District Budgetary Overview Essay Example | Topics and Well Written Essays - 1000 words

District Budgetary Overview - Essay Example The schools in the district would require prepare a budget for the period of July, 1 to June, 30 and submit the same for sanction of the governing body by July, 15. The three generally accepted accounting practices include the incremental budgeting, the zero based budgeting and the planning, programming, budgeting system. The incremental budgeting is done the district school where they adjust the budget of the previous year to that of the next year (Hosted, 2012). The zero based budgeting includes starting he budgeting at the beginning of the year. The planning, programming and the budgeting system includes the cost on a per pupil basis. Due to this accounting practice, the fluctuation of the budget is eliminated due to change of demographics. The superintendent and school board responsibilities for building a budget The responsibility of the superintendent and the school board is crucial for building the budget. The responsibilities range from forecasting the enrolment for the next year as compared to the current years, take feedbacks from the supporting staffs and confirm the final budget. The actual enrolment figures are tallied against the projected figures to produce an error free budget. The feedback from the operational staffs is taken to make necessary adjustment for meet the unplanned expenses. The final budget is prepared and presented to the school board for approval. The school board cross checks the evaluations and finally approves the budget for implementation. Key budget terminology The budget is a plan for the financial year in order to meet the expected expenses from the anticipated revenues. The key budget terminologies range from the accounting terminologies to financial terms and accountability of the governing body. Specific terminologies like revenues, expenses, accountability, cash flow, control, fiscal, forecast, supporting schedule are important. The budgetary revenues are the anticipated sources of income for the school and the budgeta ry expenses are the anticipated usage of funds of the school. The cash flow is budgeted and is based on the difference between the budgetary revenues and the budgetary expenses. The budgetary expenses are prepared for a fiscal of one year based on the forecast of the events anticipated in future. A supporting schedule of revenues and expenses are attached in the budget in order to indicate the time line of the cash flows. How the funds in the budget are balanced and coordinated The funds in the budget mainly comprise of government funds and fiduciary funds used for the development of the district schools and its operations. The government funds are allocated as per the specification of the government. The fiduciary funds are the funds available from sources other than the government. The funds are balanced and co-ordinate through budgetary control. The budgetary control is implemented with the help of periodic reports. The reports help to understand the gap between the actual expens es and the budgeted expenses. Thus monitoring and control of budgetary expenses help to balance and co-ordinate the funds (Warren,  Reeve and  Duchac, 2008). The budget monitoring and control is a significant aspect for controlling the expenses against the budgeted figures and provide the direction to achieve the target budgeted plan. The district's budget timeline The timeline for the budget the district is for a period of one fiscal year.

Personal exercise plan swimming Essay Example for Free

Personal exercise plan swimming Essay What I enjoy doing: I enjoy swimming, playing squash, jogging, aerobics and power walking. What activities I already take part in: I play squash two or three times a week, and got to the gym, and in the spring I cycle with my friends. I also have bleep test/ fitness test once every two weeks. By improving my muscle strength and endurance it will mean that I am able to train for longer. Cardiovascular fitness is the ability of your heart to deliver oxygen to your muscles over a long period of time. This will build up my heart muscle and allow me to train for longer and cope with the pace of a longer game. By improving my agility it will my ability to perform a series of explosive power movements in a rapid succession in opposing directions. By improving my speed I will be able to get across the court in less time so my opponent has less time to react. Testing my Fitness Level I am going to use specific tests, which are associated with my sport. I will test how fit I am at the beginning of the six week session. I will test my cardiovascular endurance and my muscular endurance. I will use my aerobic system, anaerobic system and my power. All the tests I decide to do at the beginning of the six weeks, I will repeat again at the end of it so I can see how much my fitness level has improved by. Swimming (set 1) is a continuous training session. This program is mainly going to contain aerobic training with some focus on anaerobic training, to help improve sprint starts and finishes in the water, and my overall speed. Swimming (set 2) will include several types of ketchup to improve my technique. In the program I must ensure that I have enough rest periods to prevent build up of lactic acid or injury Each week is going to include one circuit session and a two swimming sessions. The exercises of the circuit will be performed in the same order that they are written down. This way, after working each muscle group it is then rested by working another group. The number of repetitions, not how long it takes to carry out one activity, will perform my circuit. An example of a circuit session would look like this: At the beginning I will complete a small warm up, jogging 15m, and then stretching from the neck working downwards. Station 1: arms raises using dumb bells (3kg). I will repeat this 15 times on each arm, it will strengthen the muscles in my arms making them more powerful, and making me swim faster. Increase by: 5 arm raises each time. Station 2: V sits. 16 times, strengthening my stomach muscles. Increase by: 3 more v-sits each time. Station 3: cycles with ankle weights, and dumb bells in hands. I will do 20 cycles. This will work my quads, abs, arms and hamstring muscles, making them stronger. Increase by: 4 cycles each time. Station 4: running on a crash mat, 50 steps, this will strengthen my quads and my cardiovascular system. Increase by: 5 steps each time. Station 5: the plank. Hold it for 40 seconds, rest for 40 seconds, and then repeat it three times. This will strengthen my stomach muscles. Increase by: repeat it an extra time each time. Station 6: arm circles, 60 times. Will strengthen arm muscles, making my pulls in my strokes stronger, making me go faster. Increased by: 4 arm circles each time. Station 7: lunges with weights (3kg), 20 lunges. Strengthen my legs, enabling my kicks to be more powerful. Increase by: 2 lunges each time. Station 8: medicine ball lifts with arms, 15 times. Strengthen my arm muscles. Increase by: 2 lifts each time. Station 9: skipping: 50 skips, improve my cardiovascular system. Increase by: 5 skips each time. Station 10: step ups, 50 times strengthening the muscles in my legs. Increase by: 3 step ups each time. Station 11: running 15m 6times, strengthening my cardiovascular system Increase by: 1 15m run each time. At the end of my circuit training session, I will stretch all of my muscles to prevent the build up of laic acid. When I do my circuit training sessions I will increase the amount of reps I carry out, the number that I increase them by is underlined at the bottom of each section. I need to increase the number of reps so that my body does not adjust to the exercise I am doing, and it keeps improving, and so my muscles become stronger.

Discrimination and Physical Appearance :: essays papers

Discrimination and Physical Appearance There are billions of people living in this world, and that is the most important reason why there is a discrimination. This discrimination occurs due to the difference of skin color, religion, language, and even culture. Back in my home country, there are two groups of people who always seem to discriminate one another. These two groups are the Indonesian natives and the Chinese. Since my skin color is very much different as compared to the Indonesian natives’ I could hardly make friends with them. This was mainly because I always thought that the Indonesians were low-class people just because they are poor; they worked as servants, street sweepers and labors. I believed that this thought applies to most of the other Chinese. The Chinese always think that they are much better off than then dark-skinned Indonesians because the Chinese hold the majority of the business throughout the whole Indonesia although the Chinese population is extremely small in Indonesia. Besides the difference in skin color, I used to think that I would never make friends with the natives because ninety nine percent of them were Moslems. I began to realize that I was absolutely wrong when I left my home country for Singapore to continue my further studies. There, I was very impressed how the Singaporeans, the Indians and the Malays get along together very well. There is even a racial harmony day held once a year. Since then, I started to treat my surrounding people equally regardless of their skin color, language, and religion. When I went back to Indonesia, I tried to make friends with the natives. I then realized that they were just the same as the Chinese. I felt very sorry whenever I thought of how I treated my servants and my other Indonesians so badly in the past. I should have treated the Indonesians well since the beginning because Indonesia does not belong to the Chinese; I was only a foreigner there.

Path Goal Theory Essay

I have chosen the movie â€Å" Miracle† as an illustration of an individual, Herb Brooks, fulfilling the parameters of Robert House’s Path-Goal Theory . There are events that one witnesses throughout one’s life that for various reasons leave an indelible imprint on one’s heart and soul. The unexpected victory of the US hockey over the heavily favored Russian team in the 1980 Olympic Games was one of those events. I was at a cocktail party and someone turned on the TV and soon the entire group was gathered around the set, small talk forgotten, as what has been described as the greatest sporting event of the 20th century unfolded. The country was still recovering from the negative effects of the Vietnam War, a weak Jimmy Carter presidency , and enduring a low point in national pride and optimism as Japan and Germany seemed to be gaining control of the world economy as our military dominance seemed to be slipping away. As the final buzzer rang and the â€Å" Do you believe in Miracles? â€Å" issued from the TV, you could feel the surge in national pride and optimism that swept through our little group and of course throughout the whole country. Herb Brooks supplies an extraordinary example of a positive example of Houses’ path -goal theory, which basically states that the leader’s, manager’s, or in this example the coach’s mission is to guide his subordinates to follow the best paths to reach their goals. According to the theory , the leader employs a variety of leadership behaviors( directive, achievement-oriented , participative, and supportive) to accomplish his mission. The theory also postulates that each behavior type was affected by contingency variables, environmental and follower characteristics. The movie afforded a clear picture of the flexibility required by a leader as he guides and inspires his group to achieve their common goal by successfully applying the following four diverse leadership behaviors: 1) Brooks employed directive path- goal leader behavior (â€Å"situations where the leader lets followers know what is expected of them and tells them how to perform their task†.-Wikipedia) throughout the majority of the film. After the tryouts Coach Brooks immediately sets the tone of his coaching regime by informing his assistant and eventually the Olympic Hockey advisory board that he would not consult either of them when deciding the make-up of the squad. He had basically done extensive homework  on all of the players, most of whom he was familiar with through his college experience. Brooks also makes it well known that he is â€Å"not looking for the best players but the right players.† This statement sets the tone for the rest of the movie. As a seasoned coach Brooks recognizes that the best path to success lies in building a real team, whose whole is greater than the sum of its parts, and clearly avoids choosing a dysfunctional dream team. This example also exemplifies the effect of an environmental contingency factor on leader behavior (directive) as Brooks recognizes and effectively chooses behavior that will deal with the formal authority system (Olympic hockey board) and allow him to im plement his coaching strategies without interference. A second example of Brook’s use of directive leadership techniques is demonstrated by his frequently asking the players , â€Å" Who do you play for?†. Early on in the film , they uniformly reply with the names of their college teams, demonstrating, as Brooks has recognized, that they are still a group of competitive young men and not a team. He continually challenges them, especially after a fight between former collegiate rivals , to start becoming a team and to depend upon â€Å"flow , passing , and creativity†-â€Å"Who do you play for?†. This example flows into the third example his strong directive leadership abilities when after an exhibition loss to the Swedish national team, he makes the players stay after the game to skate sprint drills. In between sprints he informs them that if they don’t want to work during the game, then they can work after it. He tells them that they don’t have enough talent to win on talent alone and that the name on the front of their jersey means a lot more than the one on the back. He repeats his message of win or loose, play like champions. Over and over Brooks shouts â€Å" Again â€Å", driving the players to exhaustion. He doesn’t stop, ignoring the pleas of his assistants, until the future team Captain, Mike Eruzione, states â€Å" I play for team USA. â€Å" Brooks lets them go and a turning point has been reached. They are finally becoming a team , one of destiny with a common purpose. This also is another example of Brooks employing directive leadership to reach a goal despite the effect of a subordinate contingency factor, locus of control. When the team first came together, they were group of highly competitive and independent group of young men hwho identified with their past institutions. Their locus of control was mainly internal and Brooks, with his concept of a cohesive tem, dependent  upon another and the coach for direction, gradually moving their locus of control toward a more external variety, â€Å" I play for team USA†. He has imposed his will on the team and he is now able to lea d direct them completion of their common goal. A third and clear example of directive leadership occurs during a session in the film room where he instructs the team on the tactics and strategy they will employ to be able to stay with the more individually talented Russians and eventually beat them late in the game .He tells them that they will be better conditioned than their adversaries and that they will attack instead of defending. This example also illustrates Brooks employment of Directive Leadership taking into consideration the effect s Of Environmental ( task structure)and Subordinate(Percieved ability) Con tingency Factors to enable the team to reach it’s ultimate goal. After the film session , Brooks has not only clarified the task structure but has defined the team’s perception of their abilities so that they are now gaining confidence that those abilities will be sufficient to achieve their goal. 2) Brooks also employed Achievement- Oriented Leadership (AOL) behavior(â€Å" situations where the leader sets challenging goals for followers, expects them to perform at their highest level, and shows confidence in their ability to met this expectation.†-Wikipedia) throughout the film in various appropriate situations. The first occurrence takes place when Brooks gathers his newly chosen squad sets and sets lofty goals for the team. He tells them they are not just going to the Olympics to show but to legitimately compete. He reinforces their already apparent confidence of having already survived a rigorous tryout and warns them that only 20 names will appear on the final roster and that more of them will be going home. I believe Brooks’ choice of this leadership type behavior was influenced by a Subordinate contingency factor-Experience. Brooks correctly recognizes that his new team’s experience is limited when compared to the other international teams and that confidence in their abilities is an important cornerstone in the team foundation and that the moment called for Achievement – Oriented Leadership Behavior. Brooks has correctly identified that his squad would need to be superbly conditioned if they could hope to achieve one of their major goals-being  able to stay close to the more individually talented and experienced Russians and then outskate them at the end and secure victory. To achieve this announced goal of being the best conditioned team at the Olympic games , Brooks once again employs AOL as he challenges his highly competitive group of players to reach this goal with frequent conditioning drills. His slogan of â€Å" the legs feed the wolves† becomes almost a battle cry and is heard frequently throughout the film as he encourages the players to meet the high physical standards he has set as their goal. Once again Brooks has chosen a leadership behavior pattern(AOL) in consideration Subordinate contingency factor, perceived ability as he reinforces the team’s confidence as they see their abilities increase with their improved conditioning. In one of the most dramatic scenes in the movie which occurs in the locker room right before the big game with the Russians , Brooks once again demonstrates AOL behavior as he sets the final challenging goal of defeating the Russian team and shows his confidence in their abilities-â€Å"You were born to be hockey players† and sends a highly inspired and confident team out onto the ice . 3) An example Herb Brooks exhibiting Participative Leader behavior(â€Å" leaders consulting with followers and asking for their suggestions before making a decision.†-Wikipedia.) occurs when the coach is determining his various lines- groups of 3 players who play together and who substituted together in relief of other lines. He summons three players referred to as â€Å" The Coneheads† and instead of taking a directive approach , he takes a clear participative path as he involves the young men in the decision making process as he asks them if they would like playing together as a line and if they thought it was a good fit for them. The players agreed with Brooks and go on to be a very effective line. This shows Brooks once again choosing the correct leader behavior-participative- relative to an Environmental Contingency factor-work group-to achieve performance goals and group satisfaction. Brooks once again demonstrates participative leadership when well into the team’s development, he decides to add a new ,very talented college player to  the roster. On their own, 3 team members approach the coach and voice an opinion that this new player is not needed and should not take a roster spot of a player who has worked so hard to earn that spot. The coach argues that the new player is very talented and will help the team and asks why the 3 young men do not want him. They respond he is not â€Å"family â€Å". Brooks recognizes that he has achieved his goal of team and has clearly consulted with followers before making a final decision. 4) Coach Brooks also employs Supportive Leadership behavior ( â€Å" behavior directed toward the satisfaction of subordinate’s needs and preferences. The leader shows concern for the follower’s psychological well being.†- Wikipedia.) and his early interaction with goalie Jim Craig demonstrates this type of leadership behavior. Jim is an outstanding goalie whose play has been erratic since the recent death of his mother. Brooks knows that against the aggressive Russian team the goalie will play a deciding role. Jim had earlier refused to take a team test and had expected a tongue lashing from Brooks . Instead , Brooks , cognizant of the psychological aspects of the grieving process which are affecting Jim’s playing and his ability to fully commit emotionally to the team. In private sessions he recognizes and therefore validates Jim’s emotional issues. After the coach points out an erratic performance, Jim is benched and asks the coach is it because he didn’t take the test and Brooks replies, â€Å" No, I want that guy that wouldn’t take the test†. Jim is named the starter and against the Russians plays an outstanding game, turning back a deluge of shots on goal by the Russians. If the coach had chosen a harsher style, Jim may have very well shut down further and robbed the team of a valuable asset. Once again Brooks has chosen the right leadership behavior –Supportive- to bring out the best in his follower, enabling them both to reach a common goal. In doing so he had identified the relation between a subordinate contingency factor, locus of control, and the need for the proper leader behavior-Supportive-to achieve the goal. Jim was feeling isolated and distracted by his grief, leading to a more internal locus of control and Brooks was able to move him toward a more external perception involving the concept of team, discipline and conformity to leadership by employing that behavior style. In another demonstration of utilization of Supportive leadership, Brooks exhibits compassion and empathy when he drops Ralf Cox from the Olympic squad near the end of the training period. Since Brooks himself was in a similar situation, having been cut from the 1960 Olympic Hockey right before their run for the gold medal, he personally understands the psychological trauma after a rejection of this magnitude. He personally comforts and consoles Ralf and thanks him for his fine effort and tell him that he is a great player. This display of supportive leadership could not help but further strengthen the team’s belief in their coach’s leadership abilities and character. A final example of supportive leadership, occurs , when understanding the psychological and physical distress of the injured Jack O’Callahan, Brooks meets with him privately and assures him that he remains confident in his ability to perform and that he will not be , as Jack so desperately feared, be cut from the team. Jack goes on to heal and play an important role in the US victory, vindicating Brooks’ discision and use of supportive leadership. As presented, Herb Brooks clearly demonstrates in the movie â€Å"Miracle† the effective use of House’s Path-Goal Theory as he guides his team, the 1980 US hockey team on its historic journey toward the defeat of the supposed invincible Russian team and the winning of the gold medal. I doubt that Brooks was even aware of House’s work but, guided by experience and instinct he effectively employed the various leadership behaviors and the modifying effect of environmental and subordinate contingency factors to gain the trust and respect of his peers and his players, leading them to the ultimate prize. In doing so , Brooks demonstrates to all leaders the importance of flexibility in leadership techniques and of not only gaining the trust of one’s followers but the necessity of fostering trust between those followers. Part 2 The movie â€Å"Miracle† also illustrates examples of Victor Vroom’s Expectancy  Theory. As described in Robbins and Judge, pages 86-87, this a motivation theory which postulates there is a certain relationship between personal effort and outcomes and that employees and in our examples, team members, can be motivated to achieve favorable outcomes. ) Vroom describes three processes or links, 1) Effort –Performance , 2) Performance- Reward, and 3) Rewards-Personal Goals† and their relationships. In the first link ( Effort –Performance), the individual ascertains if effort will equate to performance. In the second link (Performance-Reward) , he or she determines whether there be a desired outcome following a good performance and in the third link (Rewards-Personal Goals) will those rewards satisfy my personal needs? I believe the following 3 players dynamically exhibited the 3 links or processes of Vroom’s Theory. 1)Jimmy Craig-A an extremely t alented goaltender who led Boston University to the 1978 NCAA Division 1 championship. Effort-Performance- Initially deemed the back up goalie, Jimmy makes it clear that he is only attending the try-outs because he promised his mother shortly before she passed away near the end of his college career to try out for the Olympic Team and win a gold medal.. After he makes the team, both Jimmy’s attitude and thus his effort increase throughout the early and middle parts of the film as he is shown practicing harder and engaging in extra drills to increase his hand eye co-ordination and conditioning. As these efforts pay off, his performance begins to improve as he obviously knew it would with increased effort, thus demonstrating the link between performance and effort. Performance – Reward- Recognizing his improved performance , Coach Brooks rewards Jimmy with the the starting goalie position which led to the further rewards of victories against the teams they needed to overcome in the 1980 Olympics . Against a veteran Russian team it was his outstanding perfor mance(36/39 saves) , especially late in the game , that preserved the US victory. Jimmy and the US team then went on to attain their ultimate reward-the Gold Medal. Reward-Personal Goals- These rewards were of course personally desirable as they led to the attainment of personal goals such as fulfilling his mother’s wishes and helping to improve his grieving father both emotionally and probably financial as the notoriety and exposure led to a professional Hockey career and eventually a successful long term profession as a motivational speake John J. â€Å" r, spokesperson, and marketing and sales strategist. 2) Michael  Ã¢â‚¬Å"Rizzo â€Å" Eruzione- Mike was a Boston University hockey standout who graduated several years earlier than his above teammates. He was described by his BU coach, Jack Parker as† Pete Rose on skates†-â€Å"Wikipedia†. Rizzo went to successfully play 2 years in the International Hockey League before trying out for the 1980 Olympic team. Effort-Performance- It is clearly apparent from the onset of the film, that Mike is a long shot to make the team and when he does , he is chosen last. It is also obvious that Rizzo is a natural leader as he is portrayed settling disputes between rival Minnasota and Boston players and is a critical factor in coalescing the group into an effective team, when as noted in part one is the player who shouts, â€Å" I play for team USA â€Å". He not only gives great effort in practice but also in his natural leadership and that led to success in performance in both areas Performance –Reward- Eruzione’s all around performance in rewarded by not only making the team but being appointed Team captain, a prestigious position. He is then further motivated to play to the limits of his ability and makes the winning shot against the Russians. He is the player that Coach Brooks was talking about when he stated â€Å" I don’t want the best players, I want the right players.† Reward-Personal Goals- Initially , recognizing his limited ability Rizzo’s personal goal was just to make the squad and continue to play hockey a little bit longer and he accomplished this and more, eventually winning a gold medal. It is obvious that his personal goals were different than many of his teammates whose personal goals were to go on and play professional hockey. I suspect he had other personal goals as he was able t o parlay his Olympic success into a rewarding business and TV careers. 3)John â€Å" Jack â€Å" O’Callahan – Another extremely talented college hockey standout who also played for and was Captain of the 1979 championship Boston University team. Effort-Performance- Jack was a highly competitive player who always gave 100% on the ice. He once stated in the movie that he had skated so hard he couldn’t feel his legs. He also had definite leader ship abilities and inspired his teammates to also go all out. His continued maximum effort lead to superior performance and a high scoring output. Performance – Reward- Jack’s outstanding performance led to rewards on several different levels. First, he was easily rewarded with a position on the team and granted significant playing time. Then, when he suffered a potentially season ending  knee injury during the exhibition game against the Russians, Coach Brooks rewarded him with a show of faith by keeping him on the team despite the fact he was not able to play the opening Olympic rounds. Jack was obviously highly motivated by this gesture and vigorously rehabbed and was able to return to play in the key game against the Russians, making a key play that led to a score that tied the game and eventually led to another reward –the Gold Medal. Reward - Personal Goals- When Herb Brooks stated in the locker room before the pivotal Russian game, â€Å" you were born to be Hockey players† one of the players that definitely fit that description was Jack. He exemplifies the Expectancy Theory by being able to convert the desired awards into fulfillment of his personal goal –to play professional hockey, playing 390 games in the NHL. I think this movie and the actual reality it depicts is an excellent example of Vroom’s Expectancy Theory. This theory appears to be more applicable to sports than the workplace as there are clear and defined linkages between effort and performance and performance and reward. As compared to the average workplace , the endpoints of reward and personal goals can reach , as we know, extraordinary levels of financial success and notoriety.

Operations Business Report – Case Study: Qantas

Executive Summary Cantatas Is Australia largest domestic and International airline Cantatas was founded In the Queensland outback In 1920 and It began Its operations with one aircraft carrying mail and now it has expanded to 146 planes transporting people all over the world Cantatas' major influences they have to deal in today's market with include globalization, technology and the increased cost-based competition and the strategies that they have Implemented to meet these influences are outsourcing and a mix of established and leading edge technology .Competitive Advantage Cantatas, having two flying services (Cantatas and Starters) allows them to organism and book two aircrafts to serve the passenger to compete the competitive advantage more than others Cantatas established the frequent flyer program that different from other Lorene to make customer loyalty. Cantatas Is also In coalition with many local companies.Woolworth is the most known and the idea is to provide a competitive advantage to each other Cantatas is known for premium service so they incorporate Starters as a budget flight giving a competitive advantage, but also a cost advantage Cantatas is one of the worlds most recognizes and reputable brand, which gives them an opportunity to exploit their competitive advantage. 3. Operations Cantatas manages to sustain a competitive advantage In the market, predominantly due to how their operations function and how they manage It. 3. 1 – strategic Role of operations Cantatas has three different strategic roles of operations.These strategies that Cantatas has incorporated are cost leadership, differentiation and market focus Operations management within Cantatas includes scheduling, determining staffing levels and staff training and has demonstrated its ability to respond quickly to challenges and the success of rival low cost airlines Cantatas' operations are strategically important because most organizational activity comprises the day-to-day acti vities within the operation function Its strategy and operations go hand-in- hand and Is a key determinant of its ability to achieve long term success and ultimately, a competitive advantage within the marketThe influences and current operational responses by Cantatas include globalization, rapidly developing technology and increased cost-based competition Globalization has made Cantatas re-think about their operations as they need to not only keep up with constant fluctuations and how the world is responding to it, to sustain their competitive advantage.The responses from Cantatas regarding globalization include o launching new airlines in Asia due to the Asian century we are experiencing and o cost minimization to be more internationally competitive. The rapidly developing technology from Cantatas has allowed for operational processes to be a lot more efficient and effective. The changes have included o newer planes o new check ins o Q bag tags Due to the expanding market of aircr aft, it has resulted in an increased cost based competition.Cantatas has had to respond to these changes within the market and the responses from Cantatas include o outsourcing o online bookings o employing more labor saving techniques The influences that Cantatas has had to deal with has made them change a lot of heir operations but the way they have responded to it, has allowed them to sustain a competitive advantage 3. – Operations Processes The operations processes are classified into three separate groups, inputs, the transformation process and outputs Inputs are classified into sub groups, which are transformed and transforming resources This means, Cantatas focuses on food ingredients for their catering services, computers, labor, and capital. The transformation process are also classified into subgroups, which include volume, rarity, variation in demand and visibility (the four Vs..) and monitoring, controlling and improvement. In terms of the four vs.., Cantatas expe riences a predictable major increase in demand for the school holidays and other major events but also had to cope with major decreases such as the 9/1 1 bombings Monitoring and controlling at Cantatas involves taking corrective action and making new plans if necessary Customer service is Cantatas' major output and they continually focus on delivering the highest levels of customer service. They have recently adopted the â€Å"Net Promoter Score† as a key measure of customer service. The processes that Cantatas have implemented, how they identify peak times of the year and then deal with those situations has given them a competitive advantage over other businesses, which fail 3. 4 – Operations Strategies There are a number of strategies for improving operations at Cantatas and the two major strategies that Cantatas have implemented are outsourcing and technology Outsourcing is on the increase within Cantatas and currently, Cantatas outsourcer early all of its IT operat ions and some small call centre operations.The advantages that outsourcing has given Cantatas include saving in capital outlay, saving in labor and saving in cost Cantatas relies heavily on technology, but airline technology is complex and it is continually being advanced and updated. Cantatas was one of a number of airlines, who placed advance orders for the new Airbus AWAY, but they were opted to make sure they were not the airline to receive the very first ones asCantatas are all about quality for the customer Cantatas made sure that they could sustain their competitive advantage within the market by ensuring that they got leading edge and established technology that was well reviewed and started outsourcing the right things to keep the operations effective and efficient 4. Conclusion Through Cantatas' strategies they have adopted, the way they have changed and adapted to the influences within the market and the efficiency of the their processes, it has allowed for Cantatas to no t only gain a competitive advantage but sustain it as well

The Possessive Apostrophe

The Possessive Apostrophe The Possessive Apostrophe The Possessive Apostrophe By Daniel Scocco Its time to talk about being possessive. Sometimes possessiveness is good, sometimes its bad. However you look at it, if youre speaking English, then you will need an apostrophe to show who owns what. The apostrophe () is one of the most used and misused English punctuation marks. No one is ever quite sure where to put it. You can use it when things are left out (contractions), but its the possessiveness that causes the most trouble. The apostrophe is all about making a statement of ownership. You belong to me. This belongs to that. In grammar speak, the apostrophe shows the possessive of nouns. There are four ways to use the apostrophe to show ownership or belonging. 1. Add apostrophe s to the end of a singular noun that does not end in s: the managers room 2. Add apostrophe s to the end of a singular noun, even if it ends in s (this practice may vary in some places): Doriss scarf 3. Add apostrophe s to the end of a plural noun that doesnt end in s the childrens bag 4. If the plural noun ends in s, just add the apostrophe my friends car Notice that possessive pronouns like yours, his, hers, ours, its and theirs are not followed by the apostrophe. Finally, if you want to play around with it, Wikipedia has a list of four phrases illustrating how the apostrophe can literally change the meaning of sentences. my sisters friends investments (I have one sister and she has one friend.) my sisters friends investments (I have many sisters and they have many friends.) my sisters friends investments (I have many sisters and they have one friend.) my sisters friends investments (I have one sister and she has many friends.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)Peace of Mind and A Piece of One's Mind20 Clipped Forms and Their Place (If Any) in Formal Writing

Pied Beauty essays

Pied Beauty essays In the poem Pied Beauty, the theme of God and his creations or nature is manifested throughout. It is a hymn that praises God for all of the colorful and diverse things in nature. The poem opens with an offering, Glory be to God for dappled things. It then continues in the next five lines giving examples of which things he means to include under the subject of dappled. The definition of the word dappled is spotted or dotted and in this poem relates to the earth or nature. The poet includes the patterned white and blue colors of the sky, the brinded or streaked hide of a cow, and the patches of contrasting color on a trout. The chestnuts offer a more complex image that is compared to the coals in a fire, black on the outside and glowing within. When chestnuts fall, they reveal their meaty insides normally concealed by its hard shell. Next, the wings of finches are multicolored, as is like a patchwork of farmland in which sections look different according to whether they are planted and green or freshly plowed. The final example is of the trades and activities of man, with their rich diversity of materials and equipment. In the final five lines, the poem gives characteristics or qualities of the examples earlier. It becomes an apology for the things that are negative or strange; things that might not normally be valued or thought beautiful. Ultimately, they are all creations of God and the poem ends by saying praise him. The poem is a hymn of creation and could be applied in a literal sense as a message to the world. God is the creator of all things both good and ugly and we must recognize His variety and creative power in the natural world and then thank him for the diversity. The world and life itself would be mastered easily if we didnt have diversity or choices making our life a color wheel or pie beaut ...

How CoSchedule Uses Marketing Collaboration Software

How Uses Marketing Collaboration Software The content marketers at get asked a lot about how we really manage our projects and work together to create our content. So I was humbled when a guest blogger of ours recently  shared a bit about his experience working with our marketing team: The amount of preparation done for a post and the superb coordination of their team members taught us a lot on improving our own process. Meeting their high expectations are quite tough, but we are truly honored to have the opportunity to learn from among the best in the business! Since itself is a marketing collaboration software that takes the form of an editorial calendar, I guess it makes sense that youd like to know how our  process actually works. I can tell you from experience that the tool is different than normal collaboration software because its designed by marketers to help marketers do what they do better than ever. How Creates Better Content With Marketing Collaboration SoftwareAnd because of that,  we see ourselves- the marketing team here at - as role models for the planning and process behind successful content marketing and social media. So I thought youd find it  interesting to get a behind-the-scenes peek into how we  exactly: Plan less content  that creates bigger results. Use our own tool to collaborate  super efficiently. Developed a process  that  helped us generate 852,506 page views and 7,375 email subscribers just last month. Sound like fun? Judging by the  cheers Im hearing in my head,  I thought so. :) 1. Start By Scheduling A Content  Planning Meeting Even for a tech company, its nice to get together as a team to collaborate on solving a problem in person. For us, this is one of the best ways for the entire team to  come up with creative ideas that will help us reach our 10x growth goals. You see, as  the content marketing lead, it would be easy for me to come up with every content marketing  idea all by myself and tell the team to execute them. But there is a lot more value when  the team develops those  ideas because they take ownership in the entire blogs success- not just their own content. Build a culture focused on growth. #blogging #teamworkAnd a  content planning meeting is a perfect setting for the kind of team collaboration that builds a culture focused on growth. Heres why: I know the kinds of content we publish that produce big results. So a content planning meeting is a way for me to teach the team about those details so they incorporate them into their own ideas and content creation. Every person on the team comes to the table with diverse backgrounds and ideas. This exercise is a great way to sift through everyones thoughts equally while evaluating  every idea according to our audiences preferences. That helps us choose to create really good content while consistently reminding our team of who our audience is and what they expect from content. Its a fun exercise that gets all of us up and away from our computer screens for a bit while connecting with each other. And when you have fun while you work, it feels less like work and more like something you love to do. This is how we do it: The 20-Minute Brainstorm Frenzy Some say theres nothing worse than group brainstorming if youre looking for innovative ideas. Then again, brainstorming by yourself will  only give you ideas limited to your own background. So the first  phase of our content planning meeting focuses first on individual contributions to eliminate groupthink. And its super easy: Give everyone on the team a stack of Post-It notes. Ask everyone to write down as many thoughts as they can without holding anything back. Set a timer for 20 minutes (I often use my phone for this). Go. At this point, its just fun to see the team writing down tons of ideas, working super fast, and wracking their brains for the ultimate best ideas. Theres usually coffee (lots of coffee), laughs, and then dead silence as  they get serious about finding better ideas that will really make a difference. The 40-Minute Grading  Process By this point, we probably have close to- if not more than- 100 or so ideas. The truth? We wouldnt publish 90% of them because theyre just not  quite right for our audience. And thats just fine because its during this grading process that the team  chooses which content  to publish and which ideas to  toss. Allow your team to choose which #contentideas to publish and which to toss. #contentmarketingHeres how we do it: Each person  posts all of their Post-It notes on a wall. Then  on a marker board next to the notes, I write 1 | 2 | 3 , which is our grading scale for the ideas. An idea is a 3 if its the best thing ever, while a 1 is not so good. To grade the ideas, I ask the team a couple simple questions: Is  this a topic our readers would be deeply interested in learning more about?  How similar is this to our other top content? An idea is a 3 if we answer  definitively, yes, this is  something our audience would find uniquely valuable that is better than anything else they could find on the Internet for this topic. An idea is a 2 if  the idea  doesnt fit the qualification of a 3. An idea is a 1 if  its not something we think our audience would look to us to publish. It could still be a good guest post idea. Then we read off each idea one by one while every  team member grades the topic from 1 to 3. From there, we simply post the ideas  below the  corresponding  numbers on the  marker board. Heres the outcome from a planning meeting with a bunch of 3 content ideas. A Mistake I Made That You Can Avoid: Until recently, Id have the team shout off their answers: Thats a 3, definitely! I agree, 3. Uh, yeah, lets go with 3 on that. I noticed that once the first person spat off their answer, the rest of the team was very likely to say the exact same answer. I found out later this happened  because of  social conformity, a psychological principle that  was discovered decades ago: So The Takeaway Is This: When you do this exercise, read off the ideas, then have each individual write down their grade of  1, 2, or 3  on a new Post-It note. Have them show their individual notes all at the same time for each idea, then categorize the idea as a collective 1, 2, or 3.After this process,  we only explore the best ideas- those graded as 3- for content  that well actually publish. 2. Add That Content To Your Editorial Calendar Where the planning meeting sets the collaborative tone, the editorial calendar in is where the software helps us actually plan and create the content as a team. The planning meeting sets the tone and the editorial calendar helps you  plan content #bloggingFirst, we vet the best ideas for keywords, further narrowing our scope of potential content we will  create. Recommended Reading:  How To Make An SEO Content Strategy That Will Improve Your #1–3 Results By 248% Then, we add the ideas  onto the calendar,  naming the blog posts by their keywords and assigning them to their author. We consistently publish two posts every week on Mondays and Wednesdays. Heres why. Once all of the new blog posts are on the calendar, its easy to see which authors might have a bit too much on their plates in a given week. From there, we simply  drag and drop blog posts around until we feel 100% satisfied that the publishing schedule is realistically doable for every person on the team. Asking a content marketer to write two robust posts for a single week isnt very realistic for us. So these posts could flip-flop to make this a doable content schedule. Then we use comments to add in any notes from the planning meeting- including the original idea- so the author has a clear idea of where  to start with a blog outline. We use comments in to communicate the main idea from the planning meeting. This way, we leave lots of creative room to use the keyword in the blog post title while still covering the original idea we thought would be successful. 3. Define Your  Content Process Our content development  process  is ever-changing, and we just gave it a major overhaul recently to: Add a couple more  tasks into our process to make sure nothing falls through the cracks. Clearly define what done means for each task to keep everyone accountable for their responsibilities. Track how soon we should start working through blog posts to hit every deadline, every time. There were lots of benefits for us to get  organized in this way, so we started very simply by asking ourselves: What are all the steps we need to do to publish a blog post? We brainstormed all of the steps, then  simply put them in chronological order  the best that we could to help us know what to do from  beginning to end. One  collaboration software tool  we use all the time as a team is Evernote because no matter where anyone is- or if theyre online or offline- they have access to the information they need to do their work. And, it just so happens, Evernote integrates really nicely into . Anyway, this is what that process looked like as we worked through it in its rough format using Evernote: Heres a rough look at our first pass at the steps we needed to do to write and publish our content. From there, we had enough  information to understand which steps  we could group together into a cleaner, condensed workflow. And when we did that, it was easy to understand who on the team would be the best fit to complete those tasks according to their individual interests and skills. We refined the steps in the workflow and created notes in Evernote to define what done means for each task. The only thing left to do was to define when we should complete each  task to work far enough ahead to nail every deadline and assign it. This simple exercise  gave us exactly what we needed to build the  task template we manage using for all new blog posts we write. It gave us  a solid definition of what to do for each task. Before anyone who is accountable for a task marks it as complete in , they would first ask themselves if they truly completed the task according to the definition of done. Assign tasks and due dates to everyone on your team with task templates in . Now we know to start writing our blog posts a month before they publish to make sure we have several posts 100% ready to publish on the calendar at any time. We know content that is complete and published is white, and we can see which content is complete by not yet published because its yellow and labeled 100% ready to rock. Since weve done this, we pay more attention to the details that make a difference toward our goals, everyone understands their roles to  know  exactly  what to do, and we work more efficiently while producing better content. 4.  Create The Content According To Your Workflow Ill be the first to say that our  workflow- or the task template we built in - looked magical. If we could seriously create content that way with every task checked off on time and in that specific order, wed be crushing it. But that wasnt always the case. Especially as we got started with the  new process because  we had to take a little time to learn. rocks  a task-based workflow that helps the team keep each other accountable. #bloggingAnd that was OK because our editorial calendar had our back. Let me explain. Traditional workflow and project management tools operate in phases. When someone does step 1, then someone else can do step 2. We all know that doesnt  work 100% of the time. So rocks  a task-based workflow that helps the team keep each other accountable for hitting deadlines. Let me explain how this happens: emails you the day before you have a task due on the calendar and you can see a dashboard of the tasks youre responsible for completing today and into the future. So everyone knows what they need to do. When you get into the office  in the morning and you see that the person before you hasnt gotten through their work, you can chat with them about the game plan for the day to get back on track. You can communicate with everyone who has a task assigned to them in a  specific piece of content  right in with a comment.  That way, everyone can see the progress the team is making on the project. When  you can move on to complete your task- even if the task one step before  isnt quite done- you can still do that and check it off your to-do list. Thats a lot of power for team collaboration. And while being behind is a rarity, this sort of communication may be necessary at first when youre implementing a brand new process with your team. We use the dashboard in to track a daily to-do list and collaborate with improved team communication. No more endless emails! Here are a few lessons I learned along the way that you may find useful: Help your team moderate themselves more than you intervening into their process. The more  they define the process, the more theyll stick to it. Dont expect perfection because its unachievable. Demand excellence and make that the expectation. When you set an expectation, make it a standard and stick to it. The second your team sees your standards are flexible is the moment those are just  guidelines. What Do You Want In Your  Marketing Collaboration Software? I like to joke a lot that Im a content marketer who  uses content marketing to market a content marketing tool. While thats funny, its absolutely true. And I wouldnt be able to love what I do if I didnt believe the team behind   tries harder than anyone else to give marketers like us exactly what we need to boost our  efficiency. Naturally, the content marketing team at gravitates toward an editorial calendar as our preferred marketing collaboration software. as a tool helps us collaborate, communicate, create, and promote our content super efficiently. Get your 14-day free trial of to: Get more organized than ever: With a little thought into your blog publishing schedule, workflow, and  social media promotion, will help you  shave hours off your to-do list. Find time to create more effective content: You tell us a lot that youre too busy to even find time to create content. Let manage the mechanics behind  team collaboration and social media promotion so you can use that time to create even better content. Manage a happier marketing team: Forget endless emails, miscommunication, and missed steps in your workflow. is a marketing tool designed by marketers to eliminate the inefficiencies that hold you back from  publishing awesome content. I hope youll join us. And, as always, let me know what you think when you get started with . ;)

Any topic you think is good for my paper Assignment - 4

Any topic you think is good for my paper - Assignment Example In this school, students as young as 14 years old are allowed to smoke between lessons (Dawar , par 1). According to the school administrators, their strategy â€Å"is meant to help pupils stop smoking and reduce confrontations with teachers† (Dawar , par 3). Furthermore, their aim is to expose the problem and inform the children’s parents and eventually move them to the smoking cessation programme. The policy of this school has been questioned by both the teachers’ unions and several anti-smoking groups. One does not agree with the school’s practice of allowing their young students to smoke within the school premises. Aside from the detrimental health effects on the students, both smokers and non-smokers, it might also encourage other students to smoke since it is allowed anyway. Non-smoking children will be exposed to second-hand smoke which is harmful to their health (Smoking.ygoy.com , par 2). Moreover, since children tend to imitate adults, the younger population of the school might imitate the older school children who smoke. There are so many options available for schools in trying to prevent smoking among the young and the method that the Tinshill Learning Centre implemented is simply not acceptable. It encourages smoking more than discouraging

Social Enterprises Assignment Example | Topics and Well Written Essays - 250 words

Social Enterprises - Assignment Example The report notes some of the most distinguishing features of a social enterprise that differentiate them from types of business, nonprofits and government agencies. First, they directly address special needs through their products and services by alleviating human sufferings from the disadvantaged society. As reports notes, it is different from the socially responsible business that strives for a positive change through indirect means such as funding education, building roads, using environmental -friendly raw materials and providing volunteers to aid the society. Furthermore, they are solid vehicles for job creation, economic growth and development in a community. Second, social enterprise use earned revenue strategies such as charitable contributions and public sector subsidies to pursue their aims and visions. The report further points out that social enterprises comprises of both non-profits who use business models to pursue their missions and for-profit who primary purpose is social in nature. The report however, refutes that social enterprise addresses the needs of the society directly, unlike social entrepreneurs. Some of the basic business models that social enterprise employ in their pursuit of their vision include retail, service and manufacturing that aid people alleviate and overcome employment barriers. They provide human and social services; fee-based consulting services; community development and financing

Inclusion of Disabled Children in Primary Education Essay

Inclusion of Disabled Children in Primary Education - Essay Example This education consists of six or seven years. The children enrolled in primary education are of the age of five or six years. According to UNESCO (UNESCO, 1994) almost 70 % of the children enroll for primary education. This report also suggests that most governments in all parts of the world are ready to archive a full universal enrollment of all children in primary schools by the year 2015. Disability is defined as an impairment, which can be either physical or mental that limits a human being from performing activities performed by an ordinary person. The Disability Discrimination Act(DDA) defines disability as a mental or physical limitation that has substantial long term negative effect on the person and limits his/her ability to perform day to day duties. With respect to this definition; substantial indicates that the disability can be minor or major. Long term means that its effects can last for one year minimum, the activities that the disabled person is unable to perform include but not limited to speech, hearing, sight, manual work, movement and reasoning power. According to research conducted by the International Classification of Functioning, Disability and Health (ICF), the areas affected by disability include; performance of general task, communication impairment, limited or no mobility, lack of self care, limited learning ability, inability to carry out domestic function, inability for relationship with other people and the community as a whole. some of the most common disability among human being include; deafness, which is the inability to hear, blindness which is the inability to see, lameness which is the inability to walk or perform other physical tasks and mental retardation or cognitive disability which is the inability to reason or solve problems normally. According to a report by UNESCO (UNESCO, 1994) the implementation of inclusive education would be more advantageous to the disabled children in the long run. The report highlights that the inclusion of the disabled children will lead to the enhancement of a cooperative spirit between the disabled children and the other students. This will help the other students to accept the disabled children as part of the society. The other children will also help them in adapting to the ordinarily system of learning. Implementation of inclusive education is considered to be beneficial to all the children in the long run, initially the disabled children may feel a little different from other kids, but with time the children accept their differences. The children with disability will also run how to tolerate and accept each other differences. Special schools These are schools, specially designed and staffed with specially trained and experienced tutors in order to cater for education needs of disabled children. In these schools the student are given high attention and the teacher. The student- teacher ratio is less than 6:1. In addition, these students have special facilities e.g. sensory rooms, special swimming pools and other facilities that aid these children develop, learn, play and interact with each other. Some of these special schools include; school for the blind, school

To what extent is netanyahu speech in Congress 2015 view the nuclear Movie Review

To what extent is netanyahu speech in Congress 2015 view the nuclear deal - Movie Review Example It consists of two houses the House of Representatives and the senate. The congress meets in capitol which is located in Washington D.C. Benjamin claimed that this deal would create two chief concessions which act as a threat to Israel’s security as well as the region. This will be through retention of Iran’s ability to initiate a nuclear weapons program.1 Netanyahu termed it as a bad deal and explained that Israel is much better without the deal. The speech welcomed mixed views and responses from people of all the walks of life as the document analyzes.1 The speech encompassed strong views against the American Iranian negotiations that are underway. This speech stirred up some political controversy of the two countries. He noted that these negotiations will just guarantee that Tehran gets the nuclear weapons to harm the entire world. Netanyahu also noted that from the previous attempts, it is evident that Iran is a nation that cannot be trusted. This is irrespective of whatever they say in terms of whichever accord designed to stop it from acquiring those weapons. He also noted in the speech that the world is now facing the danger of the Islamic militant marriage with the nuclear weapons. The members of the house expressed varying opinions concerning these Netanyahu’s words. A loud applause was received. However the applause came from the republicans while the democrats revealed a restrained reaction. According to Netanyahu, after the deal will be done Iran was to receive two major concessions. One concession was to leave intact the Iran’s vast nuclear infrastructure. The other concession was to lift the restrictions on this program in like a decade. According to Netanyahu, the world should make sure that no restrictions get lifted on the nuclear program on Iran (New York Times 2). This will be until Iran stops all the aggressive activities against its neighbors in Mideast, seize supporting terrorism in the globe and refrain from annihilating

Managment Assignment Example | Topics and Well Written Essays - 500 words

Managment - Assignment Example Some consider developing of stringent policies and regulation in solving of the problem which has been taking place for over one year. The problem statement will be helpful to the improvement team in defining the problem, thereby identifying the root cause. The point at which the 80% line intersects the cumulative percentage curve is the plotted on the x-axis, separates the fundamental causes to the left, and the less prominent causes to the right. Under operational flaws, the PT tools should concentrate on; activation switch malfunction, non functional electric system and mounting plate located off-center. The only less salient cause is motor failure. Under finish flaws, scratches and dents are fundamental causes while, surface finishing disfiguration in paint, damage to the casing and wrong color are less salient causes. Using Cost analysis, the activation switch malfunction, becomes an indispensable cause under operational flaws. The finish flaws principal cause will increase with the addition of damage to the casing being a significant cause. The inclusion of cost increases the number of fundamental causes due to increase in the cost of repair which increase the cumulative percentage of the causes. The activation switch malfunction becomes an essential issue because of the volumes and prices of failure resulting from it. Therefore, the increases in cumulative percentage of total cost of repairs are a result of increase in causes effect on the quality. Why-why diagrams are useful in the identification of problems that lead to failure. In the mail order problem, delay can be cause by the order message deliverer or problems with in the organizational systems which can be identified and resolved. It was developed by Karoru Isakawa with four main categories covering man power, ways or methods, materials and machinery if targeting manufacturing or policies, equipment, procedures and people in the case of Administration and service

To what extent is netanyahu speech in Congress 2015 view the nuclear Movie Review

To what extent is netanyahu speech in Congress 2015 view the nuclear deal - Movie Review Example It consists of two houses the House of Representatives and the senate. The congress meets in capitol which is located in Washington D.C. Benjamin claimed that this deal would create two chief concessions which act as a threat to Israel’s security as well as the region. This will be through retention of Iran’s ability to initiate a nuclear weapons program.1 Netanyahu termed it as a bad deal and explained that Israel is much better without the deal. The speech welcomed mixed views and responses from people of all the walks of life as the document analyzes.1 The speech encompassed strong views against the American Iranian negotiations that are underway. This speech stirred up some political controversy of the two countries. He noted that these negotiations will just guarantee that Tehran gets the nuclear weapons to harm the entire world. Netanyahu also noted that from the previous attempts, it is evident that Iran is a nation that cannot be trusted. This is irrespective of whatever they say in terms of whichever accord designed to stop it from acquiring those weapons. He also noted in the speech that the world is now facing the danger of the Islamic militant marriage with the nuclear weapons. The members of the house expressed varying opinions concerning these Netanyahu’s words. A loud applause was received. However the applause came from the republicans while the democrats revealed a restrained reaction. According to Netanyahu, after the deal will be done Iran was to receive two major concessions. One concession was to leave intact the Iran’s vast nuclear infrastructure. The other concession was to lift the restrictions on this program in like a decade. According to Netanyahu, the world should make sure that no restrictions get lifted on the nuclear program on Iran (New York Times 2). This will be until Iran stops all the aggressive activities against its neighbors in Mideast, seize supporting terrorism in the globe and refrain from annihilating

Constitutional Interpretations Essay Example | Topics and Well Written Essays - 1250 words

Constitutional Interpretations - Essay Example According to U.S. Constitution online, there are four basic methods of constitutional interpretation; Originalism or original intent, Modernism or Instrumentalism, Literalism and Democratic or normative reinforcement. Originalism, â€Å"The theory that in constitutional adjudication judges should be bound by the intent of the farmers,† where â€Å"Farmer† refers to those who wrote and ratified the Constitution, is a regulative theory of constitutional interpretation whose purpose is to provide this guarantee and prevent constitutional interpretation from becoming political in the policy-making sense of the term. They consider it the original way of interpretation and look for guidance from makers if there is some ambiguity. According to this method, the constitution is interpreted in a traditional way of farmers. In this method, it is determined that how the farmer had thought and interpreted. For knowing the farmer’s way, different sources are used, for example, newspapers, Federalist papers, contemporary writings of the farmers and Constitution as well. This interpretation of approach is limited because only a few hundred people of the same kind cannot be the representatives of the diverse population of today. Modernism is exactly opposite to the originalism as they perceive original text to be old and not in consideration with today’s world and its requirements. They believe in changing and improving constitution with time as modern development and scenarios can change the whole meaning.

US Hotel Lodging Industry Essay Example for Free

US Hotel Lodging Industry Essay 1. According to the text, there are several stand-out economic characteristics of the macro-environment of the U.S. hotel lodging industry. The general economic characteristics of the macro-environment would include such items as rate of economic growth, unemployment rates, inflation rates, and interest rates. Those that stand-out for the U.S. hotel lodging industry include headline unemployment, mostly due to declining business and conference travel. There was relatively unchanged real GDP, and due to the housing crisis and recession in our economy, rampant foreclosures. 2. The Good Hotel brand, I feel, did well in its strategy implementation efforts. They went to a strategy designed to inspire â€Å"good in us all†. One that was good for the plant and socially conscious with a â€Å"lighthearted twist†. Going â€Å"green† is definitely part of their strategy to gain a competitive advantage in the green movement and to continue growth. Those that are heavily interested in the green movement feel connected to Good Hotel’s overall plan for the environment. 3. Part of the key strategy implementation effort is by Pam Janusz. She has gotten to know staff, guests and those from the neighborhood. Training is ongoing for management to increase their standards of offering service and pushing guest loyalty. The hotel has also started recycling programs and using energy efficient lighting. Yes, I feel management has allocated sufficient resources to the strategy execution by how well the company has been doing recently. The strong leadership by Janusz has propelled them forward; she is heavily involved in all aspects of this hotel. Also, due to the leadership, all employees seem to be on board with the hotel’s vision, strategy implementation, and have a high satisfaction rate. These everyday written and unwritten policies and procedures go a long way in executing a strategy. 4. According to Janusz, the financial results are right on target with beating their financial forecasts for the 1st quarter of 2010 and the fact that guest service has been on the rise over the last few months. According to the statistics provided in the text, RevPar ($) has increased over the past couple of years and in comparing this number to the peer group has a higher RevPar. Their occupancy levels have increased which can lead to larger overall revenue. So, yes, they are doing just fine in producing good financial results, especially since they just implemented the strategy in 2008. 5. I am sure Pam Janusz will do just fine seeing as how she is a strong leader in how to handle this situation. If I were to make any recommendations to her it would be to be sure that the transition is explained to everyone in the organization, and fully, without leaving anything out. I would have her set up meetings with interactive media to promote clarity and support from the staff and start working with top management and having this information filter its way down. I would recommend her setting up a resistance to change program for those that will find the transition difficult. I would recommend the overall concept of Good Hotel be continued and maybe even expanded further to leave the company on a good note and in a good financial position. They have done a fine job so far and feel it can be and should be continued and hopefully this will lead to continued increase in its revenues and market position.

History of the English Language Development

History of the English Language Development What differs us humans from animals is the fact that humans have abilities to manipulate things that happen in daily life. Humans are able to think whether a certain action can cause good or harm to themselves or people around them. Another essential difference that distinguishes humans and animals is the language used in communication. It is language, other than anything else that differs humankinds from fellow earthlings. It is a fact that other animals do communicate with each other, in many various ways, for example, warning for enemies or danger, calling for mating, or other various screams of cries to deliver their anger, fear or pleasure (Barber, 1993). However, these various calls of communication for their species differ from the uniqueness of the human language. Barber also states that a human language is a highly elaborated signalling system, a social tool, which uses vocal sounds. Languages are used verbally and in writings. From the history, language is learned spoken fi rst, while written language is secondary. According to Crystal (2016), a language dies when it is not spoken or used anymore. Holmes (1992) states that language dies when all of its speakers die. However, when the speakers of a language shifts to use another language, the phenomena is called language shifts. Every language changes, even though the levels of the changes vary from time to time, which is why it is somewhat hard to be read or understood the language that is from the early years. An example could be taken from Barbers The English Language: A Historical Introduction (1993), English people find it hard to comprehend an English document from the year 1300, where it is only possible for them to understand if they have some special training. Documents in 900 look like a foreign language text to them, as it looks like it has no connection to Standard English. There are three recognized periods in the development of the English language where the first period, dated from 450 to 1150 is known as Old English. According to Baugh and Cable (1993), this period is described as full inflections, where the endings of the noun, the adjective, and the verb are preserved more or less impaired. The next period starts from 1150 to 1500, is the Middle English period, or known as the period of levelled inflections, which started at the end of the Old English period, and the inflections during that period is said to be significantly levelled down. The last period, which is up until now is called as the Modern English period, which started since 1500. This period is also described as the period of loss inflections where the inflections in the language are completely vanished. The Middle English period, as stated by Baugh and Cable, is the period of a great change, where the language changes that happened during the period are more extensive and fundamental in comparison to the changes in the language that took place in Old English and Modern English period. Every language changes from time to time, it is the matter of the amount of changes that occur in the language. The major causes of the language changes were obviously because of the track of time, and contact, even though the changes and processes in the Middle English period that associates with the language contact are various (Penhallurick, 2010). The Norman invasion to England in 1066 is one of the main causes that brought changes in the language from Old English to Middle English as they brought French into the land. Their invasion to England naturally had a significant effect on Englands institutions and its languages. The language changes that were brought from the French during their arrival were already existed in the Old English. They were speaking in French but somehow influenced by the Germanic dialect. The dialect is called Norman French. According to (Virtual Medieval Church and Its Writings, 2003), this situation leads to the citizens speak the English language, whilst the Normans speak Norman French. In time, the two languages started to mix together which then brings the existence of the Middle English. Around ten thousand French words were brought into English by the thirteenth century. Most of these French loans still exist in the English language today. According to (Oxford English Dictionary, 2016), Middle English, based on the external history, is trapped at its beginning by the consequences of the settlements of the Norman Conquest in 1066, and its end by the arrival of the printing documents by William Caxton in 1476, in Britain and by the important social and cultural impacts of the English Reformation (from the 1530s onwards) and of the ideas of the continental Renaissance. The change from Old English to Middle English seemed to look a bit rapid by the rising of new spelling inventions by the Normans. The language used during that time, which is the West Saxon, was no longer used, due to the social and political disruption by the Norman Conquest. The changes that they brought include changes in the spelling where they used the spellings that matched more to the way they pronounce it in their spoken dialect. In addition, the scribes occasionally changed the spelling of the words they were copying to their own dialectal pronunci ation, when they see if any did not match theirs. The Normans disapprove the traditional English spelling, therefore they spelt the language as how they heard it, which is using the conventions of Norman French. Both Barber (1993) and Freeborn (1992) mentioned these facts in their books. Examples of the changes made by the Normans could be taken from (Virtual Medieval Church and Its Writings, 2003), such as qu for cw (queen for cwen).The scribes also introduced gh (instead of h) in such words as night and enough, and ch (instead of c) in such words as church. Another change introduced was ou for u (as in house). Yet one more change was the use of c before e (instead of s) in such words as cercle (circle) and cell. The loss of inflections in the Middle English period also include the reduced amount in nouns, pronouns and adjectives. The Peterborough Chronicle, a medieval text written at Peterborough Abbey during the Old English period, where the continuations of the chronicle then shows the Middle English characteristics in the script even though in some ways the characteristics of the Old English still continues.ÂÂ   Penhallurick (2010) mentions that the Normans are obviously the ones responsible for the mixings of French and Middle English, that they brought the scribes who are French-trained into England after their conquest. Three sources were affecting the changes in the Middle English and the changes can be seen from the Peterborough Chronicle where a significant number of new words are drawn upon the Norse, Latin and French. This shows that not only French caused the Middle English, but also the Norse and the Latins. The Norsemen brought in their words into Middle English which include grammar words oc but, um about, through, and til until, to. These are the effects of the contact between the English and the Norsemen during the 9th, 10th and 11th centuries, which is also a significant change of characteristic of Middle English. Borrowing or loanwords are the terms used for this situation where words which originated from a certain language is brought into another language and is used in the language. During the settlement of the Vikings in England, many Old Norse words were brought into Old English. Examples from Penhallurick (2010), nouns such as birth, husband, leg, skirt and sky, and verbs like to call, die, give, nag, take, and thrust. As stated by Baugh and Cable (2002), 900 loanwords from the Scandinavian that are still survived and in use in the modern standard English these days, but many other words also still survived but instead in the dialects of the former Danelaw, words like beck st eam, dag to drizzle, and laik to play. Sisam (1975) mentions that the Norse words must have come into English even before the Middle English period, because the settlements of the Vikings stopped after the Norman Conquest. Sisam also states that it is not always easy to differentiate the Norse and the Middle English as both of the languages have many similarities during the borrowing period, and also the Norse words are borrowed quite early to be affected by Middle English. The language influence from the Latins started during the early days of English. When the Germanic tribe started English, they had already been in contact with the Romans in the continental Europe, which was when the Germanic tribes very beginning of their settlements in the British Isles. Many Latin words were borrowed into the tribes language during their settlement in the British Isles, where they borrowed from Britishs Celtic speaking people, which they got from the Romans. Latin during that time was the language of the Christian church, which marked the Englands conversion to Christianity.ÂÂ   This correlates with Sisams (1975) statement where there were few direct borrowings from Latin and most of it are taken from the technical language of church. Penhallurick (2010) states that the practice of writing documents in Latin during that time was somewhat usual and was joined by many of the Norman scribes, which gave the borrowings from Latin a new motivation during the early Middle English period. Not only Old Norse and Latin words that were noted in the continuations of the Peterborough chronicle, but also new loan words from French, although there were only small number of it in the continuation. As an example, from Penhallurick (2010), duc duke, and pasches pasch, easter, including some loan words that were not only new additions to language but also eventually replaced present English words during that time, for example tresor treasure, and pais peace. This language development, the emerge of the French loans can be best described as started from very few words to over 10000 French words were borrowed during the end of the Middle English period. The total number of words borrowed is extraordinary considering that the total amount of Old English words were only 24000 approximately. From the Peterborough Chronicle examples, the French loans can be divided into two general types, which is either the new words are just new members of the English language which has new concepts or definitions, or new words that have the same definitions to an existing word in the native language. The effects of this duplication could lead to either the loss of one of the words between the languages (usually the English word), or there could be the development in differentiation in meaning between the words. Penhallurick (2010) gives an example, OE leod was pushed out altogether by French-derived people, whereas English might survives beside French-derived power, kingly beside royal, and wish beside desire. It is the royal family, never the kingly family and genies grant three wishes, rather than three desires. Sisam (1975) compares French with Norse, where he states that French language had little common with English, not like the Scandinavians, which brings to why the amount of French words used in the English texts is lesser in comparison to Old Norse and Latin, before the late thirteenth and fourteenth centuries. French continued to be the official language of England until the mid of fourteenth century, the years after, English became the language of instructions, and became the official language of legal records or events, where later at the end of fourteenth century, everyone spoke English. When the London dialect emerged, it became the standard spoken and written language. During the end of 1500, English language has reached the language that is similar to as what is used today, which shows that Modern English started being used around that time. The arrival of printing press set up, invented by William Caxton in 1476 marked the starting of the end of the Middle English (Freeborn, 1992). If the Norman Conquest marked the start of the changes in the Middle English, William Caxton did the same for the start of the Modern English. Caxton is recognized for the arrival of printing in England through his work and a standard for the English language. His contribution brings us to the early perio d of the Modern English (Weiner, 2013). References Barber, C., Beal, J. and Shaw, P. (2013). The English language. 1st ed. Cambridge: Cambridge University Press. Baugh, A. and Cable, T. (2013). A history of the English language. 1st ed. London: Routledge. Courseweb.stthomas.edu. (2003). The Making of Middle English. [online] Available at: http://courseweb.stthomas.edu/medieval/chaucer/middleenglish.htm [Accessed 12 Mar. 2017]. Crystal, D. (2016). English as a global language. 1st ed. Cambridge: Cambridge University Press. Freeborn, D. (1992). From Old English to standard English. 1st ed. York: Freeborn. Graddol, D., Leith, D. and Swann, J. (1996). English. 1st ed. Milton Keynes [England]: Open University. Holmes, J. (2013). An introduction to sociolinguistics. 1st ed. Harlow: Pearson. Oxford English Dictionary. (2016). Middle English-an overview Oxford English Dictionary. [online] Available at: http://public.oed.com/aspects-of-english/english-in-time/middle-english-an-overview/ [Accessed 12 Mar. 2017]. Penhallurick, R. (2010). Studying the English language. 1st ed. Basingstoke: Palgrave Macmillan. Sisam, K. (1975). Fourteenth century verse and prose. Ed. by Kenneth Sisam. (Repr.). 1st ed. Oxford: Clarendon P XLVII.

Self-esteem Essay -- Psychology, Anxiety

To date, there is a large body of studies support the function of self-esteem defend against death anxiety. Conventional studies on the role of self-esteem act as an anxiety buffer to the mortality salience rely on the self-report questionnaire as the measurement tool (Burke et al., 2010). The construct measure by self-report questionnaire is mainly derived from the concept of explicit self-esteem. It is common for the research of TMT using explicit self-esteem indicates the concept of self-esteem and hence to explain their role on mortality salience (Pyszczynski, & Greenberg, 1992).Explicit self-esteem is measured in a conscious way. It is a reliable measure for the construct but we should not ignore the role of unconscious and introspective measurement of self-esteem. However, there is still concern about the social desirability effect on the self-report measurement. Previous research examined that participants had a tendency to have self-deception and impressive management on the measurement (Paulhus, 1998). It is not necessary to hold the view that self-reflections only process in conscious level. There are evidence revealed that many social cognitive functions operates in a unconscious evaluation (Greenwald & Banaji, 1995). Implicit measures of personality have proven useful since the beginning of personality psychology (Wilson, Lindsey, & Schooler, 2000). Scholars have argued that certain self-reflections may similarly operate at unconscious levels. It is assumed that non-conscious self-reflections are inaccessible to rational and conscious and have to observe in an indirect and implicit way (Greenwald & Banaji, 1995). The automatic self-reflection is termed as implicit self-esteem. Implicit self-esteem is defined as an aut... ... the other hand, there are several researches to construct self-esteem as other source of self-esteem or other self-related concept on TMT. For example, self-esteem is defined as a self-body image and body esteem (Goldenberg, McCoy, Pyszczynski, Greenberg, & Solomon, 2000; Goldenberg & Shackelford, 2005); self-enhancement (Arndt & Goldernberg, 2011) and fitness intentions (Arndt, Schimel, & Goldenberg, 2003).Therefore, it is justified enough to predict that people with high implicit self-esteem can reduce death anxiety by imposing defensive response to the mortality salience. In the theoretical point of view, full understanding of self-esteem in the TMT requires taking into consideration components of self-esteem other than the explicit level. These include implicit self-esteem and hence both implicit and explicit self-esteem will be examined in the current study.

Feminist Anthropology

Introduction In the center of the nineteenth century the theory of feminist anthropology emerged as a reaction to a perceived androcentric prejudice within the field of anthropology ( Lamphere 1996: 488 ) . Symbolic anthropology, on the other manus, emerged during the twentieth century and formed in response to the dissatisfaction with the theory of structural linguistics that was grounded in linguistics and semiologies ( Des Chene 1996:1275 ) . The purpose of this paper is to analyze the similarities and differences between the theories of feminist anthropology and symbolic anthropology in order to better understand the impact both motions had on the societal scientific disciplines. Both of these theories, although seemingly unrelated, portion a assortment of similarities that are at the nucleus of the paradigm displacement in anthropology that continues today. Further, an scrutiny of some of the cardinal figures in anthropology who influenced the outgrowth of these theoretical tendencies, will further clarify the principle for their development.OrAdditionally, an scrutiny of some of the cardinal figures in anthropology who influenced these paradigm ‘s will further light these th eories ‘ importance. Although this paper can non supply a complete analysis of what differs and remains the same between feminist and symbolic anthropology, we can make a better apprehension of the two theoretical schools of idea and the impact they had on the field of anthropology and societal scientific discipline as a whole. However, before comparing and contrasting the theories, it is indispensable to hold a basic apprehension of what each theory entails. Basic Dogmas of Feminist Anthropology In the history of anthropology, three different moving ridges of feminist anthropology occurred with varying focal points ( Gellner and Stockett, 2006 ) . These different moving ridges did non to the full occur in chronological order and there are convergences with some of the theories of each still relevant today. The first moving ridge occurred between 1850 and 1920, and had the primary end of including adult females ‘s voices into descriptive anthropology. At the clip, there was really small ethnographic informations refering adult females, and the informations that did be was mostly the studies of male sources talking for adult females and analyzed through male ethnographers ( Pine 1996: 253 ) . The focal point of the 2nd moving ridge, which occurred between 1920 and 1980 was an effort to divide the impressions of sex and gender. Until this point, the footings had been used interchangeably and the word â€Å" Gender † referred to both the constructs of male and female, the cultural building that created these two classs and the relationship between them. ( Pine 1996:253 ) . This was debatable since the definition of gender varies from civilization to civilization and can take to false apprehensions and the creative activity of cultural false beliefs in the field of anthropology . Further, during the 2nd moving ridge, feminist anthropologists pushed for a rejection of the bing dualities between work forces and adult females that were present in Western civilization, such as the thought that work forces should work while adult females stayed at place. During the 2nd moving ridge, mercenary research into the thoughts of societal dealingss about adult females, reproduction and their productive capablenesss in the work force became popular, particularly how these factors related to other societal factors such as societal category. Therefore, in the 2nd moving ridge, feminist anthropologists argued for a move off from the wide generalisations that had plagued the field of anthropology for coevalss ( Lamphere 1996:488 ) . This is linked to the single focal point put-forth by the interpretivist motion in anthropology during the 1950s. However, it differs because it makes connexions between adult females irrespective of what civilization they belong to. Contemporary women's rightist anthropologists make up the 3rd moving ridge of feminist anthropology, which started in the 1980s and continues throughout the new millenary. Feminist anthropologists of today, are no longer entirely focused on the gender dissymmetry but instead focal point on the differences that exist between classs such as category, race and ethnicity ( Geller and Stockett, 2006 ) . This modern-day focal point therefore examines the differences that exist between adult females with differing societal backgrounds, instead than concentrating on the difference between males and females ( McGee, Warms 1996: 392 ) . Contemporary women's rightist anthropology besides examines how these assorted societal factors interact, particularly in the con text of power, which is frequently used as the chief method of analysis. However, this method has resulted in a extremely disconnected theoretical attack, which uses combined pieces of assorted theories ( Geller and Stockett, 2006 ) . Cardinal Peoples in Feminist Anthropology One of the cardinal figures in the first moving ridge of feminist anthropology was Ruth Benedict ( 1887-1948 ) . Benedict was a pupil of Franz Boas, and one of the first female anthropologists, gaining her doctor's degree from Columbia University in 1923 ( Buckner 1997: 34 ) . Most of her work focused on Native Americans and other groups which led her to develop her â€Å" configurational attack † to civilization, which views cultural systems as working to prefer certain personality types among different societies ( Buckner 1997: 34 ) . Another cardinal figure who emerged in the 2nd moving ridge of feminist anthropology was Margaret Mead ( 1901-1978 ) another pupil of Franz Boas, who was friends with Ruth Benedict. Meads feminist work centered on the separating factors between sex and gender. Many of her theories were influenced by or borrowed from Gestalt psychological science, a subfield of psychological science which focused on analysing personality as an interconnected psy chological form alternatively of a aggregation of unrelated elements ( McGee, Warms 1996:202 ) Her work attempted to divide the biological factors from the cultural factors that influence human behaviour and personality development and helped to construct a model for the emerging subject of feminist anthropology. Additionally, her work analyzed the permeant sexual dissymmetry that existed in the ethnographic literature of anthropology during the clip. ( Levinson, Ember 1996:488 ) . Basic Dogmas of Interpretive Anthropology The intent of symbolic anthropology is to analyze the different ways that people understand their milieus, every bit good as the differing readings of those who act within them. Symbolic anthropologists believe that these readings can be combined to make a shared cultural system of significance, or shared apprehensions shared between members of the same civilization. However, it is understood that non all members of a civilization will hold the exact same beliefs ( Des Chene 1996:1274 ) . One of the chief focal points of symbolic anthropology is the survey of symbols and the assorted ways that symbols are created and have their significances assigned to them. Symbolic anthropologists believe that scrutiny of these symbols and the procedures that create them ( such as myth and faith ) will light the cardinal inquiries of human societal life shared by each civilization ( Spencer 1996:535 ) . Therefore, symbolic anthropologists view civilization as an independent system of intending tha t can be deciphered by construing cardinal symbols and rites that create it ( Spencer 1996:535 ) . Overall, there are two cardinal premises in symbolic anthropology. The first of these premises provinces that the beliefs of a certain group of people, nevertheless unintelligible they may look, can ever be understood when they are examined as portion of an bing cultural system of significance ( Des Chene 1996:1274 ) . The 2nd premiss provinces that the actions of a specific group of people are guided by the reading of these symbols. These two premises allows for symbolic anthropologists to use symbolism to construe both ideal and material activities of a specific group of people. Frequently, the focal point of symbolic anthropology will be on faith, cosmology, ritual activity, and expressive imposts such as mythology and the acting humanistic disciplines ( Des Chene 1996:1274 ) . However, symbolic anthropologists besides study other signifiers of societal organisation such as affinity and political organisation, which allows research workers to analyze the function that these symbols play in the mundane life of people from different civilizations. ( Des Chene 1996:1274 ) . Cardinal Peoples in Interpretive Anthropology Overall, the field of symbolic anthropology can be divided into two major attacks, each associated with one of the cardinal figures of the theory. The first attack is associated with Clifford Geertz and the University of Chicago and the other with Victor W. Turner at Cornell University. Geertz ‘s place illustrates the interpretative attack to symbolic anthropology, while Turner ‘s illustrates the symbolic attack. Clifford Geertz ( 1926-2006 ) studied at Harvard University in the 1950s and was strongly influenced by the Hagiographas of philosophers such as Langer, Ryle, and Weber. ( Handler 1991 ; Tongs 1993 ) Geertz was influenced mostly by the sociologist Max Weber, finally utilizing different facets of their thought as cardinal elements in his theory of interpretative anthropology, and was more interested in the operations of â€Å" civilization † than the assorted ways that symbols interact within the societal procedure. In his digest of essays entitled â€Å" The Interpretation of Cultures † ( 1973c ) , Geertz argued that an analysis of civilization should â€Å" non [ be ] an experimental scientific discipline in hunt of jurisprudence but an interpretative 1 in hunt of significance † ( Geertz 1973d:5 ) . Further, Geertz believed that civilization was a societal phenomenon and a shared system of intersubjective symbols and significances ( Parker 1985 ) .` This can be seen in his ain definition of civilization, which was â€Å" an historically familial form of significances embodied in symbols, a system of familial constructs expressed in symbolic signifiers by agencies of which work forces communicate, perpetuate, and develop their cognition about and their attitudes toward life † ( Geertz 1973e:89 ) . Geertz ‘s symbolic anthropology focused on the different ways in which symbols operate within a specific civilization, particularly how persons â€Å" see, experience, and think about the universe † ( Ortner 1983:129-131 ) . He believed that civilization is expressed through the external symbols utilized by society and is non merely stored inside the heads of members of that society. Geertz, argued that adult male utilized the symbolic as â€Å" beginnings of light † in order to point himself in his ain system of significance ( Geertz 1973a:45 ) . Therefore, societies use their symbols to show their ain alone â€Å"worldview, value-orientation, ethos, [ and other facets of their civilization ] † ( Ortner 1983:129 ) . Symbols could be seen as â€Å" vehicles of ‘culture † who ‘s intending should non be studied in and of themselves, but alternatively should be studied for what they can uncover about a peculiar civilization. Geertz argued that these cultural symbols shaped the ways that societal histrions see, experience, and think about the universe ( Ortner 1983:129 ) . Victor Witter Turner ( 1920-1983 ) was the leader of the other subdivision of symbolic anthropology ( Turner 1980:143 ) . Born in Scotland, Turner was influenced by the structural-functionalist attack of British societal anthropology that had been outstanding during the clip. In peculiar, Turner was influenced by Emile Durkheim, which shaped his version of symbolic anthropology to concentrate more on the operations of â€Å" society â €  and the ways in which different symbols operate within it. ( Ortner 1983:128-129 ) . Turner, like old British anthropologists, was interested in look intoing whether symbols really functioned within the societal procedure the manner current symbolic anthropologists believed they did. Thus, Turner ‘s attack to symbols was highly different than that of his modern-day, Clifford Geertz. Alternatively of being interested in symbols as vehicles of â€Å" civilization † as Geertz was, Turner believed that symbols functioned as â€Å" operators in the societal procedure † ( Ortner 1983:131 ) and that â€Å" the symbolic look of shared significances † , non the attractive force of stuff involvements, prevarication at the centre of human relationships † ( Maning 1984:20 ) . Turner believed that symbols â€Å" instigate societal action † and exercise â€Å" determinable influences tending individuals and groups to action † ( Turner 1967:36 ) and felt that these â€Å" operators, † if placed in a certain agreement and context, would bring forth â€Å" societal transmutations † which both act to maintain the people in a society tied to the society ‘s specific societal norms every bit good as decide societal struggle and assistance in altering the societal position of the histrions involved ( Ortner 1983:131 ) . Theoretical Similarities There are several theoretical similarities between feminist and symbolic anthropology. Both Fieldss recognize the dynamic nature of societal systems. Like symbolic anthropology which views civilization in footings of symbols and mental footings, accounting for its transient and altering nature, 2nd wave feminist anthropologists rejected Durkheim’s impression of a inactive system composed of built-in dualities, and sought to demo that the societal systems are dynamic. Further, both women's rightist and symbolic anthropology believe in â€Å" actor-centric † actions, intending that actions are non separate from societal histrions but a portion of their societal model. ( Ortner 1983:136 ) . Another cardinal similarity is the focal points shared by both women's rightist and symbolic anthropology. Focus on individuality and difference is a cardinal focal point of both feminist anthropology and symbolic anthropology. This means that there is a focal point on societal classs such as age, business, faith, position, and so on. Power is besides an of import constituent of analysis for feminist anthropology, since the building and passage of individuality occurs through discourses and actions that are structured by contexts of power ( Gellner and Stockett, 2006 ) . However, this besides fits in with Turner ‘s analysis of symbols and societal action. Further, both theories challenge the construct of normality and catholicity that many old anthropological theories supported. The rejection of normality and cosmopolitan truths, every bit good as the thought that anthropology must non merely analyze on a cultural degree, but besides on an single degree, is cardinal to symbolic anthropology. This thought is chiefly seen in feminist anthropology through the thought that male point of view differs well from the female point of view, and that both must be accounted for. The rejection of normality is farther seen in feminist anthropology through fagot theory, which is the most recent reaction against the impression of â€Å"normalcy† Queer theory challenges the construct of heteronormativity, or the premise that heterosexualism and the ensuing societal establishments are the normative socio-sexual constructions in all societies ( Gellner and Stockett, 2006 ) . The theory argues that gender is non a portion of the indispensable ego and is alternatively based upon the socially constructed nature of sexual Acts of the Apostless and individualities, which consist of many varied constituents ( Warner, 1993 ; Barry, 2002 ) . Therefore, like symbolic anthropology, feminist anthropology relies to a great extent on the construct of cultural constructivism. Arguing different positions Due to cultural growing and intervention of Man and Women. The most obvious similarity between the theories is that both were a response to old anthropological theories. The symbolic and interpretative theory was a reactions to structuralism that was grounded in linguistics and semiologies and pioneered by L? vi-Strauss ( Des Chene 1996:1275 ) . The subfield of Feminist Anthropology emerged as a reaction to a perceived androcentric prejudice within the subject ( Lamphere 1996: Additionally, another cardinal similarity between the theories is that they have non been discredited position in the modern societal scientific disciplines? ? Theoretical Differences One of the chief differences between the two anthropological attacks is the catholicity found in feminist anthropology. Although the construct of catholicity is under scrutiny today, early women's rightist anthropologists believed that there was a cosmopolitan subordination of adult females to work forces, in all civilizations around the Earth. Therefore, one of the chief constituents of feminist anthropology was to seek for cosmopolitan accounts for female subordination and gender inequality. However, the thought that all adult females suffer the same subjugation merely because they are adult females does non suit within the symbolic and interpretivist model. Symbolic anthropologists argue that these historically specific Western premises about the societal differences between work forces and adult females can non be decently applied to non-Western societies ( Spencer 1996:538 ) . Another of import difference between feminist and symbolic anthropology is that feminist anthropology c hiefly focuses on the constructs of gender and gender, while symbolic anthropology examines all societal facets. Varies from civilization to civilization Muslim adult females viewed as opressed, but they view forced sexualization as opression Decision