, in an effort to work out the state of affairs in the Basque Country, led to a proposal by the PNV and ETA to prosecute a general understanding, in which the parties were committed to convey together the six districts of the Basque Country whereas ETA would declare ceasefire. Second, and sing the incapacity of the Partido Popular ( PP ) and the Partido Socialista Obrero Espa A ; ntilde ; ol ( PSOE ) in deciding the Basque struggle, parties and ideological administrations signed a treaty in Estella, Navarre ( 1998 ) , harmonizing to which they would analyze the acceptance of the same political declarations applied to the Northern Ireland instance. The elections in the Autonomous Basque Community declared triumph of the PNV, and there were many understandings between this party and the PP Government until the secret meeting of 1999 between the two parties, which represented strong contact between ETA and the cardinal authorities. However, for PP, this was a manner to understand whether the terrorist group would be favorable to a definite ceasefire. Therefore, the meeting proved unfruitful and the terrorist onslaughts restarted. ETA declared the terminal of ceasefire in 1999 and following this, the PNV accused the terrorist administration of representing a bad influence on Basque patriotism. On the other manus, ETA published the dialogues with the PNV and confessed the false ceasefire of 1998. The Euskal Herritarrok was favoured by the PNV but decided to abandon the Basque Parliament, go forthing the latter in a political minority. Finally, the 3rd of import arrest in force was the proclamation of a lasting ceasefire from the 24th March 2006 onwards, in order to transport on the dialogues with the cardinal authorities of Jos A ; eacute ; Luis Zapatero ( PSOE ) , who informed the media on the 29th June 2006 that the conditions for an institutional duologue had been met. Chemical reactions of Exogenous Actors In footings of international cooperation by external histrions, the reaction of France to this struggle has been simple, as although in the yesteryear, the Basque leading has chosen to run from that state – due to fewer constabulary pressure- since the 1990 ‘s, it has made an attempt to grok the ETA leading ( Telegraph 2nd March 2002 ) . About all high-level members of the administration have been seized in France, including the suspected leader, Jurden Martitegi, arrested in April of this twelvemonth. However, the significance of the Catholic religion in Basque nationalist look led to another cardinal reaction, as it preceded the intercession of Pope John XXIII, in the Encyclical Letter Pacem in Terris ( 1963 ) . In conformity with this papers, minority groups became widespread throughout the universe but due to some solid grounds in the international province of personal businesss, A ; lsquo ; [ †¦ ] minority peoples are frequently obliged to populate within the districts of a state of a different cultural beginning ‘ ( Pope John XXIII 1963 A ; religious order ; 94 ) . Consequently: This state of affairs gives rise to serious jobs [ and ] so, the best involvements of justness are served by those public governments who do all they can to better the human conditions of the members of these minority groups, particularly in what concerns their linguistic communication, civilization, ancient traditions, and their economic activity and endeavor ( Pope John XXIII 1963 A ; religious order ; 96 ) . This engagement – complemented by the reference of Pope John Paul II to the United Nations ( 1995 ) , where it is stated that the phenomenon of ethnicity A ; lsquo ; must non be underestimated or regarded as a simple left-over of the past ‘ but conversely A ; lsquo ; [ †¦ ] demands serious reading, and a closer scrutiny on the degrees of anthropology, moralss and jurisprudence ( John Paul II 1995 A ; religious order ; 7 ) – entreaties to the sense of regard of established states and constitutes an illustration of international intercessions that protect the involvements of cultural minorities. Although many writers portion these same positions, apostolic intercessions were peculiarly relevant in the spiritual position quo of that part. Furthermore, every bit far as EU declarations are concerned, and sing the terrorist onslaught of 11th March 2004, the European Council carried out a A ; lsquo ; Declaration on Combating Terrorism ‘ ( 2004 ) mentioning to the commissariats of the Charter of the United Nations ( Security Council 1373 of 2001 ) , which states that allowing support to the victims is paramount in the battle against terrorist act. In this model, the EU revised its strategic rules, which included: beef uping a response against terrorist act and its effects ; keeping the entree of terrorists to economic resources ; and maximizing the capacity within the EU organic structures to look into and prosecute terrorists. Furthermore, all Member States would be obliged to move in solidarity in the instance of a terrorist onslaught, call uping all their resources. This step complements the List of Terrorist Organisations – that includes ideological groups of ETA – created by the European Council in 2003. Similarly, the United States of America, following a recommendation to better international coaction by the President of the Spanish Government, Jos A ; eacute ; Mar A ; iacute ; a Aznar, included this administration in their list of terrorist menaces. Decision As an illustration of an cultural struggle, the saving of patriotism and racial individuality in the Basque Country has been guaranteed through force – in the name of its tradition, history and national symbols – by those who perceive ancient heritage as an entitlement to self-government, and see their ethnicity as racially different from the remainder of Spain. Violent incursions were justified on these evidences. In conformity with old considerations, Sabino Arana realised that in order to salvage Basque cultural individuality ( including moral and spiritual values ) , patriotism would necessitate an exclusivist individuality. Therefore, one of the nucleus rules of Basque patriotism became A ; lsquo ; integrity of race ‘ , maintained through extinguishing Spanish influence and migration ( Payne 1971:36-37 ) . In the Catalan and Galician Nationalist motions, rank can be gained through larning the linguistic communication and assimilative civilization. However, those wishing to fall in the PNV had to turn out that their first four family names ( subsequently merely one ) were A ; lsquo ; etymologically ‘ Basque. Therefore, in pattern, Basque national individuality can non be acquired through acquisition of the linguistic communication or practicing of Basque traditions. There is no possibility of non-natives fall ining and as such, it is a really exclusivist motion ( Mees 2003: 12 ) . The Basque patriots encouraged a sense of a alone Basque racial pureness, different from the one of the maketos ( Conversi 1997: 60 ) , there is disapprobation of matrimony between Basques and non-Basques due to the proliferation of Spanish values instead than Basque values ( Flynn 2000: 154 ) and the belief that amp ; lsquo ; compared to the Basques, the Spanish did non even represent a race of their ain, being a mix of many peoples ‘ ( Flynn 2000: 154 ) . There is non merely a strong racial component, but besides a strong spiritual one, with Basque patriots believing that there should be absolute subordination of the political domain to the spiritual one and of the province to the church ( Payne 1971: 38 ) . This racial stance has deductions for immigrants wishing to come and work in the Basque part. Radicalisation has happened at times of mass in-migration by non-Basques into the country, making an anti-migrant civilization within the community and a hatred for anythi ng non-Basque. Race and faith are the nucleus values of Basque Nationalism, non civilization, giving it an highly sole individuality. How to cite The basque conflict, Essay examples

Linguistic Diversity in Early Childhood - MyAssignmenthelp.com

Question: Discuss about the Linguistic Diversity in Early Childhood. Answer: Introduction: Language is an instrument that people use to communicate with each other. Language works as the helper in a cultural community to help people being together and doing things together what cannot be one individually. Linguistic diversity refers to the various types of traits that include the entire language family, vocabulary and grammar. In other way, linguistic diversity entails different languages spoken by different people in a locale or country. Linguistic diversity creates a wider context for the people. Linguistic diversity in other way refers to the cultural or regional diversity. The different languages are determined by the group of community or the different regions of the country. One of the basic importance of the linguistic diversity is the perseverance of the different languages. Linguistic diversity implies the togetherness of the people and prevents the departure of the same (Spodek Saracho, 2014, p. 282). In addition, the linguistic diversity also broadens the knowl edge and the mindset of the people and implies the communication, identity and social integration among the different communities. The implementation of the linguistic diversity in the early childhood program intensifies perseverance of the languages from the root level (Otto, 2017, p. 45). In todays era, practice of the linguistic diversity in the early childhood program is important in order to preserve the languages. It is found that many of the languages have been extinct today and therefore the revival of the languages and perseverance of the linguistic diversity is importance. To eliminate the cause of the extinction of the languages the practice of the linguistic diversity is important from the early childhood level. There are presence of more than three types of languages in the Little Bird Centre, as children from many communities come to the centre. Therefore, to aware the children of all the languages spoken by the different children in the center, it is important to impl ement the practice of linguistic diversity in the centre. The linguistic diversity is often called the bilingualism and the importance of the same in the early childhood education requires understanding of the topic by the teacher and setting philosophy on the same. My teaching philosophy on the linguistic diversity implies that the children from the very early age will be able to be introduced to the wider world perspective that is divided by the different languages. Learning another language apart from the home language will enable the children of the centre to the build connection to the outside world from the initial age of education. In other hand, the children are the future generation of the community they belong as well as the world. Learning languages beyond mother tongue will make them aware of the importance of preserving the languages. According to my beliefs and opinion, practicing the linguistic diversity in the centre not only just make the children learn new languages, but also will be beneficial for their cognitive developm ent and the social relationship in future. The implementation of the linguistic diversity must practice in the early childhood centre in order to make the children bilingual from a very early age is necessary. In accordance to me, the implementation of the linguistic diversity practice must include the visual image, music in different languages, different play activities and other to introduce the children to the new languages. Along with the usage body languages, classroom environment, projectors and other tools, the involvement of the family will strengthen the process of practicing the linguistic diversity in the centre (Spodek Saracho, 2014, p. 280). Small session on the linguistic play can also be effective. According to my philosophy regarding the teaching techniques of the linguistic diversity, every teacher of this subject must use the different languages in all the activities and teaching of all subjects in order to make the children familiar with other languages. The goal of this activity is to help student learning Hello and Thank You in different languages. This activity aims to enhance the cross-cultural awareness among the children and make the children learn the initial courtesy gesture in different languages. Start with 5 languages other than English and write all the hello and thank you in all five languages on the white board. Ask the students to copy the same in their copies and pronounce the same. Correct their pronunciation. Provide them enough time learn and remember the words. Ask them to talk to each other using these words to get accustomed with the new words. Make the students understand that may the pronunciation of the words are different, but the meaning of the words are same. Discuss the importance of learning the same words in different languages as it creates linguistic diversity. Discuss how it will help and make easier to them to talk to people speaking languages other than English. Repeat the same on monthly basis, as time span of a month will enable the children to adapt and use the words in right situation correctly. The activity addressing the EYLF regarding diversity and difference: EYLF Learning Outcome 4.3: Children transfer and adapt what they have learned from one context to another. (Leggett Ford, 2013, p. 39) NQS Element 1.2.1: Each child's learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. (Tayler et al., 2013, p. 11) The purpose of this particular activity is to make all the children learn the body languages and sign languages used in the different culture in all over the world. Take any five languages names of which are heard by the children or choose languages that children speaks in the centre other than English. Ask the bilingual children to demonstrate their body gesture for certain phrase, such as I am sorry. Provide the scope to the bilingual children to teach other children the gesture. Help the children to imitate the gesture. Provide colorful pictures to the children that show the gestures with title. Provide them a week time to learn the gestures. Ask them to practice the same with family members, friends and whomever they meet in regularly. Ask them to rectify others classmates if they are not using the gesture properly Discuss the importance of using gestures of the same phrase in different languages in order to know the languages deeply as well as other cultures. Repeat the same with another new gesture next week. EYLF Principle 3: Believing that all children have the ability to learn and grow whatever their cultural diversities or abilities and providing varied opportunities for all children to learn. (Jones Harcourt, 2013, p. 7) NQS Elements 1.2.2: Educators respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning. (Tayler et al., 2013, p. 11) The objective of the activity is to introduce the children with the different folklore of different families. The activity aims to make the children learn that families migrated from different foreign countries have different beliefs, myths, practice and folklore and each one is different from another. In addition, the activity aims to introduce the children with diverse languages from the folklore and cultural myths. Implementation: Introduce the children with books that feature different cultural folklore and fairytales. Introduce the children with music of different cultures. Ask the children to ask their parents about their past and discuss the same with other children to make them know the different cultural background Discuss how different cultures contain different belies, myths and practice. Make them understand the lyric and meaning of different music of different languages. EYLF Principles 5: The Educators make the children Continuing to increase professional knowledge and learning practices, Value the knowledge of local families and communities and gather information that supports children developmental learning. (Jones Harcourt, 2013, p. 5) EYLF Learning Outcome 2.2: Children respond to diversity with respect. (Leggett Ford, 2013, p. 39) NQS Elements 6.2.2: Current information is available to families about community services and resources to support parenting and family wellbeing. (Tayler et al., 2013, p. 10) NQS Elements 1.1.5: Every child is supported to participate in the program. (Tayler et al., 2013, p. 10) Justification: The learning experience on the linguistic diversity will not only help the students in learning diverse languages, but will help the children being aware on the cultural diversity. The anti bias approach of teaching in the early childhood learning sets principles and methodology that is based on values in order to support and embrace diversities and acting against unfairness or bias. It is stated previously that the purpose of the teaching linguistic diversity in the early childhood program focuses on the elimination of biasness through the different learning experience. This learning experience through different activities will help the children to sets values and principles for their future and will create a sense of respect and integration of the diversity of languages. The practice of linguistic diversity will make the children aware of the diverse languages from a very early age and accordingly will make them aware of the different cultures. In other way, practicing the linguistic diversity from a very early age will enable the children to start thinking critically in future. Introducing them with different languages as well as with different culture will make them respectful to other cultures and as well as the values, myths, principles and beliefs of the sane. Participating in the different activities with other bilingual children will broaden the context of their knowledge. In addition, this will effectively remove the biasness among the children and grow a sense of empathy and value based ethics in them. Consequently, they will become the critical thinkers with the pace of time. Resource Audit: The resources of the linguistic diversity are those that present or indicate the social norms. The resources of the topic are present in the classroom. These resources are the encouraging elements on the chosen topic that reflects the source of the diversity of the languages in the centre. Culture, language barriers to the communication, family history, foreign inhabitants, occupation of the father and others can be motioned as the resources of the linguistic diversity (Axelsen Manrubia, 2014, p. 6). These resources drive the linguistic diversity and make the way for the practice of the same in the classroom. Culture is the prime and the major determinates that the drives the linguistic diversity. Different culture contains different languages (Axelsen Manrubia, 2014, p. 7). Many students present in the room belong to different culture. Again, language is certainly the major resources of the linguistic diversity. For example, not all the children come from the same locality or community, and according to the locality and community, the languages are different. It often creates problems that the children coming from different communities or localities face difficulties in talking to each other. This fact indeed indicates the linguistic diversity. In other hand, the linguistic diversity also comes from the family. There are many families that have a rich past enriched with language, cultures, myths, beliefs and practice. The children belonging to such families are enriched with diverse cultural practices and languages, therefore the children with such family history are other major resources of the linguistic diversity. Another resource can be mentioned as the occupation of the fathers of the children. Many of the children fathers have such occupations that demand changing place frequently. Every new place provides opportunity to the family to learn new practice, language, and the children acquire the same. Children with this family background are also present in the classroom. Therefore, this is another resource for the linguistic diversity. Personal Reflection: As I have experienced, that diversity is one of the major issues in the classroom. There are children in the class with different backgrounds, which lead the children to be bilingual or multilingual. Therefore, my focus is to present the importance of the linguistic diversity and the practice of the same in the centre. I have noticed that most of the resources or determinates of the linguistic diversity come from the diverse cultural background. Apart from the children, some teachers in the centre are bilingual or multilingual. This bilingualism and multilingualism sometimes create problem in the class while teaching the children. Again, it sometimes is beneficial too. Being a multilingual, I strongly felt the need for shedding light on the topic of linguistic diversity and the practice of the same in the centre. Linguistic diversity is one of the major issues in the present era and the importance of the same implies that there is urgent need to preserve many languages that are on the way of extinction. To introduce the children with different languages and to solve the problem of the communication problem in the class, the practice of linguistic diversity is necessary. Therefore, I found out that it would be easy for the children to introduce them with the different languages, if I implement some play activities where the children can participate together. I felt then being a teacher; I must provide necessary guidance and information to the children regarding the linguistic diversity (Leggett Ford, 2013, p. 40). Practicing the linguistic diversity through different play activities will make the topic interesting to the children. In addition, they will be encouraged and interested to get to know different languages along with the diverse cultural background of the same. Apart from being know ledgeable about the different cultures and the languages, the practice of linguistic diversity will help growing a sense of respect and integration among the children. According to my personal philosophy and the anti bias approach of teaching on the early childhood learning, it is evident that we, the teachers are the director and guide for the children to make them aware of the linguistic diversity and the importance of the same. I feel that, learning experience of the linguistic diversity must begin from the root level in order to enrich them with social values and principles from their initial age of learning. While teaching them the importance of the practice of diverse languages through different activities I felt that only classroom teaching is not enough for the children to be aware of the same and to adapt the idea. In accordance to me, the families of the children must participate in the process to encourage them to learn new languages and to know about various cultures. In addition, not only for the making the children aware and learn new languages and cultural practice the linguistic diversity practice is needed in the classroom, but als o for the preservation of the language the implementation of the same is needed in from the early childhood learning centre. Reference: Axelsen, J. B., Manrubia, S. (2014, June). River density and landscape roughness are universal determinants of linguistic diversity. In Proc. R. Soc. B (Vol. 281, No. 1784, p. 20133029). The Royal Society. (https://rspb.royalsocietypublishing.org/content/royprsb/281/1784/20133029.full.pdf) Jones, L., Harcourt, D. (2013). Social competencies and the'early years learning framework': Understanding critical influences on educator capacity.Australasian Journal of Early Childhood,38(1), 4. (https://s3.amazonaws.com/academia.edu.documents/35508576/Jones_Harcourt_AJEC__April__2013.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3AExpires=1507549420Signature=ibfSviY69ZyPbINZ5sfYF6sRI6k%3Dresponse-content-disposition=inline%3B%20filename%3DSocial_competencies_and_the_Early_Years.pdf) Leggett, N., Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the'Early Years Learning Framework'.Australasian Journal of Early Childhood,38(4), 42. (https://search.informit.com.au/documentSummary;dn=819052073145912;res=IELHSS) Otto, B. W. (2017).Language development in early childhood education. Pearson. ( https://www.pearson.com/us/higher-education/program/Otto-Language-Development-in-Early-Childhood-Education-4th-Edition/PGM198736.html) Spodek, B., Saracho, O. N. (2014).Handbook of research on the education of young children. Routledge. (https://books.google.co.in/books?hl=enlr=id=Xr22AgAAQBAJoi=fndpg=PP1dq=Spodek,+B.,+%26+Saracho,+O.+N.+(2014).+Handbook+of+research+on+the+education+of+young+children.+Routledge.ots=_JSsTcZLkGsig=799gpQ3p5eEc8yB0-Q2norWHboo#v=onepageq=peoplef=false) Tayler, C., Ishimine, K., Cloney, D., Cleveland, G., Thorpe, K. (2013). The quality of early childhood education and care services in Australia.Australasian Journal of Early Childhood,38(2), 13. (https://search.informit.com.au/documentSummary;dn=449075796308754;res=IELAPA)

Validity of anti-stress claims made by therapeutic aroma candle developers Essay Example

Validity of anti-stress claims made by therapeutic aroma candle developers Essay Purpose: The purpose of this experiment is to determine whether or not the claims of therapeutic aroma candle developers that their product actually relieves stress can be statistically supported.Hypothesis: Aroma candle manufacturers claim that their products significantly reduce stress levels in individuals. One quantitative measure of stress is blood pressure which is significantly higher in stressed out individuals than in people who are not stressed. I therefore hypothesize that exposure to therapeutic aroma candles significantly reduces blood pressure in stressed out adults.Part A:1.  Ã‚  Ã‚  Ã‚  Ã‚   Select 20 adults with average blood pressures of 160/110 (Mean high blood level) with a standard deviation of 10/10.2.  Ã‚  Ã‚  Ã‚  Ã‚   Arrange two similar room set-ups (designated room A B respectively). Each room must have amenities that are conducive to relaxation. Each set-up must have:a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comfortable areas to sit or lie down onb.  Ã‚  Ã‚  Ã‚  Ã‚   Option for music or televisionc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pleasant air-conditioning3.  Ã‚  Ã‚  Ã‚  Ã‚   Select an Ylang-ylang scented aroma candle. Ylang-ylang scented candles are claimed to relieve anger, alleviate anxiety, and reduce stress (Hammer, 1995).4.  Ã‚  Ã‚  Ã‚  Ã‚   Add Ylang-ylang scented aroma candles in room B.Part B:1.  Ã‚  Ã‚  Ã‚  Ã‚   Measure the subjects’ blood pressures before the beginning of the experiment2.  Ã‚  Ã‚  Ã‚  Ã‚   Randomly select 10 of the subjects and have them spend one hour in Room A. Have the remaining 10 subjects spend one hour in Room B.3.  Ã‚  Ã‚  Ã‚  Ã‚   After the hour has passed, measure the blood pressure of each of the subject.4.  Ã‚  Ã‚  Ã‚  Ã‚   Repeat the procedure on a similar day, but interchange the room assignments. This means that the 10 people who spent their first session in Room A will spend their second session in Room B and vice versa for the other 10 people.5.  Ã‚  Ã‚  Ã‚  Ã‚   You may repeat steps 1 – 4 a few more times in order to strengthen the quality of the results.Part C:1.  Ã‚  Ã‚  Ã‚  Ã‚   Compare the blood pressure of subjects before and after they entered Room A.2.  Ã‚  Ã‚  Ã‚  Ã‚   Compare the blood pressure of subjects before and after they entered Room B.3.  Ã‚  Ã‚  Ã‚  Ã‚   Compare the blood pressure of the 10 individuals who were randomly selected for Room A in Part B (Step 2) to those selected in Room B after they spend the hour in their respective rooms.4.  Ã‚  Ã‚  Ã‚  Ã‚   Compare the blood pressures of the two groups mentioned in step 3 again after they had switched rooms.5.  Ã‚  Ã‚  Ã‚  Ã‚   Compare the blood pressure of individuals after they entered Room A to the same individuals after they entered Room B.References:Hammers, E. (1995). Aroma Therapy. New York: Gallant Press.

Centro Escolar University An Undergraduate School Essays

Centro Escolar University An Undergraduate School Essays Centro Escolar University An Undergraduate School Essay Centro Escolar University An Undergraduate School Essay A Thesis Presented to Ms. E. Cajayon Centro Escolar University In Partial Fulfillment Of the Requirements for the Degree Bachelor of Science in Hotel and Restaurant Management by Vlairene J. BracamonteFerdinand Ken Banson Rynyll Dyx G. BernalAce H. Magat Edlloyd R. Panim CHAPTER I The Problem and Its Background Introduction Centro Escolar University is one of the schools that are supporting the program for operational improvement and this is the 7S.The 7S stands for Sort, Sweep, Systematize, Standardize, Safety, Security, and Self- Discipline. The common problems that are encountered by the students are time management, being disorganized, productivity, and attitude problem. Implementing the 7S to Centro Escolar University will be a big help on the students to improve. As it helps them apply the 7S in their attitude make them organized and improve everything they do. Implementation of 7S to the students will greatly improve the students’ problems.This can help them motivate to do things better and can boost their confidence. 7S is posted in every building in Centro Escolar University, this is to remind the students to practice and apply the 7S in everything they do. The researchers are future BSHRM graduates. They feel that 7S are very appropriate to their future career. In this reason why they were obliged to assess the knowledge and practices of 7S among third year HRM students of Centro Escolar University. Background of the StudyThis study is focused on 7S and if the third year HRM students know how to use 7S and if they are applying the 7S in their laboratory exercises and in their daily routine. The researchers have conducted the survey about the 7S by giving questionnaires to the HRM third year students. Statement of the Problem This study aimed to find out how do third year level Bachelor of Science in Hotel and Restaurant Management of Centro Escolar University implement and follow the 7S during laboratory exercises. Specifically, this study soug ht to answer the following questions: 1.What was the profile of the respondents in terms of: 2. 1. Name 2. 2. Age 2. 3. Gender 2. What are the practices of the third year BSHRM students with regard to 7S? 3. What is the knowledge of the third year BSHRM students with regard to 7S? 4. How do the respondents apply the 7S in their laboratory exercises? 5. What is the importance of 7S inside the laboratory? Objective of the Study The objective of the study is to know if the third year HRM students are applying the 7S in their laboratory exercises. Assumption of the StudyThis study is based on the assumption of the respondents that are truthful and honest in answering the survey questionnaire. At the end of the study, the readers will have knowledge about the importance of 7S. This study will also give information not only to the respondents but also to other students, employees, faculty staff, and future researchers. Significance of the Study This study will help the readers gain knowle dge about the importance of 7S. It will also help them to be organized on their daily work.This study will also be beneficial to the students, faculty members, and school employees. This can also help the future researchers; it will help them expand their knowledge about 7S practices and add more details on their future studies. Scope and Limitation of the Study The study is focused on the 7S and if the respondents applying it within the food laboratory. The number of respondents was limited to 40 persons only because the school only has 4 sections open from the third year HRM students. Conceptual framework InputProcessOutput Implementing the 7S being organize Proper time management * Students * Faculty Staff * Employee Survey questions about 7S Chapter II Review of Related Studies Foreign Literature â€Å"The goal and process of the first â€Å"S† is organization. The sort process distinguishes needed items from unneeded items and removes the latter. This process forces p eople to remove all items not currently needed for work, whether they are in the factory or in the office. It is initially the most difficult for people who are afraid to let go of parts, machines, and data just in case they may be needed in the future.However, red-tagging items allows workers to set aside and evaluate items and information in terms of their usefulness and frequency of use. The items and information are returned, stored elsewhere, sold, given away, or thrown away. Red tagging is best done in one target area at a time and within one or two days. When red tagging is completed, problems and annoyances in the workflow are reduced, communication between workers is improved, product quality is increased, and productivity is enhanced. † â€Å"Many believe that 5S is a must-have tool.For any of the tools in the toolkit for becoming lean quick changeover, total productive maintenance, mistake proofing, and so on 5S significantly helps in both the implementation and sustaining of improvements. The Gold Standard for 5S is that anyone should be able to find anything in their own workplace in less than 30 seconds, and anywhere else in the workplace in less than 5 minutes without talking to anyone, opening a book, or turning on a computer. 5S is the foundation for successful lean implementation. S is the tool to begin, support, and sustain the lean journey. † â€Å"The implementation team, typically consisting of supervisors and team leaders, is the next group to be trained. Requiring the same training as upper management plus training in team leadership, they should receive practical training through the implementation of pilot projects. A good approach is to carry out one pilot program under the leadership of the 5S advisor (a consultant or internal resource fully experienced in all aspects of 5S) and then to carry out a second one on their own.A program committee that includes the plant manager and some of the area workers should coordina te the preliminary work. Once the preliminary work is completed, plans describing implementation of the Five S campaign should be prepared and released. When the results are satisfactory, the program can then be launched company wide. † â€Å"5S  has been practiced amongst many Japanese companies for many years and it is unclear when and where it was started. I was certainly before the  Toyota Production System,  Total Productive Maintenance  and even before Total  Quality  Management had been developed.It had been practiced in many companies, long before this time. Initially, it was started as seiri-seiton, as a combination of two words which were easy to pronounce, and later it was more sophisticated by adding the other three words  to make it a more comprehensive concept. The words seiri-seiton was used commonly in non-manufacturing areas, such as in schools, where students  were told by the teacher to do seiri-seiton of their desk, books and notes.? The wo rds were also used commonly in the offices most to mean the arrangements of documents and personal articles. â€Å"My theory is that having a clean, tidy, well maintained and organized workplace is not another post war miracle, or a tool that consultants wheel in and claim to be revolutionary†¦it’s just common sense and part of fostering a  culture  of continuous  improvement. † Notes http://emsstrategies. com/dm103103article. html http://nz. kaizen. com/5s/where-did-5s-come-from. html Questionnaire Name:Yearamp;Sec: Age:Gender: Direction: 1. What do you mean by 7S? 2. How do you apply 7S in the laboratory? 3. How often do you sanitize your workplace in the laboratory? . How often do you wash your hands during laboratory? 5. What is mise en place? 6. Do you still follow mise en place? 7. How do you sanitize your workplace? 8. Are you practicing the 7S? 9. Are you implementing 7S even outside the campus? 10. How do you apply safety in the laboratory? CHAPTER 3 Methodology This chapter deals with research methods and procedure used in conducting the study. This includes the method of research, sampling technique, respondents of the study, questionnaire, validation of the questionnaire and statistical treatment.Method of Research used The researchers used the descriptive method of research. This is designed for the investigation to gather information about presenting existing condition, or simply the systematic process of gathering, analyzing and tabulating the information about prevailing conditions, practices, beliefs, trends, cause, and effect to make accurate interpretation of such data. This method was used because of its quality of representing and containing description. It is used to analyze data taken from the questionnaire answered by the respondents.This described the assessment of knowledge and practices of 7S among 3rd year BSHRM students of CEU Manila. Subject of the Study The subject of the study consisted of the 3rd year B SHRM students of Centro Escolar University Manila. The researchers used survey questionnaire in the collection of data gathered from the respondents. This is a list of research or survey questions asked to the respondents, and designed to extract specific information. The researchers distributed 40 survey questionnaires to selected third year level Bachelor of Science in Hotel and Restaurant Management.The data gathered were then tallied in a quantitative form and expressed in frequency and distribution. Validation of the Instrument The questionnaire was first presented to the research adviser for face validation as well as content validation. Statistical Treatment The researchers used Sloven’s formula as statistical treatment. The size of the sample and the size of the population were derived, by dividing population, by one and add the population multiplied by margin of error. The formula is shown as follows; Formula: Where: n = the size of the sample or respondents N= the s ize of the population e = margin of error

Define Global Governance Essay Example | Topics and Well Written Essays - 3750 words

Define Global Governance - Essay Example These factors are very common and can never be downplayed by the champions of global governance. It is like this: A father or an elderly person is the head of a family where all members of it should generally go by the word of the former. But practically, you would find different perceptions even in a family on issues of importance as each and every member of family seeks individuality in conducting his / her own affairs. This is because as we find different mentalities and opinions on part of individuals. This situation can be extended to a global village where all nations are expected to adhere to the directives of the global governing body irrespective of its nature. Even in a country where all state or provincial governments are guided and controlled by a single federal government, we find differences and quarrels over sharing of river waters and other petty issues. In most of the countries, governments have been facing separatist agitations or movements for some reason or the ot her. The sole reason for this situation is that no one agrees with the other on issues of prime importance. In such a situation, we cannot expect all nations to go by one single commanding entity on several issues at the international level. A recent example is North Korea which defied the world nations and test fired seven missile launches that could carry nuclear warheads. It jolted the entire world and the USA was the first country to react in a threatening manner. North Korea's immediate neighbor Japan also lost no time in calling for an urgent meeting of the UN Security Council to discuss the issue (Marquand, 2006). We must not undermine the argument of North Korea that the US has no business to question its missile program as it had tons and tons of nuclear missiles and warheads on the American soil. This argument is not without reason and most surprisingly, neither the UN nor any other global governing body supervising the nuclear arms proliferation supported the logical North Korean argument. The USA has a clear responsibility to answer the North Korean claim in a convincing manner. When the global governing agencies like the UN and the International Atomic Energy Commission succeed in obtaining an answer from t he USA that convinces the North Korean Government that could only be the first step in the right direction towards achieving global governance for all practical purposes! Bibliography to be included in journals section Marquand, Robert 2006, 'Korea's missile salvo to world', Christian Science Monitor, July 06 edition.

Antietam Battle Analysis Essay Example | Topics and Well Written Essays - 2500 words

Antietam Battle Analysis - Essay Example Besides, the growth and development of democratic ideas forced the Northern States to fight against the Southern states which was under the influence of slavery, forced labor and slave trade. The battle of Antietam can be considered as a turning point in history of the struggle for freedom and individual liberty in America. Still, the victory of the Union forces under the direct leadership of Maj. Gen. George B. McClellan proves the importance of military tactics, experience and single minded dedication in the battle field. On the other side, the Confederate forces failed to defeat the Union forces because they did not provide ample importance to military tactics and waited for reinforcement forces. In short, the battle of Antietam led the Americans, especially the African American slaves, towards freedom from slavery and forced labor. The Battle of Antietam occurred on 17 September 1862, in and the surrounding areas of Sharpsburg. The other areas include Maryland and Antietam Creek. The battle occurred between the Confederate forces (Confederate States Army) and Union forces (Union Army) in the American mainland. This battle is generally considered as a turning point in the American Civil War, which ignited the spirit of freedom among the slaves, especially the African Americans in America. The Confederate side was led by General Robert E. Lee, and the Union Army was under the direct control of Maj. Gen. George B. McClellan. ... Besides, the Battle of Antietam was a single-day battle but it resulted in high casualty. Both the opposing sides were forced to suffer heavy loss because thousands of deaths were reported. But the lack of planning related to warfare techniques hindered the Union Army from destroying the Southern Army. To be specific, Union forces possessed enough resources to destroy the Southern side. But lack of planning from the side of McClellan helped the Southern Army to have ample time to withdraw from the battlefield. Eventually, the Southern forces withdrew from Maryland to Virginia. On the other side, the Southern side’s decision to withdraw from Maryland helped Abraham Lincoln to announce and implement the decision to prohibit slavery and free the slaves in America. So, one can see that the Antietam Battle eventually led America to be a unified federation, which is against slavery and in favor of democratic ideas. Some of the resources used in this work include: Battle of Antietam: The Bloodiest Day by Ted Alexander, Grant and Lee: Victorious American and Vanquished Virginian by Edward H. Bonekemper, and Historical Atlas of the United States, with Original Maps by Derek Hayes. Review Strategic Setting: As pointed out, Antietam Battle ignited the spirit of democratic though and changed the general opinion on slavery and forced labor. The immediate cause of the battle is interconnected with the clash between the southern and Northern states in America on slavery, forced labor, and slave trade. Stephen W. Sears claims that â€Å"The realities of Antietam were brought home to the Northern citizenry more vividly than any previous battle† (Sears 2003, 20).1 The

Report of recent financial crisis and writing a report Essay

Report of recent financial crisis and writing a report - Essay Example The Big Short significantly explains the banking crisis of crisis of 2007–2008 by unfolding the events preceding the crisis, the actual crisis, and the characters involved (Lewis 1-5). Michael Lewis derives that a crazy, fabricated money machine, built on flawed mathematical models that most financial executives did not really understand the caused the crisis leading to loses of several trillion dollars through government bailouts. He establishes that in the late 1980s, Wall Street imagined that it could generate â€Å"bond-like† financial products from other debt-based income streams like home mortgages and credit cards. In this context, a bond represented an income stream based on borrowed money. As such, Wall Street designed mortgage bonds in form of stacked layers to enable everybody to access them. As a result, investors craving for higher returns on their money invested in the lower â€Å"tranches† while investors seeking lower returns invested in the highe r tranches. Indeed, we can trace the 2008 financial crisis from the development of the mortgage derivatives (Lewis 21-27). With the help of ratings agencies, Wall Street turned subprime mortgages into exotic, toxic financial products that attracted huge turnovers through laundering and reselling. The subprime mortgages had higher risks attached to them but equally paid much higher interest rates designed for borrowers with lower credit worthiness. As a result, the demand for the subprime mortgages from Wall Street increased leading to increased motivation on the lender for additional subprime mortgages. In addition, marketing for the subprime mortgages increased considerably and more people took up the loans. Indeed, Michael Lewis argues that these financial instruments became opaque and complex everyday overshadowing the fact that their foundation lay on suspect loans that kept rising (Lewis 112-117). With more people willing to buy the subprime mortgages, the quality of the mortga gees decreased, the risk for Wall Street’s mortgage bonds increased, and it became harder to sell the bonds to investors. Unfortunately, as the unstable foundation of subprime mortgages became weaker and posed a greeter danger to the world economy, the chief executives of America’s premier banks did not foresee it. Indeed, government regulators and treasury officials also failed to identify the eminent danger. Nevertheless, some investors saw it and used the opportunity to make huge financial benefits from the financial crisis. However, Michael Lewis notes that Wall Street firms had the ability to hide the risk by making the idea complex and using the rating agencies. Actually, the rating agencies that included Moody’s and Standard & Poor’s   helped in giving risky ratings that equaled the US treasuries thus opening the financial market to many of CDO buyers. At this period, Americans bought the mortgages in large numbers without knowing that the mortga ge demand emanated from their actions. Michael Lewis introduces one of the investors who sought to benefit from this financial crisis as Darwinian world of the bond market. He also introduces Michael Burry, who became obsessed with investing and started a fund with the family money. Lewis states that after studying the bond market in 2004, Dr. Burry became convinced

Main Stages Involved In Capacity Management Tourism Essay

Main Stages Involved In Capacity Management Tourism Essay Capacity management in the tourism industry is measured by the available seat-miles per month. Capacity management is an important factor within hospitality operations as it tests activity for the manager and therefore gives them an indication of the maximum level of value-added over a period of time, so they can see what the operation could achieve in normal conditions. According to Armistead and Clark (1994, p6) Capacity management is the ability to balance demand from customers and the capability of the service delivery system to satisfy the demand. This places an emphasis on understanding first, the nature of demand by forecasting and second, the options for managing capacity to meet the expected demand. The process consists of forecasting and managing capacity, these are made up from smaller components which will be discussed in further details in this report. 2. Forecasting Forecasting is used to identify capacity gaps between product demand and the current capacity. It is an important process in all management decisions not just tourism management; although each situation is different you can apply the same procedures to make realistic capacity decisions within any business. Forecasting methods can be divided into qualitative and quantitative categories which are based on the availability of historical time series data. Establishing the level of demand when forecasting is of the upmost importance as failure to do so can cause over booking and overcrowding. Other eventualities from inaccuracy of forecasting can include incorrect numbers for staff and lack aircrafts which was one of the factors which effected American airlines development in 1990 (Krajewski and Ritzman, p275) . It helps to understand product life cycle as it will impact the capacity. It is also important for a manager to look at external factors such as trends as they will have an effect on the supply and demand of a product or service, these can include; Ageing population- this will affect the quantitative forecasting as our current population is living longer, so you cant use historical data to establish relationships as its continuously changing. Seasonal trends- They can depend social, economic and environmental impacts. This would be best measure by qualitative forecasting. Disposable income- Due to the recession people will have less disposable income. 2.1 Forecasting Techniques There are various different forecasting techniques that cover various timescales, the two most common techniques are: Long-term capacity management For large projects Usually planned over several years In tourism this will involve several departments Short-term capacity management Plan and order resources Usually a monthly, weekly or daily basis Tourism short term capacity management would involve the cleaning of an aircraft Long term planning requires demand forecasts for an extended period of time, the decisions made are often concerned with strategic decisions to ensure achievement of their desired objectives. Short-term capacity management focuses on relatively small time durations and specific processes; they are specifically for smaller levels of operation. Unfortunately, forecast accuracy declines as the forecasting time lengthens. Forecasts also dont allow for competitors actions however waiting line models and decision trees do. 3. Types of forecasting Forecasting methods can be divided into two broad approaches, these are; Qualitative Quantitative The majority of forecasting techniques use past or historical data in the form of time series. One single method is never used on its own as they are both usually interlinked. 3.1Qualitative Forecasting The Qualitative method generally uses the judgment of experts in the appropriate field to generate forecasts. An advantage of this is that experts can generate a forecast if there isnt any historical data available. The main challenge to qualitative data analysis is that there is no clear and accepted set of conventions for analysis corresponding to those observed with quantitative data (Robson, 1993, p.370). The most popular methods of qualitative forecasting are: Delphi technique Scenario writing Subject approach Expert opinion Life cycle analysis 3.2 Quantitative forecasting The Quantitative methods use historical data; the methods consist of analyzing historical data concerning the time series of the particular variable of interest and other time series if they interlink with the area concerned. There are two main methods used within quantitative forecasting, the first method bases the future forecast on a past trends, these are known as time series methods. The second method also uses historical data. But the forecaster examines the cause and effect relationships of the variable with other relevant variables such as; Disposable income Interest rate Unemployment rate The state of the economy e.g. the recession This type of forecasting uses past time series, forecasting techniques that are under this category are called casual methods. 4. Capacity management After deciding what products and services should be on offered, management should then plan the systems capacity. The first step in the Capacity Management process, forecasting, is the best way to judge attendance and understand product life cycle. Therefore Capacity Management itself is used to make sure the capacity, from a tourism managers point of view, meets the targets set. The capacity of an airline usually depends on the location and the available seats per miles, as well as staff, time and other resources which are used. 4.1 Measuring Capacity According to (Krajewski and Ritzman, p276) No single capacity measure is applicable to all types of situations Every manager will have to take other factors into consideration before they measure their capacity. If there is an insufficient capacity it wont be possible to meet all of the demand, therefore to much capacity is provided and this will result in resources not being used to their maximum capability. 4.2 Coping with Demand The need for accurate forecasts of tourism demand to assist managerial decision making is highly important as the tourism product is perishable and if it doesnt meet the demand they lose revenue as an aircraft still has to fly without the demand being met. There are several ways of coping with demand and these are; Keep the activities level of resources constant and ignore any fluctuations. Adjust capacity to match demand. Change the demand to fit the capacity. 4.3 Queuing Theory Queuing theory is important to an as its one of the important factors in meeting their attendees needs. Queues arise when a demand for a service has exceeded the capacity, the customer doesnt get the service straight away upon arrival so they must wait for the service to be ready. This is an important for an airport as they have a random system which customers can arrive at any time; it isnt difficult for an airport to experience queues, but it is important that they deal with them sufficiently. These queues will often build up, disappear in quieter periods and then reappear all the time as there are always flights departing and arriving. Airports offer departing guests waiting rooms and shops to deal with queues and when they arrive they must go through customs which is a slow but easy method for managing the mass amount of people. 4.4 Queue Discipline Most managers will employ a simple queuing method to ensure a positive experience for the customer. These can be; Priority system for certain customers FIFO First In First Out LIFO Last In First Out 5. Conclusion This report has looked at the three main stages involved in capacity management and the different methods available to any manager. Although forecasting isnt always accurate, there is a wide variety of techniques in the first stage which can be used for any method. It is highly important to consider past experience as well as modern trends for more of a refined forecast, failure to do so could lead into an inaccurate forecast. The capacity management stage can then deal with the demand if it is insufficient or too high, then the queuing theory may be taken into consideration. In an airport due to the nature of the business it is unpredictable to measure the amount of customers as people can come and go as they please. This means the queuing theory may or may not make the service time, however if the demand has been manipulated to help predict the expected demand then it will reduce the waiting time and overall give the customer a positive experience. All of the stages combined prepare a tourism manager for any unforeseen outcomes in a tourism service and will allow them to successfully manage any outcome.

Project Management is an Art Form NOT a Science Essay -- Business, Case

Project Management: Art to the Rescue! "Is project management more of a science or more of an art form?" Introduction Today’s business executives are asking their managers and employees â€Å"to do more†¦ with less†. Fewer Project Managers are leading more projects with poor results, the latest Standish Group – Chaos Report shows that only 28% of IT projects succeed. Many believe that the key to Project success in not applying technical management principles, but rather, more artful soft skills such as communication and creativity. (Belzer, 2004). This case study will present and discuss why the application of soft skills will help today’s stressed-out Project Managers implement successful projects. Not only must projects be deployed on time and within budget, they must ultimately bring value to the stakeholder. Often times relating this information to the project sponsor requires creativity rather than a montage of colorful Gantt charts and graphs. The truly gifted Project Managers are those that can apply the systematic hard skills in an artful manner by using soft skills. To that end, some systematic or science related management skills will be discussed, along with the soft skills and how they are used together to successfully manage projects. Scientific Approach Systematic or â€Å"hard† skills such as Gantt Charting or diagramming are just some of the tools Project Managers use to track project activities. While they are important to project success they are not the end all. Successful Project Leaders know the winning formula for combining hard skills with soft skills. A thorough understanding of the technical system to be deployed allows project leaders to break the project down into many smaller tasks. Assign... ...also qualities of successful managers. Good leaders apply artistic traits to scientific tools in order to effectively manage complex projects. Bibliography: Kate Belzer (2004) Project Management: Still More Art than Science Andrew D. Brown, Matthew R. Jones (1998) Doomed to failure: narratives of inevitability and conspiracy in a failed IS project. Organization Studies, Winter. Michael Greer (1999) 14 Key Principles for PM Success. Chapter 6: Planning and Managing Human Performance Technology Projects, "Handbook of Human Performance Technology, San Francisco, Jossey-Bass Craig Schiff (January, 2004) Maximize Business Performance: Getting Started: The BPM Project Life Cycle Paul Worthington (2001) Case Study – Developing Project Management Skills in Managing Death March Projects. Working paper, School of Business, Curtin University, Perth, AU

Current Market Conditions Competitive Analysis

Ford Motor Company was established in 1903 by Henry Ford (www. history. com, 1996-2013). This company has been a leader in the automobile manufacturing industry for over 100 years. The first vehicle ever sold by Ford Motor Co. was the Model A passenger vehicle. It was a two cylinder, eight horsepower, gas driven vehicle that could carry up to four passengers. Five years later (1908) Mr. Ford introduced the Model T passenger vehicle which was intended to be an affordable vehicle for everyone.Since then Ford Motor Co.  has been an innovative genius by developing some of the best technology related to assembly lines and universal automobile parts. Today, Ford Motor Co. offers 34 different styles of vehicles that are intended for a variety of purposes (www. ford. com, 2013). The manufacturer suggested retail price for the most basic compact vehicle is just over $13,000. 00 (www. ford. com, 2013). The fleet is made up of cars, sport utility vehicles, pickup trucks, full-sized vans, hybr ids, and commercial vehicles (www. ford. com, 2013).Ford also possesses the means to help customers finance a vehicle through their Ford Credit Department. Here the customer can apply for credit, estimate payments, or even build a household budget (www. ford. com, 2013). These tools protect both the customer and Ford Motor Co. from defaulting loans and loss of revenue. Factors that affect Supply and Demand The factors that affect the demand for car seats are lower birth rates, safety, and price. Lower birth rates affect the demand for car seats because there will be less people that need to purchase car seats.Safety can affect the demand for car seats because many people shop for the safest car seat that will protect their child in case of a car accident. The demand for car seats can also be affected by price because people shop for the safest but affordable car seats they can find. One factor that can affect the supply for car seats is the increase in cost for producing car seats f rom government regulations. The increase in cost can decrease the amount of car seats that are produced. This can affect the equilibrium price because a decrease in supply and increase in demand can cause the equilibrium price to increase.However, on the other hand if there is a decrease in demand and a decrease in supply, the equilibrium price can decrease. The car seats that will be sold at Ford will be considered to be in a perfectly competitive market. Our main competitors are Britax, Chicco, and Graco. Our potential customers are those who purchase or own Ford vehicles. Our car seats are specially designed to fit Ford vehicles to make it easier and safer for the children of our customers. It saves them time and money because they do not have to shop around for a car seat that best fits their vehicle.Our safety ratings and prices are comparable to other top rated car seats. Long-Term Profitability Being that Ford has in the past only dealt with the manufacturing of only vehicles the production of car seats for children may have a different impact on the economy. Companies such as Evenflo, Graco, Chicco, and others are the names that people are used to hearing when it comes to car seats for their children. Knowing that Ford does have a good reputation in the United States with giving consumers the feeling of safety developing a car seat that fits comfortably in the vehicles can only help this.At the start up of producing car seats by Ford there will be some challenges on deciding the details because they will be competing with some large brands that people have learned to respect. Parents only have the concern for safety of their children and if they feel that Ford can give this to them they may opt for purchasing not only a safe vehicle, but a car seat that has been developed to fit in the vehicle better. In the long-term profitability with technological change Ford will have an edge over their competitors and the cost will only be marginal.

Synchronous vs. Asynchronous Distance Learning

Synchronous vs. Asynchronous Distance Learning In the world of  online education, often known as distance learning, classes can be asynchronous or synchronous. What do those terms mean?  Knowing the difference between synchronous and asynchronous distance learning can help you choose a program that works best for your schedule, your learning styles and your education. Synchronous Distance Learning Synchronous distance learning occurs when the teacher and pupils interact in different places but during the same time. Students enrolled in synchronous courses are generally required to log on to their computer during a set time at least once a week. Synchronous distance learning may include multimedia components such as group chats, web seminars, video conferencing and phone call-ins. Synchronous learning generally works best for students who can schedule set days and times for their studies. People who like structured courses heavy on student interaction often prefer synchronous learning. Asynchronous Distance Learning Asynchronous distance learning occurs when the teacher and the pupils interact in different places and during different times. Students enrolled in asynchronous courses are able to complete their work whenever they please. Asynchronous distance learning often relies on technology such as email, e-courses, online forums, audio recordings and video recordings. Snail mail is another medium for asynchronous learning. Students with complicated schedules often prefer asynchronous distance learning. It also tends to work well for self-motivated learners who do not need direct guidance to complete their assignments. Choosing the Right Type of Learning When trying to decide between synchronous and asynchronous courses, take your learning style and schedule into consideration. If you get lonely studying independently or feel more comfortable working closely with your professors, synchronous courses may be a better choice. If you are unable to commit to specific class times due to work or family obligations, asynchronous distance learning may be the way to go. Look into more on the pros and cons of the different types of learning.  Ã‚   Teaching in the Multiple  Environments Whether the distance learning environment is synchronous or asynchronous, the teachers goal continues to be putting forth a strong presence, even in an online course. A teacher who relies  on synchronous, asynchronous or a combination of communication approaches must still communicate clearly, frequently and effectively for students to derive the most from the educational experience.

Trouble with Did and Had

Trouble with Did and Had Trouble with Did and Had Trouble with Did and Had By Maeve Maddox Ive begun to notice the use of did in contexts that call for had. In an episode of CSI New York, the Sinese character remarks: If I didnt do it, he would have killed me. Hes referring to something bad he did earlier in the episode. He wasnt killed, so the act hes referring to is both contrary to fact and in the past. The statement is an example of the contrary-to-fact past conditional. Because the if clause refers to a contrary-to-fact past event, it requires the past perfect form of the verb. If I hadnt done it, he would have killed me. Heres another example of using did when had was called for: Did you bring any beer? I wish I did. The speaker has arrived at a gathering of friends. Its clear from the context that hes wishing hed thought to bring some beer. The main verb in the first sentence is bring. The second sentence conveys a regret that the speaker did not carry out an act in the past. Since the bringing of the beer remained undone in the past, the past tense of bring is called for in the second sentence: Did you bring any beer? I wish I had (brought some is understood). What do you think? Do errors like these portend a further erosion of the past perfect? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.Expanded and ExtendedMay Have vs. Might Have

Critically evaluate the extent to which the change process in Essay

Critically evaluate the extent to which the change process in organisations is influenced by the attitudes and beliefs of individual managers more than the dynamics within the group - Essay Example The success of ant change program determines the success of the management as change has become one of the major challenges facing human resource managers and employees in equal measures. Changes in an organization are known to affect the people in such organizations positively or negatively depending on the position of an individual in the leadership hierarchy2. Resistance to change has become part of any organization and this explains the multiple academic researchers conducted to evaluate the impacts of resistance on the success of an organization. For an organization to successfully change from its traditional approach to a new one based on market needs, a number of factors must be visible within the organization3. Their attitude and belief in the change being implemented impacts to a lager extent on the success on the plan as opposed to the dynamism of the organization and its structural willingness to adapt to new methods of conducting business. In this paper, the level by which the attitude and belief of managers and top leaders of an organization influence the change program will be evaluated relative to the impact of the dynamism of the organization to the same. Attitude is defined as the feeling and perception that an individual develops towards a particular event or process which affects their ability to adopt a given program or idea. The attitude of managers on change impact on the change program in a similar or in a greater manner on the change process in an organization and such an attitude is easily passed to the employees that these managers are tasked to supervise. Within the psychological discourse, attitude has been shown to influence the tendency of an individual to act, feel, reason and even respond to a particular stimuli in life4. Attitude thus affects the cognition of an individual towards changes in an

Risk Plan Essay Example | Topics and Well Written Essays - 750 words

Risk Plan - Essay Example Integrated marketing communication is an important part of every marketing activity before the event which helps organizers to achieve high response rate and popularity. The second risk is that the first deadline is due one week before the golf tournament, so there will be no time left for changes and improvements (the leaflets, ads, etc. are printed, and all arrangements are made). The third negative factor is that the same three persons are involved 100% in the final preparation, so neither of them will be able to make possible changes and help with new promotion opportunity. If Betty is involved in both activities, she could not objectively define the threats and drawbacks of the new advertising campaign. When morale is low, and feelings of frustration or alienation are found to exist, it is important that positive action is taken to remedy the causes. The sixth risk is that the staff can resist strongly changes in adverting campaign. They would be frustrated because the company d oes not appreciate their efforts and time spent on 'the old adverting plan". 1. The best solution for the first risk is to implement adverting campaign before the gold tournament according to the previous schedule. The new promotional opportunity an be added to the previous plan. It will not take much time and efforts of employees and ensure that the company will reach the main target audience. Senior management needs to develop a broad strategic vision, which calls for redesigned business processes (Campbell, 1997). 2. To meet the first deadline and avoid changes, it is important to consult the responsible persons during the preparation process. Also, it is possible to develop a rough plan if the primary plan would not work well. In order to leverage change, the manager can identify primary and secondary activities. Primary change activities are most directly related to the project. Primary change activities will include inbound logistics, operations, outbound logistics, sales and marketing, and service. The other group is support activities which will not have a direct impact on the project. It will help to avoid uncertainty and haste. 3. It would be possible to appoint the forth person in order to solve secondary problems of the plan. The project manager should identify a few core processes to be redesigned, focusing on those with the greatest potential payback. Symptoms of inefficient processes include excessive data redundancy and reentering information, too much time spent handling exceptions and special cases, or too much time spent on corrections and rework. The analysis should identify what organizational group owns the process, what organizational functions or departments are involved in the process, and what changes are required. The methods for identifying organizational information requirements described earlier in this chapter may be useful here. 4. Before the changes are made, the project manager should inform Betty about recent changes and ask her opinion about additional duties. Also, the company could pay her for additional hours, and

Barbie as as Sexual Archetype Essay Example | Topics and Well Written Essays - 1500 words

Barbie as as Sexual Archetype - Essay Example Barbie was an instant success and quickly became the masthead and promotional icon for toy maker Mattel. Part of Barbie’s allure is her ability to transcend generations as a primary toy. Hitting fifty-three years old this year, she is probably one of the oldest toys to still be as well embedded as she is as a familiar childhood toy, still being swept off the shelves by parents for their children today. Moreover, Barbie, so ingrained in the culture of America, has become a sexual and cultural archetype for two sides of the same coin: body consciousness and women empowerment. Truly, one â€Å"could regard Barbie as one of the most successful creative products by a woman and one of the most widely disseminated women’s artworks in Western European human history, thus ranking Handler alongside the Brontes and Jane Austen in her universal cultural currency and influence† (Peers 11). An important distinction, considering many people have become so inflamed by Barbieâ₠¬â„¢s crimes against feminism that they forget Barbie was, in fact, created by a woman and celebrated by women for her ability to transcend gender inequality, despite her breast size. ... In doll form, Barbie represents an absolute sexual icon, an archetype of femininity. Over the years, Barbie slowly became the symbolic ideal for women, one that had been ingrained in the minds of young girls throughout their childhoods—so much so that women have become influenced by this childhood idol to make changes to their own bodies in an attempt to look physically like the sexual bombshell. One woman, Cindy Jackson, has become famous for spending more than fifty thousand dollars on plastic surgery in her attempts to look like a real-life Barbie doll. On numerous talk shows, Cindy has told her tales of obsession with the sexual icon and the pressures she placed upon herself to strive for the same physical perfection. Cindy still strives for the perfection that Barbie represents, and her story is often presented as one of desperation, ultimate sadness, and as a cry for help that will only end when her reality becomes shattered by the imperfection inherent in being a human. Nearly anatomically correct, Barbie’s dimensions are that of a completely unrealistic woman. Standing at just about six feet tall, Barbie’s real-life measurements would put her as having a â€Å"39 inch bust, 18 inch waist, and 33 inch hips† (Slayen). Any real woman wouldn’t be able to survive with a body of this shape, being unproportionately thin and with breasts so large she would literally topple over. Even the makers of Mattel, after bending to the pressure of their sexual icon as being too unrealistic an ideal for women, starting re-vamping Barbie’s shape to that of a more conservative image. Over the years, Barbie’s dimensions changed drastically, her hips smoothed out, her waist gained a few inches, and she was dropped from what could be considered

Guantanamo Bay and Habeas Corpus Essay Example for Free

Guantanamo Bay and Habeas Corpus Essay Since September 11, 2001, Americans have faced a new enemy that is not distinguishable by conventional terms of the law of war. As a result of this fact, the detention of these enemy forces has brought about a large debate among, mostly, the Executive branch and the Supreme Court. At the center of the debate is the rights of the enemy detainees. The Supreme Court argues that because their detention is at a location that is under the complete control of the United States, their rights are blanketed under the Suspension Clause of the Constitution and as such, they should be granted the right to seek Habeas Corpus. The Executives maintain that unlawful enemy combatants have no rights under the Constitution of the United States and that the President retains full control over their detention. This paper will look at the English and American background of Habeas Corpus and how it plays into the landscape of war today. I will also briefly look at past suspensions of the writ, as well as the perspectives of the Executive, Legislative, and Judicial branches and how the writ applies to alien enemy combatants. I will also offer my own perspective on the same. Quite simply put, an unlawful enemy combatant caught fighting against the United States oversees and brought to a location that the U.S. does not have sovereignty over, should not be afforded the same rights as the citizens and alien residents of our great nation that they fight against. The ‘Great Writ’ of Habeas Corpus has its’ roots in English Common Law dating back as early as the 13th century. The literal meaning in Latin is â€Å"to have the body† which quite basically obliged that the jailor bring the accused before a court (the King’s Bench) to determine if his detainment and confinement was lawful. In fact, the writ was meant to regulate jailors, resolve issues with jurisdiction and monitor the powers of the magistrates (Halliday, J.D., 2010). It was not a tool used to release the prisoner, but a tool of governance. When the writ traversed the Atlantic Ocean and came to America, it was, and still is, considered the most important safeguard ofpersonal liberty. Habeas Corpus is protected in the Constitution of the United States in Article 1, Section 9 wherein it states â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it† (Levin-Waldman, 2012). From its inception in the United States, Habeas has remained virtually unchanged. The Writ has only been suspended by the President and authorized by Congress four times in America’s history with the first instance when President Lincoln suspended it during the Civil War in order to detain opposing forces who were attempting to prevent troops trying to protect the Capital. Since then, it was used by Grant in the Ku Klux Klan Act, the rebellion in 1902 and in 1941 after the attack on Pearl Harbor (Jackson, 2010). Even during these times the suspension was lifted once the war or threat thereof was over (Langford, 2003) and those detained as a result were either released or tried and convicted. It wasn’t until the horrific attacks of September 11, 2001 where terrorist agents used commercial airplanes as weapons of mass destruction to kill thousands of innocent civilians within the borders of the United States that the issue of the suspension of Habeas Corpus came to the forefront once again. After the attacks, Congress wrote the Authorization to Use Military Force (AUMF), which granted the President to use â€Å"all necessary and appropriate force†¦against all nations, persons, operatives, etc. involved in the plotting and execution of the September 11th attacks†¦Ã¢â‚¬  (Piret, 2008). It is well known that the President’s first priority is that of Commander in Chief of the Armed Forces in times of War. After the horrific attacks in 2001, President Bush declared a †Å"War on Terror†. This type of war has no precedence in history in which to go by; it consists of unconventional fighters using unconventional methods of attacks unlike any seen under the law of war. ]As a result of these circumstances, it was crucial for the President to initiate his wartime authority to detain belligerents fighting against the United States and her allies and detain them in a location in order to protect the nation’s security against future attacks. The President unilaterally labelled these detainees as â€Å"unlawful enemy combatants†- persons who did not wear uniforms of a nation or state, carry conventional weapons, or direct their assaults strictly on armed forces- which is the definition given to prisoners of war (POW’s) (Acharya, 2012). Due to the vast allocation of the military’s assets and service members fighting in Iraq and Afghanistan, the President needed a location to detain these combatants away from the battlefield, Guantanamo Bay or GITMO. GITMO is a military location in Cuba that the United States has had an open-ended lease for since 1903. According to the Bush administration, this location was ideal because the area was under Cuban sovereignty but under the complete control of the United States. This meant that the long arms of the law would not reach to GITMO and the President essentially had free reign as to the treatment and length of detention of these unlawful enemy combatants. With this status, the administration argued that they could hold a detainee for an undisclosed amount of time without trial because the War on Terror was essentially ongoing. Also, this status allotted that the detainees could not be tried in civilian courts or be granted the rights and protections afforded to POW’s under the Geneva Convention (Piret, 2008). Because of these unique circumstances, the Courts became inundated with petitions for Habeas Corpus rights. The Executive branch argued that the courts could hear applications only â€Å"within their respective jurisdictions† and that Guantanamo did not fall within U.S. sovereignty, basically asserting that the judges had no authorization to hear cases from non-citizens that were held in a place where Cuba retained sovereignty. Because the nation was at war, the President retained full war time powers and could essentially be the judge, jury and jailer of the accused held at Guantanamo Bay (Healy, 2012). As a result, a few groundbreaking cases came in front of the Supreme Court. One of these cases was Rasul vs. Bush wherein the Supreme Court rejected the administration’s claim that the President had the power to jail those accused of terrorist activities without access to lawyers and without access to any possibility of judicial review (www.oyez.org ). The decision held that the detention of the defendants did in fact hinder on the Fifth Amendment rights. After the impact of Rasul and another case decided by the Supreme Court on the same day, Hamdi v. Rumsfeld, the executives were forced to create military tribunals called Combatant Status Review Tribunals (CSRTs), that afforded minimal protection to prisoners(Foley, 2007). However, these tribunals did not allow for the prisoner to obtain legal counsel, did not  have juries, and could rely on hearsay and coerced confessions by innocents. Unfortunately, these tribunals were heavily weighted towards the government and even though the process did result in the release of a number of detainees, the majority of CSRT’s have affirmed the detainees to be unlawful enemy combatants (Chesney, 2008 and Foley, 2007). The executive branch, despite these facts, argued that the CSRTs most closely resembled that of courts-martial that were afforded to members of the military, while still falling far short of Habeas rights. Amidst this rather heated debate amongst the Supreme Court and the Executive branch, Congress remained on the outskirts for the most part. Congress has never attempted to restrict or interfere with the President’s authority to detain belligerents; their main points were that the purpose of military detention was exclusively preventative and evidence of liability is not necessary for the United States to detain a suspected terrorist. However, because of the Court’s rulings, Congress did enact the Military Commissions Act of 2006. More or less, the MCA afforded the detainees the right to challenge the basis of their detention, the right to hear charges, and the right to testify, introduce evidence, and witnesses. Nevertheless, MCAs still allowed for coerced evidence to be produced. Additionally, the MCA empowered the Executives further and further delineated the courts from the review process afforded under Habeas Corpus. Coinciding with the MCA, Congress also intervened with the Detainee Treatment Act (DTA) that essentially provided a replacement mechanism for Habeas for judicial review where the Court of Appeals could determine if the CSRTs complied with regulations in place by the Defense Department and if those regulations were consistent with the Constitution and laws of the United States (Chesney, 2008). Despite the efforts of both the Executives and Congress to deplete the role of the Courts, the Supreme Court handed down a landmark 5-4 ruling in Boumediene v. Bush. Bouemediene brought up the issue of constitutional privilege of Habeas which it held could not be withdrawn without conforming to the Suspension Clause in the Constitution. In its ruling, the majority found that the MCA deprived the Federal Courts to hear habeas claims,  therefore unconstitutionally stripping their rights to the same (Piret, 2008). The Court held that even though the U.S. did not have sovereign control over GITMO, the complete control over the base made habeas rights a necessity. The majority also struck the DTA claiming that it fell short and did not provide a level of protection required to override suspension of habeas. Because of Boumediene, Congress cannot enact jurisdiction –stripping legislation to deny executive detainees’ access to judicial review that it twice tried to do with MCA and DTA. Nevertheless, that the â€Å"Court and the writ of Habeas Corpus is indispensable for monitoring separation of powers, and the test for determining the scope cannot be subjected to manipulation by those whose power it is designed to restrain† (US Newswire, 2011). On the other side of the court, the dissenters thought that the majority’s decision ignored the Constitution’s structure and defied Congress in establishing procedures for appeals. They went further to say that the historical survey is inconclusive about alien prisoners outside of formal U.S. territory, and Justice Scalia says that the fact that even in the English cases, no alien was granted or rejected the right to the writ which was further proof that Habeas was not in favor (US Newswire, 2011). The dissenters furthered their point by stating that the Boumediene ruling is â€Å"the most generous set of protections ever afforded to aliens detained as enemy combatants in any war, ever† and that the decision was not about the detainees but about the Court’s control of Federal policy (Acharya, 2012, Healy, 2012 and Piret, 2008). In light of all of the controversy surrounding Guantanamo Bay and whether the detainees have a constitutional right to it, one needs to look carefully again at the Suspension Clause â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it†. It is the last part of this clause that needs the most emphasis when looking at it from the â€Å"War on Terror† perspective â€Å"†¦the public Safety may require it.† Because terrorists are bred from many nations, do not have a uniform to be easily recognized by, and can walk within the boundaries of the United States virtually  undetected, the law of war holds a different ground. Terrorists are by far and large profoundly hard to distinguish as there is no set guideline. Regardless of the fact that a belligerent fighter is a U.S. citizen or an alien combatant, they should all be reviewed in the same manner, as that of unlawful enemy combatants. Under that status, they should not be afforded the rights allotted to the citizens and resident aliens of the United States. Having said that, it should be the President’s sole responsibility as Commander in Chief to detain these belligerents for as long as it takes to ensure the safety of Nation. On another level, the Supreme Court in its Boumediene ruling left out a few key factors to determine a proper procedure in the detention of the unlawful enemy combatants in areas other than Guantanamo Bay. It also did not clearly define whether its ruling affected trials currently scheduled to occur in CSRTs. The Court did not establish whether granting habeas rights to detainees at Guantanamo would further put Americans’ lives at risk by bringing them into the very states that they fight against. Habeas is not about the proof of war crimes but about determining the status of those detained- whether they are POWs, Al Qaeda, or innocents (Yoo, 2012). Given that Congress waited almost five years to enact any type of legislation to determine this element is what has given America a bad reputation among the global community. If Congress had acted in a more expedient manner, those detained who ended up being innocent or POWs should have been moved to another location and Guantanamo Bay would have truly been for unlawful enemy combatants. Furthermore, because Guantanamo Bay, even though under Cuban Sovereignty, is in all respects a U.S. military installation under the complete control of America, and therefore the Commander in Chief, any type of review should be conducted by military members and not civilian courts. The detainees, if allotted any amount of liberties under the Geneva Convention, should be maintained solely by the Armed Forces. There is nothing that states that the Supreme Court has the power to overhaul the President’s Commander in Chief powers, thus the Supreme Court is wrong in its assertion that the detainees should be afforded habeas rights. The courts interjection of this fact seems to be simply to ensure them of their own federal powers than the rights of the detainees. They assert to retain their jurisdiction simply because Congress sought to relinquish those powers in the MCA and DTA. In closing, the writ of Habeas Corpus should not be afforded to detainees that have been established as unlawful enemy combatants. Aliens detained during combat with American forces in a foreign theatre, without uniforms or conventional weapons, who seek to harm or kill those other than armed forces are not to be determined as POWs or innocents and should be maintained at a location, Guantanamo Bay, which is outside of U.S. sovereignty. While these combatants could be allowed a review as outlined in the MCA, their alien combatant status does not constitute the right to Habeas Corpus. With the Supreme Court’s hole-ridden ruling in Boumediene, it should be expected that there are many questions which still need answers which are likely to come about in future habeas cases. Regardless of that fact, given that the War on Terror is not likely to come to a close any time soon, alien unlawful combatants should remain under the detention of the Commander in Chief, at whose discretion it is as to how to handle them, not the Supreme Court, whose main theatre is civil and criminal matters, not matters of war. References Acharya, U. (2012). International Lawlessness, International Politics and the Problem of Terrorism: A Conundrum of International Law and US Foreign Policy.International Politics and the Problem of Terrorism: A Conundrum of International Law and US Foreign Policy (August 30, 2012). Denver Journal of International Law and Policy, 40(1), 2011-2012. Chesney, R. M. (2008). Suspension clause-military commissions act-detainee treatment act-jurisdiction to review military detention of noncitizens held at guantà ¡namo bay, cuba. The American Journal of International Law, 102(4), 848-854. Retrieved from http://search.proquest.com/docview/201159775?accountid=32521 Foley, B. J. (2007). GUANTANAMO AND BEYOND: DANGERS OF RIGGING THE RULES. Journal of Criminal Law Criminology,97(4), 1009-1069. Retrieved from http://search.proquest.com/docview/218408359?accountid=32521 Garrett, B. (2012). Habeas Corpus and Due Process. Cornell Law Review,98(1). Habeas Corpus Act of 1863. (2009). Habeas Corpus Act of 1863, 1. Halliday, P.D. (2012). Impertinent Questions. Humanities, 33(1), 54. HART jr,J.S. (2011). Habeas Corpus: From England to Empire- By Paul D. Halliday. Parlimentary History (Wiley-Blackwell), 30(3), 436-438. Doi:10.1111/j.1750-0206.2011.00279_1.x Healy, G. (2012). The Imperial Presidency and the War on Terror Jackson, A.L. (2010). HABEAS CORPUS IN THE GLOBAL WAR ON TERROR: AN AMERICAN DRAMA. Air Force Law Review, 65 263-288. Judicial watch obtains bush defense department documents detailing terrorist threat posed by guantanamo detainees. (2011, Mar 02). U.S.Newswire. Retrieved from http://search.proquest.com/docview/854434733?accountid=32521x Langford, B. R. (2003). SUSPENSION OF HABEAS CORPUS. Journal of the Institute of Justice and International Studies, 233. Piret, J. M. (2008). Boumediene v. Bush and the Extraterritorial Reach of the US Constitution: A Step Towards Judicial Cosmopolitanism?. Utrecht Law Review, 4(3), 81-103. Yoo, J. C. (2012). Applicability of 18 USC 4001 (a) to Military Detention of United States Citizens. Retrieved from.http://doc.wrlc.org/bitstream/handle/2041/84865/00334_020627_002.pdf?sequence=3 .