To what extent has Coalition Government affected the role and Essay - 4

To what extent has Coalition Government affected the role and functions of Prime Minister and Cabinet - Essay Example During such times, parties will opt to form grand coalitions or all party coalitions. In an instance where the coalition inevitably collapses or fails, a confidence vote is held. The idea behind collective responsibility in mostly related to an instance when say a vote of no confidence is passed in the parliament. Therefore, this will mean that all the ministers that form the cabinet are responsible for any arrangements that have been performed in relation to running of the government. This system basically tries to show the faith in the whole government as a whole in making day to day decisions. Collective ministerial responsibility simply implies that the government will collectively account to the parliament for the polices, actions and any decisions that they pass. However, the idea of collective responsibility means that for any decision or action to be made, all the members of the coalition must come into an agreement. This may slow down the government especially in instances where the two parties fail to come to an agreement. The government will be at a standstill. But at the end of the idea, the fact remains that collective decision making is favorable because it is more likely that better decisions will be reached and the decisions will mostly have the citizen’s best interest at heart. Collective responsibility is easy to maintain in a coalition government where the Prime Minister is kept as the keystone of the entire government. This is however not always the case. This is happens as there are instances when the coalition government is formed into a single party government. However, currently, people are highly enlightened, which makes collective responsibility a problem in some instances. For example, ministers now have their own advisors who may influence their decision and in addition, they freely communicate to the media without considering the impact of their action to them and the entire cabinet as a

Physical Development Essay Example for Free

Physical Development Essay Primary school children, aged six to twelve years old, will undergo a variety of developmental changes, both physical and mental, and as teachers it is imperative that we both understand and accommodate the physical needs of students in the learning environment. To fully comprehend these changes, one must consider the actual physical changes that occur, in particular the development of motor skills, as well as how to accommodate the physical needs and development of students during their primary school years. Supplementary to these broader topics are the benefits of physical activity as well as the consequences of prolonged inactivity, and how a student’s physical development can either facilitate or restrict development in other areas. Children between the ages of 6 and 10 (referred to as ‘middle childhood’) will experience a plethora of physical developments. Firstly, they will steadily gain weight and height, though their basic body structure will remain unchanged. Children will also lose their 20 primary or ‘baby’ teeth, which will be replaced by permanent teeth. Some of the most significant skills children of this age will develop are motor skills. Motor skills refer to a learned sequence of movements that combine to create an efficient action in order to become proficient at a certain activity. These can be divided into two subcategories: ‘gross motor skills’ and ‘fine motor skills’. Gross motor skills are â€Å"large movements of the body that permit locomotion through and within the environment† (McDevitt Ormrod, 2010) and includes such skills as walking and swimming, while fine motor skills are â€Å"Small, precise movements of particular parts of the body, especially the hands† (McDevitt Ormrod, 2010), and include such skills as writing and drawing. In early childhood, humans rely largely on reflexive (that is, unlearned and involuntary) movement patterns, and thus are lacking fine motor skills. As they reach middle childhood, children develop voluntary movement patterns, and begin refining both their gross and fine motor skills, gaining proficiency in a variety of actions. Children increase the speed and coordination of their running, kicking and throwing, and become able to integrate these movements into sports and other structured play activities. They also make advances in their handwriting, becoming smaller and more consistent, and their drawings, supported by further cognitive development, become more detailed. Finally, the functions of the brain are enhanced in a number of ways. The two hemispheres of the brain develop into more unique sectors, and groups of regularly used neurons are cultivated. The process of myelination, ‘the growth of a fatty sheath around neurons that allows them to transmit messages more quickly’ (McDevitt Ormrod, 2010), continues, permitting swift and sustained learning. In order to accommodate and encourage student’s physical needs and developments, teachers should first and foremost always ensure that the learning area is safe. The classroom should constantly be checked for hazards, such as sharp edges on desks, loose flooring, or potentially dangerous substances, and teachers should ensure that â€Å"Rooms, bathrooms, and hallways are cleaned daily† (Wilford, 2006). Children should also be educated on how to recognise situations or objects that could harm them, and how to deal with them effectively. As young children are especially vulnerable to illness, it is particularly important to do everything possible to prevent it, by keeping the area clean and sanitizing surfaces, and teaching children sanitary practices, such as washing their hands after toileting. This is a vital area of education; should a child suffer from a serious illness for a long period of time, their physical development may be permanently mired, having serious consequences on their entire lives. It is also important that students have access to healthy and nutritious food at school, and learn about sound eating habits. Certain foods or lack thereof, have varying effects on students’ physical development, and should children be malnourished for an extended period of time, their development may be permanently stunted. A child who is malnourished is â€Å"more prone to infections† (Brewster and White, 2002) which â€Å"further impair (their) nutritional state by depressing (their) appetite and increasing the demand on his reserves of protein and energy† (Brewster and White, 2002), leading to further diminished rates of physical development. For these reasons, it is imperative that primary school students’ learning environment be kept as safe and healthy as possible, through the teacher’s ensuring that the classroom is hazard free and sanitized, and that the children have access to nutritious and healthy food, as well as educating the children so that they may implement such skills themselves. By doing this, educators can accommodate the physical needs and developments of their children, and maximise the effectiveness of their schooling, both physical and academic. During primary school, students are â€Å"at an optimal age in terms of motor skill learning† (Anshel, 1990), and thus motor skills develop rapidly, allowing them to perform skilled tasks. In order to help students develop these motor skills, it is important for teachers to incorporate physical activity into their curriculum. This assists in the development of both fine and gross motor skills. Firstly, they should provide frequent opportunities for students to participate in physical activity throughout the day; these activities would ideally allow the participation of children, regardless of their respective skill levels. For example, when guiding children through skipping rope, the teacher could at first have them use a long rope and simply step over the rope; children who find this easy could then try actual skipping. Should this prove relatively easy, they could skip at a faster pace, and children who showed proficiency at this higher level could try crossing the rope over while skipping. Educators can also integrate physical activity into academic lessons, which will not only shorten the length of time between physical activities, but also keep the students more engaged in the lesson. Conversely, it is also important to give students adequate time to rest. If they spend too much time exercising and overexert themselves, this will only lead to decreased concentration during the rest of their lessons, causing their performance to suffer. Additionally, children progressing through middle childhood still have relatively soft bones, so additional caution should be taken if they perform any high impact exercises, such as lifting heavy weights. To reiterate, young students’ physical development can be accommodated through the utilisation of physical activity at school, however this must be done in moderation, otherwise it may be detrimental to the child’s education and general wellbeing. Finally, educators should be aware of how a child’s physical development can assist with or hinder their development in other areas. For example, a child who has developed at a faster rate than their peers will likely be more proficient at sports, and the strengthened neuron pathways will increase the rate at which they learn and become proficient at academic subjects. The self-confidence this gives them may then be expressed through the child’s interest and application in school, which in turn will make their entire learning experience both easier and more pleasurable. Increased participation in both sport and academic activities will in turn make meeting and befriending other students easier, allowing the student to expand socially, again giving them a more positive outlook on school and further increasing their focus and determination to succeed physically and academically. On the other hand, students who have not physically developed as quickly as others in their year group may not perform as well in either academic or physical activities, and subsequently suffer from ‘learned helplessness’, a situation in which a child’s experience leads them to believe they will always fail, and thus they do not try, acting â€Å"as though they (are) helpless to do better† (U. S. Dep Education, 1992). This lack of confidence and learned helplessness can cause students to become â€Å"listless and inattentive and sometimes disruptive† (U. S. Dep Education, 1992), and â€Å"may be prevent (students) from fulfilling (their) potential† (Seligman, 1990). This is why it is essential to implement scaffolding into the learning environment, to support less physically developed students and assist them in succeeding, building their confidence. Therefore, it is important that teachers carefully monitor the progress of students individually, and provide support and encouragement appropriate to their developmental stage to facilitate the learning experience for them. Children completing their primary education will experience many new things; socially, mentally and physically. It is the role of teachers to make this experience as beneficial as possible, and a key element of doing so is the understanding of the physical developments they undergo during this time. To fully appreciate these developments, educators should consider the benefit of physical activity, as well as the consequences of prolonged inactivity, how a student’s physical development can assist with or hinder their development in other areas, motor development in children and how this is influenced, and finally how to accommodate and support the developments and needs of their students.

Platos Repulic, book V Essay -- essays research papers fc

ABSTRACT: This paper discusses the viability of certain aspects (the sex lottery) of Plato's Republic, book V. It is college level 'A' paper. Book V of The Republic finds Socrates explaining the practical details necessary in the creation of an ideal polis. He proposes a system for population control and human eugenics based on a lottery of sorts which will determine who will mate with whom and when. The lottery is â€Å"rigged† by the rulers in order that the best of the â€Å"herd† will mate much more frequently than others. However, only the rulers of this society will know the lottery is rigged. This system will presumably assure that children will be conceived as the result of reason, not irrational behaviors such as love or lust, and will produce the best possible future generations (Plato 458d – 460c). I argue that Plato’s lottery would not have worked in his time, nor would it work now because the desire to propagate was and still is a human instinct propelled by passion, not something that can simply be reasoned away. While Plato proposed that licentiousness would be forbidden and matrimony given the highest degree of sanctity (458e), I do not think that would be enough to stop a massive rise in sex crimes and passionate affairs. Instead of a just society, Plato’s proposal would have created one of fear, self-doubt and lack of trust in the government and is not something I would advocate implementing. While we can never really know how this utopia would have â€Å"played out† in Plato’s time, the negative effects on a society when passions are forcibly controlled can be illustrated in a modern sense by the Catholic Church and our penal system. Plato wrote that guardians would be â€Å"drawn together by a necessity of their natures to have intercourse† (458d) and yet, their sexual interludes should be limited by the use of the lottery. It is important to point out that since reliable and accessible birth control is a recent luxury, Plato was not simply advocating for selective child birth, he was talking about abstaining from heterosexual sex unless you â€Å"won† the lottery. I don’t think Plato’s lottery system would have worked out as well as he envisioned. When the less desirable of the population were consistently â€Å"unlucky† and unable to propagate year after year, what would have happened to them psychologically? Given that copulation was to be an honor bestowed upon... ...or other punishments. Whether restraint of sexual instincts are willingly accepted or forced upon a community, the results can lead to a decidedly non-ideal situation. By looking at some modern examples, I have shown how human desire can, and often does, override reason and the law even when faced with community imposed consequences or dire punishments. While current society differs greatly from Plato’s Greece, people are still people and human instinct existed then just as it exists today. People who are denied the ability to choose if and with whom they can have sex are liable to become irrational or turn to violent means to reach that end, regardless of the era in which they live. In Plato’s ideal society these unsanctioned actions could have lead to an increased level in the public’s fear for their physical safety. Individuals consistently denied by the rulers to copulate might develop self-worth issues and finally, a pin-prick of imperfection in this utopian society may be discovered by those who are forbidden from enjoying physical relations with those they desire or love. Works Cited Plato, The Republic. Trans. Benjamin Jowett. New York: Barnes & Noble Books, 2004.

12 Angry Men by Sidney Lumet Essay

In the field of psychology and psychiatry, the trend has always been towards individual therapy. The trend in psychoanalysis has always focused in the individual that the individual role and participation in society has been deemed as secondary. However, recently the trend has been moving towards the group with consideration to an individual’s psychology having full bearing to the manner in which he interacts and participates in his society. Irvin D. Yalom has stated that there are 12 therapeutic factors involved in group psychotherapy. To be able to fully understand these concepts, a study of the movie 12 Angry Men will be analyzed in the point of view of Yalom’s factors. The movie 12 Angry Men by Sidney Lumet is about a jury of 12 men trying to decide the fate of an 18 year old boy who has been accused of murdering his own father. The whole movie takes place in the jury room where all 12 men are locked inside until such time that a unanimous verdict has been reached. The movie begins with 11 of the members of the jury voting that the child is guilty. The story then revolves on the process by which the 12th member, played by Henry Fonda, is able to change the verdict into a not guilty decision. See more:Â  The 3 Types of Satire Essay The movie becomes a perfect example of Yalom’s factors as well as group therapy as the dynamics that occur within the group slowly shows how each person’s subjective psychology and personality is brought into the interaction of the group which eventually finalizes the decision of the group. Four of Yalom’s factors are most apparent in the movie – Group Cohesiveness, Interpersonal Learning, and Catharsis and Existential factors. Group cohesiveness. There are two kinds of cohesiveness and what differentiates the two is the reason for which that group stays together. The two kinds are emotion-related and task related. Emotion-related is the kind of group cohesion founded on emotional connection and feelings members have for the other members of the group. Task-related cohesion is founded on the goals that the group has set for themselves and the achievement of these goals is what makes the group cohesive. In the case of 12 Angry Men, the only similarity that these 12 men have is that they are all members of the jury for this particular case. In the beginning, as each member enters the room, a discussion of past jury duties are discussed and this duty served as a commonality between all the members of the jury. This commonality is a superficial factor that added to the group’s cohesion. The main factor is that they all share the same goal which is to reach a verdict. The cohesion of the group is further enforced by the fact that the door is locked and the group cannot leave until such time that they all agree on the verdict without contest. The locked door forced them to become cohesive as well as the duty to decide on the fate of the 18year old boy. Interpersonal Learning. Interpersonal learning can be achieved with either an input of information, wherein people learn from the feedback that the other members in the group provide, or from an output of information wherein the environment provides an outlet where members can interact with each other openly and adaptively. Without the output Interpersonal Learning, the ability for the members to open up will be hindered and thus input interpersonal learning will be greatly limited as the people will hold their thoughts and not give the proper feedback required for the others to be able to learn from the experience. In the case of the movie, the initial environment was conducive to any of the jury members to open up. As a matter of fact, the initial environment was quite aloof to the point of hostile. The hostility burst forth as one member dissented from the majority vote. This same factor that caused the hostility, however, is the same factor that created the environment for the members of the jury to open up. Because of Henry Fonda’s character who refused to give a guilty verdict, a discussion ensued which allowed every single person in that jury to give his reasoning as to why a guilty verdict should be decided upon. With every single justification, more information is given out by the people from which the others give a reaction. This reaction serves as the feedback required for people to learn from. Within the group there are passive members who just listen instead of fully participating in the interaction. Although, they remain passive, learning is still occurring. Through the interaction of the others in the group, individuals are allowed to assess their own beliefs passively in relation to the discussion going on. This passivity was most apparent in the characters of John Fiedler (Juror #2), Edward Binns (Juror #6) and Robert Webber (Juror #12). They were not fully active in the discussion but whose decisions were based on the learning that occurred due to the interaction of the other members around them. Catharsis. Catharsis is the purging of strong emotions regarding the past or the present. There are different ways to achieve catharsis. Some express their emotions through art and literature. The most common, however, is just simply talking about it and having a good cry about the situation. In the case of a group, catharsis can occur through the constant interaction that comes into a group. In a sense, to fully achieve catharsis in a group setting, interpersonal learning is required. It is only through an environment when people are open and are allowed to give feedbacks that the opportunity to let go of strong emotions occur. In the movie, 12 Angry Men, a lot of the jurors have their own personal problems. The characters of Lee Cobb (Juror #3), Jack Klugman (Juror #6), Ed Begley (Juror #10) and George Voskovec (Juror #11) all had strong emotions rooted in their past that was brought to the fore because of the case of the 18 year old boy and the discussion to reach a verdict. Klugman, Begley and Voskovec’s issues were mainly rooted in discrimination and prejudice. Klugman had issues about slum children being discriminated as criminals when he was brought up in the slums; Begley based on his experiences, had a strong prejudice against poor people; while Voskovec’s issues deal with the fact that like the poor he is being discriminated as a foreigner/immigrant. The one who achieved the strongest catharsis was the character of Cobb has he experienced problems with his own son and was still having problems with his son. With Cobb, he was trying to get his anger towards his son out on the 18 year old boy who he found ungrateful for killing his father. He didn’t care much about the facts but cared only of exacting his revenge towards ungrateful children on the accused. With the constant deliberation as to the verdict, eventually, the truth came out and he was able to fully purge his emotions and give a rational verdict of not guilty. His breakdown was a sign of his complete catharsis regarding the matter of his son as this showed the realization of his problem as well as the release of it. Existential factors. Existential factors refer to the group’s acceptance of life responsibilities. Initially, the jury was not accepting the responsibility of deciding on the life of the 18 year old boy. They casually decided that he was guilty simply because they had better things to do. It is only Henry Fonda’s character that made them realize the gravity of their decision. He alone made them accept the group’s responsibility over the life and death of an 18 year old boy. As this was accepted, the group in earnest was able to weigh the pros and cons of the situation, re-assess the case in depth as well as analyze their selves and their own lives and make a true decision based on all these factors that affect both their life and the life of the accused boy. In conclusion, the trend in psychology is changing from individual psychoanalysis to group psychotherapy and rightly so as in the present group interaction and group dynamics can be found in almost any institution of society. Moreover, these groups have a great bearing on the lives of the people both as individuals as well as a whole society. The movie 12 Angry Men is a perfect example of the necessity of group psychotherapy as well as an example of how the therapeutic factors work in a given situation for a group. Sometimes, these factors are unconsciously done without the presence of a supervisor or counselor as witnessed in the movie. Notwithstanding, the movie has shown how important it is to have group psychotherapy as there are times where a group can decide on whether or not a person should continue living or should be punished by death.

If it is possible Xiaomi trade in SA

Leno's purchase of Motorola Mobility became official on same day, and with its new subsidy, the company has become the third-largest smartened manufacturer in the world with 8 percent market share, bumping Axiom down to fourth. Still, Axiom said it has its sights set on raising enough money to become the world's most valuable private tech firm. 1. 2 International expansion In just four years, Axiom, which is known colloquially as â€Å"little rice,† has gone from a strictly low-end producer to competition for some of the largest mobile companies in China such as Apple Inc. ND Samsung Electronics Co. Ltd. Now, global expansion is on the horizon, but there are plenty of hurdles for Axiom to export its phones and its philosophy to the West. This called Axiom must enter the international market The process started early last ear by testing water in Hong Kong, Taiwan and Singapore. Axiom's flash sale strategy proved a huge success in these markets. Beginning of this year, Axiom ann ounced Axiom would expand to 10 countries this year.We can see that Axiom wanted to target markets similar to China, developing countries with huge population where its low price is an advantage. Assai: Malaysia, India, Indonesia, Thailand, Vietnam; Europe: Russia, Turkey; America: Brazil, Mexico. We can see, Africa isn't in its expanding list. But we group strongly recommended Axiom export South Africa, the reason and the strategy analysis as below. . South Africa PEST Analysis and Cell industry introduction by ups 2. Political South Africa is a parliamentary republic, although unlike most such republics the President is both head of stated head of government, and depends for his tenure on the confidence of Parliament. The executive, legislature and judiciary are all subject to the supremacy of the Constitution, and the superior courts have the power to strike down executive actions and acts of Parliament if they are unconstitutional. The National Assembly, the lower house of Parli ament, consists of 400 members and is elected every five years y a system of party-list proportional representation.The National Council of Provinces, the upper house, consists of ninety members, with each of the nine provincial electroluminescent ten members. After each parliamentary election, the National Assembly elects one of its members as President; hence the President serves a term of office the same as that Of the Assembly, normally five years. NO President may serve more than two terms in office. The President appoints a Deputy President and Ministers, who form the Cabinet which consists of Departments and Ministries.The President and the Cabinet may be moved by the National Assembly by a motion of no confidence. In the most recent election, held on 7 May 2014, the African National Congress (NC) won 62. 2% of the vote and 249 seats, while the main opposition, the Democratic Alliance (DAD) won 22. 2% of the vote and 89 seats. The Economic Freedom Fighters, founded by Julius Male, the former President of the Ann.'s Youth Wing who was later expelled from the NC, won 6. 4% of the vote and 25 seats.The NC has been the governing political party in South Africa since the end of apartheid. Since 2004, the country has had many thousands of popular protests, some Eileen, making it, according to one academic, the â€Å"most protest-rich country in the world†. There have been a number of incidents of political repression as well as threats of future repression in violation of this constitution leading some analysts and civil society organizations to conclude that there is or could be a new climate of political repression, or a decline in political tolerance.Leaders of the BRICKS nations at the G-20 summit in Brisbane, 15 November 2014. South African President Jacob Zamia and Chinese President Huh Joints upgraded bilateral ties between the two countries on 24 AUgUSt 201 0, hen they signed the Beijing Agreement, which elevated South Africans earlier â€Å"s trategic partnership† with China to the higher level of â€Å"comprehensive strategic partnership† in both economic and political affairs, including the strengthening of exchanges be;en their respective ruling parties and legislatures.In April 2011, South Africa formally joined the Brazil-Russia-India- China (BRICKS) grouping of countries, identified by President Zamia as the country's largest trading partners, and also the largest trading partners with Africa as a whole. Zamia asserted that BRICKS member countries would also ark with each other through the SIN, the Group of Twenty (620) and the India, Brazil South Africa (BIBS) forum. By 201 3, China have become the single largest trading partner of South Africa. 2. 2 Economy South Africa has a mixed economy, the second largest in Africa after Nigeria.It also has a relatively high GAP per capita compared to other countries in sub-Sahara Africa ($1 1,750 at APP as of 2012). Despite this, south Africa is still burdened b y a relatively high rate of poverty and unemployment, and is also ranked in the top 10 countries in the world for income inequality, measured by the Gin coefficient. Unlike most of the world's poor countries, South Africa does not have a thriving informal economy; according to COED estimates, only 15% of South African jobs are in the informal sector, compared with around half in Brazil and India and nearly three-quarters in Indonesia.The COED attributes this difference to South Africans widespread welfare system. World Bank research shows that South Africa has one of the widest gaps between per capita GNP versus its Human Development Index ranking, with only Botswana showing a larger gap. After 1 994 overspent policy brought down inflation, stabilized public finances, and some foreign capital was attracted, however growth was still subpart. From 2004 onward economic growth picked up significantly; both employment and capital formation increased. South Africa is a popular tourist des tination, and a substantial amount of revenue comes from tourism.Illegal immigrants are involved in informal trading. Many immigrants to South Africa continue to live in poor conditions, and the immigration policy has become increasingly restrictive since 1994. Principal international trading partners of South Africa-?besides other African countries-?include Germany, the United States, China, Japan, the United Kingdom and Spain. The South African agricultural industry contributes around of formal employment, relatively low compared to other parts of Africa, as well as providing work for casual laborers and contributing around 2. 6% of GAP for the nation.Due to the aridity of the land, only 13. 5% can be used for crop production, and only 3% is considered high potential land. In August 2013, South Africa was ranked as the top African Country of the Future by FED magazine based on the country's economic potential, labor environment, cost-effectiveness, infrastructure, business friendl iness, and foreign direct environmentalist's. The IFS ranks South Africa as the 36th safest tax haven in the world, ahead Of the Philippines but behind the Bahamas. 2. 3 social During 1995-2003, the number of formal jobs decreased and informal jobs increased; overall unemployment worsened.The government's Black Economic Empowerment policies have drawn criticism from Nave Magenta, lead economist for research and information at the Development Bank of Southern Africa, for focusing â€Å"almost exclusively on promoting individual wineries by black people (which) does little to address broader economic disparities, though the rich may become more diverse. † Official affirmative action policies have seen a rise in black economic wealth and an emerging black middle class. Other problems include state ownership and interference, which impose high barriers to entry in many areas.Restrictive labor regulations have contributed to the unemployment malaise. Along with many African nation s, South Africa has been experiencing a ‘brain drain in the past 20 years. This is believed to be potentially damaging for the regional economy, not in citation given][clarification needed]and is almost certainly detrimental for the well-being of those reliant on the healthcare infrastructure. The skills drain in South Africa tends to demonstrate racial contours given the skills distribution legacy of South Africa and has thus resulted in large white South African communities abroad.However, the statistics which purport to show a brain drain are disputed and also do not account for repatriation and expiry of foreign work contracts. According to several surveys there has been a reverse in brain drain following the global uncial crisis of 2008-2009 and expiration of foreign work contracts. In the first quarter of 2011, confidence levels for graduate professionals were recorded at a level of in a UPS survey. 2. 4 Technological Several important scientific and technological develo pments have originated in South Africa.The first human-to-human heart transplant was performed by cardiac surgeon Christiana Bernard at Grotto Churl Hospital in December 1967, Max Tiller developed a vaccine against yellow fever, Allan McLeod Carjack pioneered x-ray computed tomography, and Aaron Kaleidoscope aerographical electron microscopy techniques. With the exception of that of Bernard, all of these advancements were recognized with Nobel Prizes. Sydney Brenner won most recently, in 2002, for his pioneering work in molecular biology.Mark Shuttlecock founded an early Internet security company Thaw, that was subsequently bought out by world-leader Version. Despite government efforts to encourage entrepreneurship in biotechnology, IT and other high technology fields, no other notable groundbreaking companies have been founded in South Africa. It is the expressed objective of he government to transition the economy to be more reliant on high technology, based on the realization tha t South Africa cannot compete with Far Eastern economies in manufacturing, nor can the republic rely on its mineral wealth in perpetuity.South Africa has cultivated a burgeoning astronomy community. It hosts the Southern African Large Telescope, the largest optical telescope in the southern hemisphere. South Africa is currently building the Karol Array Telescope as a pathfinder for the ?1. 5 billion Square Kilometer Array project. On 25 May 201 2 it was announced that hosting of the Square Kilometer Array Telescope will be split over both the South African and the Australia/New Zealand sites.Telecommunications infrastructure in South Africa provides modern and efficient service to urban areas, including cellular and internet services. In 1 997, Talked, the South African telecommunications partially, was partly privatized and entered into a strategic equity partnership with a consortium of two companies, including CBS, a U. S. Telecommunications company. In exchange for exclusivity ( a monopoly) to provide certain services for 5 years, Talked assumed an obligation to facilitate network modernization and expansion into the unseeded areas.A Second Network Operator was to be licensed to compete with Talked across its spectrum of services in 2002, although this license was only officially handed over in late 2005 and has recently begun operating under the name, Motel . Five cellular companies provide service to over 30 million subscribers, with South Africa considered to have the 4th most advanced mobile telecommunications network worldwide. The five cellular providers are Voodoos, MET, Cell C,Virgin Mobile and Talked (Mobile), which is run by Talked. 2.Mobile Industry Telecommunications is one of the fastest growing sectors of South Africans economy, driven by explosive growth in mobile telephony and broadband connectivity. With a network that is 99. 9% digital and includes the latest in fixed-line, wireless and satellite communication, the country has the most dev eloped telecoms network in Africa. South Africans has a relatively low rate of fixed-line telephony, with around 4. 2;million fixed-line connections (I TU, 201 0). Fixed-line telephony is dominated by Talked, which is listed on the SSE and majority owned by the Department of Communications.Telecoms monopoly in running fixed-line services came to an end in 2006, when the country's second fixed-line operator, Motel, began its operations. Majority- owned by Indian's Data Communications, Motel offers voice and data services to around 9-million customers. Mobile phone use in South Africa has increased from 17% of adults in 2000 to 76% in 201 0, according to research firm Nielsen Southern Africa. Today, more South Africans 29-million use mobile phones than radio (28-million), TV (27-million) or personal computers (6-million).Less than 5-million South Africans use landlines phones. South Africa has four licensed mobile operators: MET N, Voodoos (majority owned by UK Videophone), Cell C (75 % owned by Saudi Ogre, an international telecommunications holdings firm), and ATA, a subsidiary of Talked. Mobile penetration is estimated at more than 1 0%, one of the highest rates in the world. South African mobile companies are also making inroads internationally, with MET leading the way: the company has well over 1 O- million subscribers in more than 20 countries in Africa, Asia and the Middle East.The increase in usage of mobile and smartness has also lead to increasing numbers of South Africans using the Internet. There were an estimated 8. 5-million users by the end of 201 1, up from 6. 8-million the year before. It is projected that the 10-million user barrier will be broken by the end of 201 2 (World Wide Word, May 2012). While mobile phones are driving usage, data costs are being driven down by the increasing number of undersea cables connecting sub-Sahara Africa to the rest of the world. Undersea cable capacity to South Africa at the end of 201 1 was 2. 69 Terabyte a s econd (Tips), and that will rise to 11. Tips by the end of 2012. This doubled again in 2013. The government, via the Department of Communications, aims to implement a national broadband network to ensure universal access by 2020. Broadband Infract, the state-owned company tasked with improving internet access and bringing down broadband prices, sells high-capacity long-distance transmission services to telecoms operators, internet service providers and other value added network service providers. MET N, Voodoos and Motel are jointly building a skim fiber-optic cable en;ark connecting several major centers across South Africa.The first phase of the cable, linking Sautà ©ing with Zulu-Natal, as commissioned in June 2010. Fibbers Telecommunications is building a 12 km national open-access fiber-optic broadband network, which will increase the supply of long-distance capacity between major cities such as Johannesburg, Cape Toffee and Durban, as well as towns and rural areas along the r oute. It is a partnership between Cell C, CIT firm Internet Solutions, and investment management and advisory firm Convergence Partners. Provinces, via their municipalities, also have plans to invest in affordable broadband infrastructure.The Western Cape, for example, aims to connect the 4 000 overspent facilities and every school in the province to a broadband network, as well as ensure the public has easy access to CIT facilities. 3. How to operate Axiom in South Africa 3. 1 The smartened market in AS Lees see a South African Mobile Report reveals the mobile phone brands of choice by South Africans Internet users, which showed that the most popular mobile phone brands among the country's Internet users are BlackBerry, Samsung, Monika, and Apple.The following chart shows the mobile phone brands owned by South African Internet users. Mobile phone brands owned in AS It should be noted that a single user can own multiple devices. 3. 2 What phones South Africans really want Smartened purchase preference The low position of Apple's phone (12. 3%) is mainly attributed to the fact that phones are relatively expensive in the country. The similar proportion Apple in these two chart shows the Apple purchaser has kind of brand loyalty.High owned level of Monika and Blackberry exceed two thirds, but preference of these two brand account less than one third, many South Africans plan to purchase a Samsung smartened when they upgrade their current phone. Samsung is expected to be the market leader in South Africa over the next few years. So we assume here that more people tend to price sensitive in choosing smartened, and the biggest competitors could be Samsung, we have great market space to serve in the price sensitive smartened users. 3. 3 How does Axiom benefit S. A. smartened users?Specs Comparison between Mi 4 vs. Samsung vs. Expire Z vs. ETC MM We clearly see the main specs among these new generation phones , MI are more competitive in RAM and Battery use based on t he similarities of other specs. We check from commerce website ,the price of Samsung SO sell ERROR, in exchange with ARM, about RHOMB ,kind of lower the price compare with China. But after calculating the changing price ,Samsung still has higher in half than MIM. So from both pictures to illustrate , we find the Axiom user will enjoy the fast speed of operating, touch, big screen, nice design, and very competitive price. . 4 How to position it? For the nice experience with good price, the dynamic image will attract more young generation and the group people who more care the good performance-cost that are our advantages , less brand loyalty users tend to our first lot users in AS. )Butte need to cultivate our own brand fans, our business model and the process of manufacturing are difficult to be copied by other international brand , and it is impossible for AS local people to do such kind of brand, from product itself we have great advantage 2)Low level image difficult to be changed when you want to enter into the high level .So we position our products as high quality ,good In cost performance . 3. 5 Business Model in overseas trade For supplies, we still put manufacturers in China, some good suppliers we have been cooperated with , air ship to South Africa by CA airlines. TO open he market we need to find more channels, social medias are still our main tool to do marketing, for it is difficult to find a close partner as agent to do that , but finding exclusive agents also is our acceptable way in South Africa market.At the beginning Partnered with local commerce website such as Edgewise (claimed largest online mall in South Apical). South Africa Official Faceable Page We might sell its products on its official website in the future. We might cooperate the local agents having the experience store to sell together. With a bit higher price , ERROR for MIM is similar to the price buying Samsung SO, the old generation of Samsung and one-year distributor warranty. Unitary products and concentration Every year only arise one product, and focus on it; Focus on one price point, only do one product.This strategy has help the company to better control the quality, especially technology about the hardware. We can continue this business model in AS Already invite costumer to participate in the product design At the beginning of designing the products, Axiom listen to costumer's opinion widely and this action make the products more cater to costumer's needs and second potentially arouse the purchase desire of consumer. N SAC'S experience store,We will invite AS local to participate in the product improvement.Treat costumer friendly and provide petty favors After the first launch of MOM, when they buy the products, we will give them coupon and a thank you letter, together with a film to protect the mobile phone. All these actions can make the consumer deeply feel the sense of belonging to Axiom Company and win good public praise. High configuration b ut low price-â€Å"Future Goods†, price difference with the nominal and actual Axiom's normal price is 1999 however the actual price to buy it normally is ore than 1 999 even is 2499 as it use the strategy â€Å"Panic buying†.Costumer finally buy it with even with price 2499 which is much higher than the nominal price they still think it's worthy. And this is the key point for Axiom to success to use customer's mentality. This will be our main strategy in AS. To develop greatly in AS,we will put effort to attract local Venture Investment. After the first launch of MOM,we will develop other products to be aliened with domestic:Hardware,Software and Internet service. In summary, we start by launching local official website and Faceable Page, ND local forum.We would choose to sell its product on local official website, or cooperate with local e-commerce website. Gradually, when we could fully localize and solve delivery and payment issues, it will sell on its official web site, also the not very low price, we can cooperate with local agent to have experience store. 4. Risk and Return Analysis by SOOT We need to think about risks in South Africa The news for Axiom over the internet can be easily found, but not all of them are good news. The good news is that Axiom keeps its strong performance in China market. 1 Creativeness However, recent news by PC World questioned privacy concerns about Axiom sending user data its server without permission. What's more, Axiom's globalization is shadowed by its claim of â€Å"Apple of China†. The launch of MIL 6 soon got tech media's critics of â€Å"copying ISO 7†. Its goanna take Axiom a long time to build its brand internationally, It will not be an easy battle for Axiom to change its global image of â€Å"copycat†, but we will have to wait and see. 4. 2 Leadership Axiom's CEO Lei June plays an important role in Axiom's marketing in China.But stepping out of China, nobody knows Lei June. Rath er than being an positive brand influence, Lei Sun's early claim of being â€Å"Steve Jobs† in China actually is a big hurdle for Axiom's globalization. Nobody will care about an imitator. 4. 3 E-Commerce Channel Axiom's flash sale in China is extremely successful, with direct online-only sale on its official website. But the e-commerce business environment may differ in different countries, marketing, logistics and customer services varied. How Axiom remain close relationships with its customers will be an even cougher challenge for the culture understanding. . 4 Quality Control When going abroad in AS, Axiom should pay more attention to its quality control to prevent large scale complaints, and really focus on customer services to build up the brand's word-of-mouth. After all, high quality smartened with low price is everything to Axiom. 4. 5 Chain Expansion Africa is so different with other continents, the country we target has the highest GAP level in Africa, and most cou ntries in Africa people cannot imitate the consumption habit, many are considering the basic needs.

Soc reflection Essay Example

Soc reflection Essay Example Soc reflection Essay Soc reflection Essay Dubious later chant geed his thinking and believed that communism would help the equality between the different races. Dubious using communism as a possible way to achieve equality between race s is a form of sociology on its own. Using environmental factors and different types of go veering would have effects on different people. In the eyes of Dubious he believed that it woo old create an equal environment for all and have the same opportunities for everyone to achieve a life of wealth rather than excluding a certain race or ethnicity. In the Second article, Association today it extends more detail on W. E. B. Dubos s. It shows how eventually provided an outline to be followed in different graduate e and undergraduate schools, focusing on mostly research and fieldwork, allowing them to interact with society. Lombard 2 Dubious not only contributed a lifetime of work and information on sociology b UT also had researched and real life surveys conveying what he wanted to show or prove o others. In both of these articles we learn this and are shown this though hard facts.

When Is the PreACT 2018 PreACT Test Dates

When Is the PreACT 2018 PreACT Test Dates SAT / ACT Prep Online Guides and Tips If you’re planning to take the ACT, it’s a good idea to take the PreACT, too. This test is essentially a practice ACT for high school sophomores. But exactly when is the PreACT? Are there multiple PreACT test dates you can choose from?We answer these questions and more in this guide. In addition, we give you a few key tips on how to prep for the PreACT. The Short Answer: When Is the PreACT? The exact date on which you can take the PreACT varies depending on the school. Basically, it’s up to each school to decide when (and if) it wants to administer the test. This means that you have no choice when to take the PreACT (it's not like the SAT or ACT for which you can choose a specific test date). If your school or district decides not to offer the PreACT, you won't be able to take it. Schools that do intend to offer it, however, may administer it "any time between September 1 and June 1," according toACT, Inc.In other words, you'll take the testsometime during the school year- never during the summer. Furthermore, you’ll take it at school, most likely on a school day during regular school hours. So no having to wake up early on a Saturday as you need to do for the ACT! The Long Answer: How PreACT Test Dates Work Now for the long answer. There are a few key steps schools must take when deciding whether (and when) to administer the PreACT. Below is the basic timeline: Step 1: Schools Decide Whether to Administer the PreACT First, a school must decide whether it wants to administer the PreACT to students.If it's decided to administer the test, the school then orders the tests directly from ACT, Inc. (Note that students do not order their PreACT tests individually!) If your school hasn’t said anything about holding the PreACT, talk to your guidance counselor to see whether your school will consider offering the test to 10th graders who want to take it. Step 2: Schools Decide When to Hold the PreACT Once a school has chosen to hold the PreACT, it decides when to administer it. Unlike the ACT, which is only offered on certain Saturdays every year, the PreACT is typically held at school on a weekday.The bonus? You’ll be taking the test with students you know at your own school, which can make the testing environment more comfortable for you. As mentioned above, schools may pickany test date between September 1 and June 1.So you could end up taking the PreACT at the start of the school year (similar to the PSAT, which is always offered in October), or you could end up taking it near the end of the school year in May. All of this simply depends on what date your school feels best fits with its schedule. In short, the exact PreACT test date will ultimately be up to your school.Unfortunately, you can’t take the PreACT on a different test date. So if for some reason you’re going to be absent the day of the PreACT, you won’t be able to make it up on a later date. Ifyou’re not sure when your school plans to hold the PreACT,check with your guidance counselor. Step 3: Schools Send Out PreACT Information to 10th Graders In this last step, the school sends out information about the PreACT to its 10th graders. Generally, students will be toldwhen and where the PreACT will be held, how to sign up for it, and how much it’ll cost to take it. The PreACT typically costs $12 per student, but your school might cover all or part of this cost. If you have any questions about how much the test costs or how to register for it, ask your guidance counselor. How to Prep for the PreACT: 3 Essential Tips Now that you understand how PreACT test dates work, you might be wondering whether you should study for the test or just wing it. While the PreACT is certainly not as important as the ACT (or SAT) is, it can be helpful to do some light prep before taking it. This way, you’ll have a clear idea of what ACT score you’re likely to get later on and will be better able to pinpoint your strengths and weaknesses in the major skill areas: English, Math, Reading, and Science. Here are our top three tips for prepping for the PreACT: #1: Learn the Test Format First off, it’s a good idea to spend some time familiarizing yourself with the overall structure of the PreACT. As you might know, the PreACT format is extremely similar to the ACT format: both tests have four main sections (English, Math, Reading, and Science), have similar question types, and use a similar (though not identical) scoring scale (1-35 for the PreACT and 1-36 for the ACT). The only major differences between the PreACT and ACT are as follows: The PreACT is shorter than the ACT: In total, the PreACT is two hours and 10 minutes long (excluding breaks), whereas the ACT is two hours and 55 minutes long (without Writing) and three hours and 35 minutes long (with Writing). The PreACT is slightly easier than the ACT: Since the test is designed as a practice ACT and geared toward 10th graders (instead of 11th and 12th graders, which the ACT targets), its content and overall difficulty is somewhat easier than that on the ACT. The PreACT does not have an essay section: While the ACT includes an optional Writing section at the end of the test, the PreACT has no such writing component. Now, let's take a closer look at the PreACT format: English Math Reading Science Order 1st 2nd 3rd 4th Time 30 minutes 40 minutes 30 minutes 30 minutes # of Questions 45 36 25 (with 3 passages) 30 Time per Question 40 seconds 67 seconds 72 seconds 60 seconds Topics Tested Grammar, punctuation, organization, vocabulary, sentence style Integers, algebra, functions, geometry, statistics and probability Reading comprehension, vocabulary, text-based evidence Scientific reasoning skills, data/charts Sources: 2017-18 PreACT Administration Manual and PreACT Interpretive Guide Note that you’ll also get a 10- to 15-minute break between the Math and Reading sections. For more information about the PreACT, check out the resources ACT, Inc. has on its website. In addition, since the PreACT is so similar to the ACT, I suggest looking at our in-depth guide to the ACT format to further acquaint yourself with the PreACT and ACT structures. #2: Set a PreACT Goal Score A goal score is simply the score you're aiming to get on test day. Setting a goal score for the PreACT can help you figure out not just what type of score you want to get on it but also what score you’d like to eventually get on the ACT.Remember that the two tests share many similarities, including a nearly identical score range, so whatever goal score you have for the PreACT can also be used for the ACT. But how do you set a goal score? For the ACT and SAT, the easiest way to set a goal score is to first figure out what colleges you want to apply to. You can then look up each school’s average score range for admitted applicants (for either the ACT or SAT). We talk more about how to do this in our guides to setting a goal score for the ACT and SAT. As a 10th grader taking the PreACT, though, you likely haven’t finalized your list of colleges just yet. In this case, the best thing to do is to think about what schools you’re considering applying to, even if you’re not 100% sure you’ll actually apply to them. Once you’ve made a list of schools and put them in a chart, start looking up each school’s average ACT score range for admitted applicants. The reason you’ll use ACT scores instead of PreACT scores here is twofold: Colleges don’t look at PreACT scores at all (only ACT/SAT scores), so there is no PreACT score info you can use for your research The PreACT is extremely similar to the ACT- so much so that one score on one test roughly translates to the same score on the other test To look up a school’s average ACT scores, search for â€Å"[School Name] ACT PrepScholar† on Google. Look for the link to your school in our college database and click it to see the 25th, 50th, and 75th percentile ACT scores for that school. Once you’ve filled out your entire chart, look for the highest 75th percentile score in it- this will be your PreACT goal score (as well as your ACT goal score, though this might change as you update and tweak your list of schools). This particular score is your goal score because it's the score most likely to get you accepted to all the schools you're thinking of applying to. #3: Take an Official ACT Practice Test My last piece of advice for your (very light!) PreACT prep plan is to take an official ACT practice test.Unfortunately, there are no official PreACT practice tests currently available.However, since the ACT is so similar to the PreACT, taking a practice ACT should be just as helpful. Just make sure you're aware of the major differences between the two tests. The ACT practice test will be longer and a little more difficultthan the PreACT will be.While this might seem annoying, it's actually a good thing, as it lets you get a better sense of what kinds of questions will be on the ACT. What's more, as a result of challenging yourself, you might score even higher than you thought you would on the PreACT! Another thing to note is how you take the ACT practice test. It's important tomimic actual testing conditions as closely as possible. In other words,take the test in a quiet room, on paper (not on a computer!), and within official ACT time limits. Once finished, score your results. The score you get on the test will be yourbaseline PreACT/ACT score- that is, the score you start with in your ACT prep. You'll use this score, along with your PreACT/ACT goal score, to figure out the number of points you’ll eventually need to improve by in order to hit your ACT target score. Review: When Is the PreACT? Unlike the ACT, there are no PreACT test dates you can choose from. Each school that plans to hold the PreACT chooses when it wants to administer it. Schools may administer the test any time between September 1 and June 1,and most high schoolsadminister it on a school day. Once a school decides when it will administer the PreACT, it will notify students of the opportunity to take it and provide instructions on how to register and pay for the exam. Some schools cover all or part of the PreACT cost, while others don't. The typical cost is $12 per student. Because the PreACT is basically a practice ACT and isn’t used for college admissions, you don’t need to prep too hard for it. (In fact, many students don’t prep at all- this is totally fine!)That said, it doesn’t hurt to do some light prep before you take the PreACT, especially if you’re hoping to eventually get a high score on the ACT as well. For prep, the best steps to take are to learn the format of the PreACT (and ACT), set a combination PreACT/ACT goal score, and take an official ACT practice test to find your baseline score and get a better feel for the test. What’s Next? Got more questions about the PreACT? Our guide covers everything you need to know about the test, including what it is and why it's offered. As you prep for the PreACT, make sure you understand the format of the ACT, too. Knowing this will give you a head start on ACT prep- and possibly a higher PreACT score! Planning to take the SAT instead of the ACT? Then the PSAT will be a better practice test for you. Learn what the PSAT is and get tips on how to prep for it so you can potentially qualify for National Merit! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Used To vs. Use To

Used To vs. Use To Used To vs. Use To Used To vs. Use To By Maeve Maddox A reader asks, Which is correct    He USED to go to the game on Friday. He USE to go to the game on Friday. When the statement is positive, as in the reader’s example, the expression is used to. In negative statements, the expression is use to. For example, â€Å"He didn’t use to go to the game on Friday.† The expressions are used to speak about things that were habitually done in the past. Both used and use are followed by an infinitive. For example: We used to play baseball every Saturday. I used to live in Cleveland. There used to be a house on that corner. The d is dropped when the sentence is negative: I didn’t use to worry about money. I didn’t use to celebrate Christmas. There didn’t use to be a gas station on that corner. Here are some current examples from the Web: Chris Pratt Used To Live In A Scooby Doo Van Pope Francis reveals he used to work as a bar bouncer He [Jon Stewart] didn’t use to care and his show was funnier. Actors didnt use to be celebrities. Women didnt use to  talk  politics  in this country.   I used to tell people wed sell everything but the kitchen sink. I  used to  love this view   Positive sentence: used to. Negative sentence with didn’t: use to. 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 Misused Words category, check our popular posts, or choose a related post below:Spelling Test 134 Writing Tips That Will Make You a Better WriterThe Difference Between "Shade" and "Shadow"

Quiz for modern europe class Essay Example | Topics and Well Written Essays - 500 words - 1

Quiz for modern europe class - Essay Example Apart from this, Italy had one of the world’s oldest universities in Modena, and had lost it to the Austrian control. With this seat of knowledge under Austrian auspices, the Italian rulers were aware that a university would be one of the most deadly weapons for Austria to remain a European superpower and maintain its control Italy on Italy. Hence, to restore its pride as the birth place of the renaissance, Sardinia believed engaging Austria in a war was a reasonable way to regain Modena and unify knowledge. In my opinion, to build a nation not every ‘justified’ means should be used. The concrete terms, the means I am against here is war. This is because it has repeatedly been proven that wars have actually created more problems than it actually intended to redress. One of the most recent of such happenings is the war in Iraq. On the contrary, using bilateral negotiations in nation building should be the best solution, as seen recently between the two African states of Cameroon and Nigeria over the oil-rich Bakassi peninsula. The allies placed moral responsibility on Germany for causing the war because under the directives of the William II, it engineered the first attack on Serbia in retaliation to the sudden assassination of Archduke Frank Ferdinand, heir to the Austria-Hungarian throne. This reaction was to crush the Black Hand, the secret organization that was believed to be behind the assassination. The decision to attack Serbia was deeply rooted in William II’s staunch support for a union between Austria and Hungary. As a personal friend to Frank Ferdinand, William II (fondly called the Kaiser), was sure that should Frank Ferdinand come to power, then the synergy created between Austria, Hungary and Germany would be a European and world superpower. So, in effect the allied placed moral responsibility on Germany for inciting the war because Germany lost the war, and the biggest blow to

Carbon Emission Essay Example | Topics and Well Written Essays - 1000 words

Carbon Emission - Essay Example Some of the activities that take place for the carbon dioxide to be emitted cannot be easily avoided for involve daily essential activities that make the life of a human being complete. Among these activities include, burning fuel to provide warmth during winter, cooking, multivehicle combustion and other industrial activities. The earth’s temperature   has solely increased as a result of carbon dioxide was discovered way back in early 90’s after a series of argument between the parties who could propose and opposes but in the late 60’s they came to an agreement and research on how this gas accumulated commenced Martha 26). â€Å"Global warming is indeed a scam, perpetrated by scientists with vested interests, but in need of crash courses in geology, logic and the philosophy of science†. (Robinson 77). Due to this concerned, environmentalists have linked carbon dioxide as a gradually toxic gas capable of being responsible for the complete destruction of the universe in the future if caution is not taken. It is an air-based pollutant currently responsible for several thousand of mortality cases and introduction of other clinical conditions mostly respiratory (Robinson 77). Hudson (19) asserts that naturally before human being started industrial activities beyond natures control, the latter could regulate its own proportionality of carbon gases and the oxygen. Animals could inhale oxygen gases, and through reparation and decomposition, carbon was relapsed. This carbon having being a raw material for the formation of food by plants was taken from the environment. Unfortunately, because of human activities that have been characterized as an addition of more carbon in the environment and reduction of the necessary plants which could absorb these gases through deforestation. This has therefore, served as the major cause of an imbalance of these two gases proportionality â€Å"With all of the hysteria, all of the fear, all of the phony s cience, could it be that man-made global warming is the greatest hoax ever perpetrated on the American people?† (Hudson 19). And goes ahead to explain how the Findings from a research have suggested that, a rough estimate of more than 20,000 deaths in the whole world have been caused by air pollution cases are said to increase as the temperatures in the earth increase by 1 degree Celsius. The study went ahead and proved hoe carbon was correlated by the increment of temperature in the earth and therefore, concluded to be the prime Causer of global warming, and its mortality risk because of the ozone layer development was determined. As compared to the health experts, the environmentalists have blamed the carbon emission for this role played in the negative impacts of the environmental properties and consequently activities with them directly or indirectly involved (Hudson 19). The greatest effect her is abnormal temperature increase, which causes other effects like drying of wa ter bodies and swamps that significantly affects the life of plants and beasts that were initially suited for such weather. On examining and confidently concluding the effect of this environmental threat, governments mostly from the developed countries under different environmental related sectors, have come up with strict regulatory based on controlling the

Critically examine the relationship between war and underdevelopment Research Paper

Critically examine the relationship between war and underdevelopment - Research Paper Example There is the presentation of a typology of wars together with the review of several literatures indicating the relationship of war and underdevelopment. Generally, wars particularly the civil war is considered as one of the primary reasons of economic underdevelopment as well as human suffering1. However in spite of this, economic examination of developing countries at war is comparatively uncommon. At the same time as the global confrontation involving communism and capitalism at the time of the Cold War did not lead to nuclear Armageddon, all through the forty–year period several nations in the ‘Third World’ were involved in war. From the time of the 1950s and 1990s, fifteen million deaths were resulted directly or ultimately by wars of every kind in developing countries. These also include the global conflicts, government violence against citizens as well as civil war. Provided the conclusion of the Cold War, there was a changeover in the direction of peace in the majority of the regions in which conflict had been fired up by East-West aggression. However while this aggression lessened from the 1980s and on, new wars emerged which were particularly unique from the wars by replacement and procedures of anti-colonial resist and nationwide emancipation which had set apart developing country wars at the time of the Cold War era. These wars, on the other hand, carried on to be situated nearly completely in developing countries: from 1989 to 1995, there were between 31 and 54 globally documented struggles in each year, and an average of 15 major wars happening at any time. A number of older ideological struggles continued in a unique manner, like the one in Afghanistan, whereas other long–lasting separatist struggle turned out to be stronger, like that of Sri Lanka and Eritrea. The Central American conflicts came to a conclusion in a troubled deadlock; however sometime after it broke out again in Mexico. Territorial as well

Praise the Humble Dung Beetle Essay Example | Topics and Well Written Essays - 250 words

Praise the Humble Dung Beetle - Essay Example The media as well as the law makers are biased towards these invertebrates although these creatures are of tremendous importance to the society. It is not the large animals that are feeding the majority of the population. It is these invertebrates that help in the stabilization of soil and help in providing people with majority of their diet. Furthermore they even help in the development of necessary drugs for serious illnesses. Such as the molecules that help in the development of a drug called compound taxol that helps in the treatment of breast cancer and they even help in developing a medicine for patients suffering from leukemia. Their existence is even essential to encourage scientists in developing new elements. For example they have encouraged engineers in developing methods that can help in the extraction of water from fog. These invertebrates are very necessary and the government needs to take measures such as providing them protection under Endangered Species

TSA Essay Example | Topics and Well Written Essays - 500 words

TSA - Essay Example They also check and verify passengers’ travel documents. They keep a check on cargo buildings of companies that ship items on planes when there are no passengers aboard. A TSO cannot perform shift maintenance on equipment. He is trained three weeks in a classroom setting and needs to complete 80 hours of on-the-job training to become a TSO. Without TSOs, the security checkpoint could not be run properly and efficiently. The TSOs are only accountable for their own selves, whereas LTSOs and STSOs are held responsible for other officers in addition to their own actions. The next category is the Lead Transportation Security Officer (LSTO). He is the go-between for the TSOs and STSOs. LSTOs train entry level TSOs for their 80 hours of on-the-job training. LTSOs are the head of the exit lane. They keep the supplies stocked for the day for every security lane. They check planes making sure that there are no threats before the passengers board the plane. They can do all basic maintenance on equipment that is used daily, for example, they perform maintenance on the Explosion Trace Detector (ETD) to make sure it is detecting explosives. LTSOs report to the operation center any issues regarding the equipment that may raise doing the course of the day. An LTSO deals with passenger issues that a TSO could not have resolved. They are responsible for everyone on their lane such as they control and supervise passengers without using physical restraint. An LTSO cannot complete the daily operational paperwork as they do not have access to employee personal files. The last category is the Supervisory Transportation Security Officer (STSO) who is held accountable for every officer. STSOs are trained at TSO level because they are responsible for making sure that all officers are doing their job correctly. All officers get daily briefing from STSOs before going to their respective shifts. STSOs must complete all daily

The relationship between changing of labor force(total labor number ) Research Paper - 1

The relationship between changing of labor force(total labor number ) and Unemployment rate - Research Paper Example A high population creates a ready labor market that leads to high unemployment rates since people compete for the scarce job opportunities that are available (STOICA, pp.29). Fang and Nie (2014) argue that changes in the American labor market were as a result of the Great Recession that was witnessed in 2007.They argue that the recession adversely affected the supply of the labor market a move that forced the unemployment rates to soar high. The two authors seem to differ with the premises of the researchers whose ideas have been presented among other things. They used the Mortensen-Pissarides model to explain the trend of the American labor market. Researchers agree that high unemployment rates are because of lack of proper transition during employment and retirement. However, they disagree on some factors that have been proposed to contribute to high unemployment rates in the US (Fang and Nie, p.1). Similarly, Hornstein (2013) attributes the 2007 Global Financial Crisis to the high unemployment rates in the United States of America. A majority of citizens were actively involved in the labor market something that had lead to a decline in the unemployment rates. However, due to the recession, most organizations were forced to cut their workforces to control their costs at a time when most of them were experiencing financial challenges. Recession in 2007 caused significant changes in the labor market. Most employees were laid off whereas others were forced to retire prematurely. In addition, employment opportunities were unavailable for fresh graduates. Consequently, the unemployment rates rose sharply during the period. In 2009 unemployment rate, had increased to 10% up from 4% in 2007.Interestingly, although economic recoveries have been made, the situation remains indifferent to the unemployment rate remaining at 7% despite the economic progress that has

TSA Essay Example | Topics and Well Written Essays - 500 words

TSA - Essay Example They also check and verify passengers’ travel documents. They keep a check on cargo buildings of companies that ship items on planes when there are no passengers aboard. A TSO cannot perform shift maintenance on equipment. He is trained three weeks in a classroom setting and needs to complete 80 hours of on-the-job training to become a TSO. Without TSOs, the security checkpoint could not be run properly and efficiently. The TSOs are only accountable for their own selves, whereas LTSOs and STSOs are held responsible for other officers in addition to their own actions. The next category is the Lead Transportation Security Officer (LSTO). He is the go-between for the TSOs and STSOs. LSTOs train entry level TSOs for their 80 hours of on-the-job training. LTSOs are the head of the exit lane. They keep the supplies stocked for the day for every security lane. They check planes making sure that there are no threats before the passengers board the plane. They can do all basic maintenance on equipment that is used daily, for example, they perform maintenance on the Explosion Trace Detector (ETD) to make sure it is detecting explosives. LTSOs report to the operation center any issues regarding the equipment that may raise doing the course of the day. An LTSO deals with passenger issues that a TSO could not have resolved. They are responsible for everyone on their lane such as they control and supervise passengers without using physical restraint. An LTSO cannot complete the daily operational paperwork as they do not have access to employee personal files. The last category is the Supervisory Transportation Security Officer (STSO) who is held accountable for every officer. STSOs are trained at TSO level because they are responsible for making sure that all officers are doing their job correctly. All officers get daily briefing from STSOs before going to their respective shifts. STSOs must complete all daily

The role of coaching in improving performance Essay

The role of coaching in improving performance - Essay Example Had it not been for the coaching that they had received at the right time, they would still be struck at one place or the other. International Coach Federation (ICF), the international accrediting body for coaching, the defines coaching as, â€Å" an ongoing partnership that helps [people] produce fulfilling results in their personal and professional lives and†¦deepen their learning, improve their performance, and enhance their quality of life†. In Sir John Whitmore’s words, coaching is defined as â€Å"unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.† (Whitmore 2002). A coach could be someone to train you in a new skill, encourage and motivate you, give you feedback for improvement and provide you with individual attention. Plants grow in wild; however they cannot match the yield from that of a well-cultured farm. The culturing that creates a well-maintained farm out of an unevenly undulated jungle in what coaching does to an individual. At an organization level, training plays a very significant role. After getting fresh talent into the organization, it is the responsibility of the management, to ensure that they are provided with the right training plus coaching at the right time. Only this will guarantee that they work in alignment to company’s goals and objectives. Coaching at its basic level is ‘observation and feedback’. (Luecke 2004). This simple yet magical definition can turn around organizations and boost-up individual performances to great heights. That is, coaches will normally be experts, who has 360 degree experience in the field, using which they can guide prospective employees on the opportunities and challenges of undergoing coaching. (Sherman and Freas 2004). The corrective measures needed or the area to be focused and worked upon will be obtained through the feedback. Thus coaching can pump in the invaluable component of ‘trigger for change’ into

Historical Context of the Remakes of The Phantom of the Opera Essay Example for Free

Historical Context of the Remakes of The Phantom of the Opera Essay The Phantom of the Opera has undergone subsequent remakes. This Hollywood film has undergone numerous remakes at different historical moments throughout the world. In Hollywood and the United Kingdom, it has spawned more than ten film and TV versions that differ significantly in selecting the settings for the horror-romance [Paris, New York and London] in accounting for the phantom’s disfiguration, in portraying the opera understudy, as well as Christine’s attitude toward the phantom. However, they all follow the male phantom-teacher and female opera-student structure so that heterosexual desire [manifested in two men’s competition for a woman] remains the prime move of the plot. My focus in this essay is Andrew Lloyd Webber’s version of the aforementioned text. My emphasis in this text will be how the phantom [including his image and voice] is represented within the film technology available at that time [in contradistinction to the manner in which the phantom’s image and voice is represented in different versions of the aforementioned text]. My working hypothesis is that since the phantom, by definition, exceeds visual representation in the silent and the sound versions, his voice, as a singer and a music teacher, emerges a primary site for representation and signification. To explore the representation and the significance of the phantom’s voice, I will focus on (1) how the phantom-teacher relates to his student through voice as well as visage, (2) how the teacher-student relationship differ from film to film [from Schumacher’s film in contradistinction to the other version of the film], (3) and how to read these relationships in allegorical terms, or in relation to their respective material-historical conditions. The last question leads me to map the teacher-student relationship onto the tension between an â€Å"original† film and its remake(s). In the end this paper will demonstrates the manner in which each remake strategizes its position vis-a-vis a historical moment and a prior film text hence it follows from this that each remake [specifically Schumacher’s remake] should not be subsumed into an echoing tradition in the corridor of the history. I start with the representation of phantom’s voice and its interplay with the shadow. The aural-visual dimension is crucial for our understanding of the issue of subaltern film remaking, which is ultimately an issue of power circulation and distribution. In the film diegeses, the phantom holds power over the student and other people for two reasons: (1) he eludes audio-visual representation and (2) he assumes the empowered teacher position. The 1925 version of The Phantom of the Opera centered upon the triangular tension between Erik, The Phantom (Lon Chaney); Christine (Mary Philbin), an understudy in the Paris Opera House whom the phantom has trained and elevated to the diva position; and Raoul (Norman Kerry), Christine’s fiance. As indicated above, the phantom, by definition, exceeds direct visual coding. The problematic of representation is further compounded by the fact that the film, being silent [that being the 1925 version], cannot represent the phantom’s voice except through the theatre orchestra’s performance. This means that the voice and other diegetic sounds the audience hear do not [seem to] emit from the screen. This representational dilemma is alleviated through the use of shadow [an image that signifies the fusion of absence and presence, thus most appropriate for the phantom figure]. More specifically, this silent film mobilizes venues of representation before Christine sees the phantom. The first is the shadow, proffered exclusively to the audience who, according to Michel Chion, is â€Å"deaf† and cannot hear the phantom’s voice (Chion 7). The other, the phantom’s â€Å"angelic voice,† is heard only by Christine and other characters. The differentiated knowledge distribution leads to two modes of spectatorship, one being exclusively visual, and the other exclusively aural. In both cases, the phantom is omnipotent when remaining a mere shadow or a disembodied voice (Chion 19). When lodged in a physical body, a process the power is lost. This takes place in The Phantom of the Opera when Christine’s fascination with the acousmatic phantom turns into dread and disgust once the voice is embodied in a visual image [i. e. , the skull head that she has unmasked]. Thus, the phantom’s deacousmatization depletes his magic power over Christine. Not only does his horrendous visage drive Christine to cover her face [which may implicitly mirror a female viewer’s typical response to a horror film]. It also forces the phantom himself to cover his face. The implication is that to maintain his power, he has to remain invisible. In the same manner, for a horror film to remain horrific, it must not be seen in unobstructed view. As Dennis Giles observes, the more [the viewer] stares, the more the terror will dissipate to the extent that the image of full horror will be revealed (unveiled) as more constructed, more artificial, more a fantasy, more a fiction than the fiction which prepares and exhibits it. To look the horror in the face for very long robs it of its power. (48) By covering his face, the phantom symbolizes the horror film’s attempt to block the viewer’s vision. In other words, the power of the phantom, and by extension, of the horror film, consists in deprivation of visual representation. The problematic of representing a phantom in a silent film thus finds resolution in a paradox, namely, the possibility and effectiveness of representation consists precisely in a lack of direct visual representation. Acousmetre is also crucial for maintaining the teacher student relationship. Once deacousmatized, this relationship comes to an end, which in turn de-legitimizes the phantom’s proposal to Christine. After a long sequence of suspense, sound and fury, during which Christine is salvaged from the Opera House’s underground catacomb, while the phantom chased to a dead end, the film [initial version of the film] closes with a double shot of Christine happily married with her aristocratic fiance. Instead of a beauty and the beast story, in which the beast is transformed into a handsome nobleman by the beauty’s kiss, the monster in this film remains a monster and the opera actress gets punished for her scopic and epistemological drive [a â€Å"monstrous† transgression she must redeem by betraying the monster] returning to humanity [defined as white heterosexual normality] and succumbing to a domesticating marriage. The containment of the female deviancy is built into the film producer’s plan to reinforce what they perceive as the audience’s wish: â€Å"a movie about the love life of Christine Daae† (MacQueen 40). The film thus ends with a triumph of a bourgeois fantasy premised on the domestication of women, and the destruction of the monster. Joel Schumacher’s remake of the original Phantom of the Opera, did not come as a surprise, given the frequent practice of borrowing and adapting at the time. Schumacher’s version retains the powerful phantom figure whose self-de-acousmatization again successfully captivates the student, Christine. Nevertheless, it also displays far more intense interactions between the phantom-teacher and the singer-student. Briefly speaking, their relationship goes through four successive steps: ventriloquism, reverse ventriloquism or excessive mimesis, performative reiteration, and finally, the Benjaminian â€Å"afterlife† [which delineate Christine’s gradual usurpation of the phantom’s power while also contributing to the dialectical image provided by the phantom-teacher and singer-student relationship]. The phantom begins with ventriloquizing Christine’s in the latter’s reenactment of the former’s masterpiece, now titled â€Å"Romeo and Juliet,† replacing â€Å"Hot Blood† in Song at Midnight. During the performance, Christine falters at a tenor note, but is undetected by the theatre audience, thanks to the phantom’s backstage â€Å"dubbing,† visually represented through cutaways. The camera first holds on Christine’s bending over the dead â€Å"Juliet† then closes up on his slightly opened mouth and bewilderment, and subsequently following Christine’s puzzled look, cuts to the cloaked phantom in profile, hidden behind a window curtain in the backstage, emotionally singing out the tenor notes. Cutting from the front stage to the back stage area also echoes. In the aforementioned scene, it is important to note that the moment of ventriloquism gradually gives way to Christine’s agency. Indeed, Christine’s centrality in the film is evidenced in the predominance of the perspective shots that mediate the off-screen audience’s knowledge and sensorial experiences. This viewing structure contrasts sharply with The Phantom of the Opera’s 1925 version. Whereas Christine deacousmatizes the phantom, the audience actually sees the disfigured face before she does. Similarly, Christine’s knowledge [regarding the phantom] is one step behind that of the audience who hear the phantom’s midnight singing and see an enlarged shadow cast on the wall at the opening of the film after the initial portrayal of the opera house’s condition after the fire. The contrast between the two aforementioned versions of The Phantom of the Opera suggests two different ways of constructing history. One is to hide away the past [embodied by the phantom] that has transformed beyond recognition so as to reproduce its old, familiar image in a present medium, or the student. The other is to acknowledge what the past has become, in order to re-suture it into the present without reducing the present into a mere mirror image of the past. Thus, Christine’s agency and the Phantom’s revival become interdependent. The teacher-student hierarchy, as argued previously, is analogous with the hierarchy between the master and the slave. Furthermore, it can also be mapped onto the tension-ridden relationship between a film and its remake(s). These interconnected, parallel relationships allow us to situate the cultural production of a film in a dynamic socio-political field (Gilloch 17). Following Gerard Genette’s definition of â€Å"hypertextuality,† which designates that a hypertext both overlays and evokes an anterior text, or hypotext (Genette 5), I argue that a remake occupies the student position, and that its very existence testifies to and evokes its â€Å"teacher† or â€Å"predecessor. As a form of cinematic doubling, how the â€Å"student† film situates itself vis-a-vis the â€Å"teacher† and its own historical moment determines possibilities of remaking (Smith 56). The major divergences between the two versions of The Phantom of the Opera mentioned above suggest two diametrically opposite agendas. Whereas the former prioritizes domesticating and suturing women into white-oriented heterosexuality, the latter historicizes and politicizes the hetero-erotic relationship between the teacher and student. There are several ways in which one may understand the aforementioned divergence. It is important to note that the text adapted by Schumacher for the construction of his version of the aforementioned film is in itself a divergence from the original. In comparison to Lon Channey’s version of the aforementioned film [which is an adaptation itself], Schumacher’s version discarded most of the horror version aspects which have been associated with the film [as well as the original text by Leroux]. Examples of these are evident if one considers Schumacher’s choice for the depiction of the phantom himself [as a disfigured individual as opposed to a skull hiding behind a mask]. In a way there are several ways in which such a depiction [the change of depiction] may be understood. Initially, one may state that such a shift stems as a result of the shift from the operatic version of the film as opposed to the â€Å"Beauty and the Beast† theme associated with the film. Second, in line with the initial claim of this paper, one may understand the shift [in terms of the phantom’s depiction] as a means of mirroring the historical conditions of the film’s production. The process of mirroring the initial work as a means of showing the teacher-student relationship [in relation to the silent film version and Schumacher’s version] may be understood as a means of employing the manner in which the student has transcended the master to the extent that such a transcendence enabled the initial freedom from the heterosexual archetypal relationships which enables the submission of the female to the norm [that being the norm of female submission towards the male]. It may indeed be argued that Schumacher’s version also enabled such a submission since Christine chose Raoul over the phantom. It is important to note, however, that such a choice may be understood differently in relation to the original silent film adaptation of the aforementioned text. Note for example the depiction [as well as the characterization] of the phantom in the initial version of the film. As was noted at the onset of the paper, the depiction of the phantom in the initial version [silent film version] presented a horrible figure [i. e. a skull for a face]. Such a presentation may be understood, in such a way, that the phantom is presented as the depiction of the deviance resulting from the inability to adhere to the norm. Deviance from the norm, in this sense, may be seen [and in fact understood] as a horrible act itself. Schumacher’s version [with its depiction of the phantom as figure with a face [a handsome one in fact despite its minor deformities] may be seen as mirroring the manner in which deviance from the norm [that of the adherence to the heterosexual and in a sense highly patriarchal relationship] is more acceptable within the current context of the film’s production (McQueen . Schumacher’s version begins with a reel from the 1919 occurrence at the Opera Populaire wherein the old Raoul is depicted as buying knickknacks that serve as the reminder of the occurrences that led to the aforementioned opera’s demise. What follow this scene is a reconstruction of the Opera Populaire resulting from the flashback of memories to those who where in it during 1819 thereby providing the spectator with the truth behind the masked lives of those who lived within the opera at that time. What is interesting to note in Schumacher’s version [in relation to the reconfiguration or rather redepiction of the phantom] is the manner in which one is now given a new manner of understanding the means in which Christine gains her agency. In fact, agency in Schumacher’s version of the film is depicted as a manner of choice and not as mere adherence to a prescribed norm [in comparison to the original adaption of Webber’s text]. Dramatically, the story hinges on a series of conflicts which continually redefine Christine’s position in relation to her surroundings [as well as to the individuals around her]. Webber’s version [as adapted by Schumacher] depicted this process through a series of musical themes, motifs, and textures which portray the development of characters, attitudes, and emotions. Note that the materials in each of the musical themes and motifs are rarely modified except through instances of fragmentation. Although fragmentation occurs, it is interesting to note that when considered together, these musical themes literally play out the drama involved within the play (Snelson 110). In summary, in this paper I argued that the â€Å"teacher† text does not simply crumble when the â€Å"student† text arises in resistance, but rather experiences a revival. This is because the remake cannot fulfil itself without simultaneously evoking [not â€Å"imitating†] the â€Å"afterlife† crystallized in its textual â€Å"predecessor† (Mignolo 112). A film remake re-presents its â€Å"hypotext† not by turning itself into a submissive double, which simply reifies the â€Å"hypotext,† but rather by revalorizing the unique historical position of the â€Å"hypotext,† paradoxically achieved by the remake’s stress on its own distinction. In this sense, the various adaptations of Webber’s The Phantom of the Opera may be understood in such a way that both versions [that stand in a teacher-student relationship] present a challenge of the archetypal heterosexual relationships which stand as the pervading theme of the various versions of Webber’s The Phantom of the Opera.

Regulation of Air Transport Economic Rationale and Impact

Regulation of Air Transport Economic Rationale and Impact David Grant To understand what was in the minds of those who conceived and developed economic regulations for air transport, a good place to start is the Second World War. Chicago The aviation industry was experiencing its second period of very rapid technological development, the first such period having occurred during World War I. In 1944, it was clear that aviation would play a much bigger role during peacetime after the war, than it had done before the war. The tide of the war had turned and there was a sense that it would soon be over (The History Place, 2014). The minds of world leaders began to focus on post-war matters. The world had been through two wars in close succession and there was a determination that this cycle should not be repeated. In his ‘State of the Union’ message to congress, on 11 January 1944, President Roosevelt said â€Å"We are united in determination that this war shall not be followed by another interim which leads to new disaster- that we shall not repeat the tragic errors of ostrich isolationism† (Peters G and Woolley J, 2014). In November of that year, the United States took a very practical step to address isolationism. It convened a meeting at Chicago to discuss post-war aviation. Delegates from 52 nations attended and discussed the challenges facing international civil aviation. The conference lasted longer than expected but, in the end, it achieved two things: an international agreement, referred to as the Chicago Convention; and, a new organisation, the International Civil Aviation Organisation (ICAO) to oversee international civil aviation (ICAO, 2014). The sentiment expressed earlier in the year by President Roosevelt was encapsulated in the preamble to the Chicago Convention: â€Å". . . whereas it is desirable to avoid friction and to promote that cooperation between nations and peoples upon which the peace of the world depends; therefore, the undersigned governments having agreed on certain principles and arrangements in order that international civil aviation may be developed in a safe and orderly manner . . . and operated soundly and economically; have accordingly concluded this convention . . . † (ICAO, 2014). In respect of an economic rationale for the work that had been done, Adolf Berle, a close advisor to President Roosevelt wrote after the conference: â€Å"a substantial beginning has been made towards opening the air to commerce. It is not too much to say that we entered the Conference in the law and atmosphere of the 17th century; and we came out with a fair prospect of obtaining 20th century conditions. Faithfully yours, ADoux A. BERLE, JR.â€Å" (United States Department of State, 2014) Scope of Regulation The scope of what was agreed at the meeting was broad. It included, for example, the concept of the nationality of an aircraft. It agreed a global system of aircraft registration (that has obtained ever since) under which each nation was assigned a prefix (for example, the letters ‘EI’ and ‘EJ’ were assigned to Ireland) and that aircraft would be assigned a unique registration (for example, EI-AAA, EI-AAB, etc.) by their home nation and that the registration would be displayed prominently on every aircraft. The Chicago Convention was an agreement between nations. Outside of its scope was the question of which airlines flew where and what fares they charged. Domestically, in the US, that function was performed by the Civil Aeronautics Board (CAB) under 1938 legislation. Internationally, it was to be managed by means of bilateral agreements. A standard form of bilateral agreement was prepared by the Chicago meeting (ICAO, 2014). In 1945 the International Air Transport Association (IATA) was founded and took on the role setting fares. The first IATA fare-setting conference was held in 1947. Aviation grew rapidly over the following decades and IATA’s work expanded. By the 1970s, the IATA conference had become a mammoth undertaking and was approving and publishing 200,000 passenger fares and 100,000 cargo fares (Tiernan, 2013). Small Government A majority of Americans (54%) believe that government interferes too much in society and in business (Gallup, 2013). Small government is a philosophy the main tenet of which is that government should get involved in as little as possible and should stay out of the way of business. In the United States, President Ronald Reagan was one if its main advocates (Boaz, 2004). The economic regulations contained in the Civil Aeronautics Act (1938) and the Chicago Convention (1944) lasted until 1978 when some of them were repealed by the Airline Deregulation Act. Although airline deregulation is clearly an initiative that was specific to the airline industry, it is useful to see it in the context of small government. The 1978 changes were consistent with a move towards small government. It was President Jimmy Carter who signed the act into law, towards the end of his presidency in October 1978, but it was Ronald Reagan who oversaw most of the resulting changes and is associated with deregulation in the public mind (Goetz and Dempsey, 1989). Scope of Deregulation The impression is abroad that airline deregulation, which commenced in 1978 and was further developed in 1992 and 2001, has eliminated economic regulation from the airline industry. This is untrue. Significant economic regulation remains, including: restrictions on foreign ownership of airlines, or cross-border consolidation of airlines; restrictions on foreign airlines providing domestic services; and, the tax-free status of aviation fuel. Airline Ownership Ownership of an airline in the US is regulated. No more than 25% of an airline may be owned by non-US citizen(s). In Europe, a similar provision exists but the upper limit on foreign ownership is 49% The economic rationale behind these rules has been presented variously as a wish to protect a fledgling industry or (in the US) military reliance on civilian airliners to provide supplemental capacity in time of war (GAO, 2013). However, one cannot but suspect that it is in fact protectionism of an industry that has in the past been regarded as a sort of national asset, a flag-carrier. The practical effect of these restrictions is to prevent cross-border airline mergers, acquisitions and investments. Cabotage The Chicago Convention specifically outlawed cabotage, i.e., the carriage of passengers (or freight) within the territory of another state. Since then, other developments have reduced the impact of this restriction, most notably European Union treaties which have created a single-market in EU member states so that cabotage restrictions no longer apply there and any EU-based carrier may operate services within the borders of any ether EU-state. This is not the case outside of the EU. Aer Lingus may not carry passenger between New York and San Francisco. Similarly, American Airlines may not carry passengers between points within the European Union. Fuel Tax Article 24 of the Chicago Convention stated that aviation fuel would be exempt from taxes. That article remains in force today. There is general agreement that the world’s climate is changing; and, that the cause is manmade. The proposed solution is ‘sustainable development’. The concept of sustainability is central to the subject of climate change. Sustainable development is defined as â€Å"development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (World Commission on Environment and Development 1987). Emissions from aircraft engines are one of the causes of climate change. The most significant emission (from the perspective of climate change) is CO2 and it is estimated that the CO2 emissions from aviation represent about 2 percent of total CO2 emissions. This seems small, relative to the overall problem. However, two points are noteworthy: aviation is growing at a faster rate than other sectors and so it is estimated that this number could increase to as much as 10%; and, aviation deposits its CO2 directly into the upper atmosphere and so the impact on climate change may be greater than the numbers suggest. Understandably, pressure is building on the industry to reduce CO2 emissions. In particular, there are calls for the removal of Article 24 of the Chicago Convention in order to end the use of tax-free fuel which the industry has enjoyed for almost seventy years. A Note About Safety Between 1944 and today, the aviation industry has achieved significant improvement in its safety record. Passenger fatalities have dropped while the industry has been growing. Figure 1 graphs an index of fatalities relative to passenger number during sixty years between the year 1950 and 2010. Figure 1: index (passengers v fatalities) for 1950 to 1978 and for 1978 to 2010 The blue line indicates progress between 1950 and 1978, which was spectacular. Before deregulation, engineers and pilots had much more influence at airlines than they have today (McManners, 2012). The regulated environment that existed for 35 years (1944 and 1978) was one in which costs and profits were less important than they are today. In that environment, technical departments encountered less resistance when proposing safety-related initiatives than they might today. The red line indicates progress between 1978 and 2010 which has been less marked. This is not to suggest any causal relationship between deregulation and safety. It seems much more likely that the cause of the decline is the law of diminishing returns. One can only speculate about what the rate of progress might have been, had intense competition been introduced sooner. Summary of Impacts The significant impacts of economic regulation have been: The Chicago Convention, bilateral agreements and pre-agreed fares provided a framework for the safe development and growth of an international airline industry which might not have been possible in a free-for-all situation. Restrictions on airline ownership and on cabotage provided nations and airlines with a sense of control over airlines and domestic networks. This was a reasonable price to pay as it allowed nations and airlines to take risks and to develop the confidence to expand internatiomnally while secure in the knowledge that their airline(s) and home market were protected. The provision of tax-free fuel provided an environment in which the new international airline industry could grow more rapidly. This allowed aviation to grow market share and to catch up with other modes of transport. Now, given the need to make aviation sustainable, it may be time to change tax-free fuel. Conclusion Economic regulation has been good for the airline industry. It has served to protect it during a time when it needed to be nurtured and developed. If we look at airline economic regulation through the lens of small-government, deregulation, and market-is-king thinking of today, we are liable to miss the point. Better to look at it through the lens of a world still at war and the lenses of a group of 185 delegates from 52 nations; strangers who came together in a hotel in Chicago for five weeks and who between them had the belief, foresight and imagination to envisage something that didn’t yet exist. It does now. References Boaz D., 2004, Remembering Ronald Reagan, http://www.cato.org/publications/commentary/remembering-ronald-reagan Franklin D. Roosevelt: State of the Union Message to Congress, January 11, 1944. Online by Gerhard Peters and John T. Woolley, The American Presidency Project. http://www.presidency.ucsb.edu/ws/?pid=16518. [accessed, 21 May 2014] Gallup, 2013, http://www.gallup.com/poll/157481/majority-say-government-doing.aspx Goetz and Dempsey, 1989, Airline Deregulation Ten Years after: Something Foul in the Air, Journal of Air Law and Commerce, Vol. 54, No. 4, Summer 1989, http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2229476 International Civil Aviation Organisation (ICAO), 2014, http://www.icao.int/secretariat/PostalHistory/1944_the_chicago_convention.htm [accessed 21 May 2014]; and, http://www.icao.int/publications/Documents/7300_orig.pdf 9accessed 22 May 2014] McManners, Peter (2012) Fly and be Damned: What Now for Aviation and Climate Change? London: Zed Books. The History Place, http://www.historyplace.com/worldhistory/genocide/holocaust.htm [accessed, 22 May 2014] Tiernan S, 2013, University of Limerick, MBA (Aviation Management) class notes. United States Department of State / Foreign relations of the United States diplomatic papers, 1944. General: economic and social matters (1944) Preliminary and exploratory discussions regarding international civil aviation; conference held at Chicago, November 1-December 7, 1944, pp. 355-613, http://digicoll.library.wisc.edu/cgi-bin/FRUS/FRUS-idx?type=turnid=FRUS.FRUS1944v02entity=FRUS.FRUS1944v02.p0622isize=text [accessed, 22 May 2014] US Government Accountability Office (GAO), INTERNATIONAL AFFAIRS: Issues Relating to Foreign Investment and Control of U.S. Airlines GAO-04-34R: Published: Oct 30, 2003. Publicly Released: Dec 1, 2003. http://www.gao.gov/products/GAO-04-34R World Commission on Environment and Development (WCED) (1987) Report of the World Commission on Environment and Development: Our Common Future, USA: WCED (http://www.un-documents.net/our-common-future.pdf) 1. What is the economic rationale for the regulation of air transport markets? What impacts have regulations had? Question: Do you mean what was the economic rationale etc. in so far as most economic regulation is now gone, so this would be an essay about pre-deregulation times? Answer: The essay is looking for a more general perspective on the arguments put forward for government intervention in transport markets – so you can cover past and present experiences and economic rationales – many of the historical arguments may no longer be valid, but it is worth rehearsing that they may have been appropriate given the stage of development of say, the airline industry in the 1930s/40s. You have considerable flexibility in what you cover in your essay. 2. Outline the role and impact of network structure on airline behaviour and performance. Role? Impact? Network Structure? Airline behaviour? P2P = no bag transfer; no responsibility for lateness Airline performance? therefore fewer bags lost and therefore better performance; therefore no obligation to late passengers The role of landing fees in influencing network type Paradox re full-service versus point-to-point; Eight flights make 45 markets Global hubs: the gulf and now Turkey? 3. How and why might you undertake a cost analysis of an airline? What difficulties might arise in undertaking such an analysis? Question: Is it the case that I am invited in by the airline to do the analysis and therefore will have access to all financial data; or, is it that I am doing the analysis from outside the airline with access to only published data? Answer: I am not imposing any particular perspective for the 2nd question – you might outline why cost analysis is useful for a firm as well as for regulators or industry analysts. You can discuss the data requirements for undertaking such analyses and the likelihood of these data being available. Again, you have considerable scope to shape the essay any way that you wish. How? Why costs analysis is useful for a firm For a regulator For an industry analyst The data requirements and the likelihood of it being available Standard way of comparing? Legacy costs at the legacy carriers The difficulties? 4. Are airline markets inherently unprofitable? Please explain your answer. No! it just seems that way! Is it infrastructure if is it business? Chicago Conference Sum of profits to date = losses; compare that with other industry(s) Yield management systems better; sell cheap seats first? Supermarket does the opposite (perishable product?!) United Airlines +/-1 pax model Cyclical? Demand is derived; Is there another industry that is the same? Car rental? hotels? The next step after flag carriers; the airline owner! Nike Lauda; Richard Branson; executive jet (Gates v Trump); Howard Hughes In the context of a sector where the other four elements (manufacturers; financiers; airports and MRO etc.) do make money? Parallel? NB, take a holistic view it is profitable Page 1 of 11