Assignment 2- Juv. Delinquency Essay Example | Topics and Well Written Essays - 1250 words

Assignment 2- Juv. Delinquency - Essay Example Grossman asserts that the major psychological processes that cause violence include classical conditioning, imitation and observation of vicarious role models in social learning, and operant conditioning. Grossman asserts that violence may be caused among children due to classical conditioning process. This happens through what children watch, see in movie theatres across the country and at home, exposing them to horrible, detailed suffering and killing of people. Children also learn to associate such suffering and killing with pleasure, entertainment, favorite candy bar, favorite drink, the close and intimate contact of their date. I think this is true in all manner of reasoning (Grossman, 2009). Children are exposed to horror movies where human beings are slaughtered, butchered. These are then associated with entertainment, and ultimately impact on adolescents. Grossman has also indicated the effect of video games on children in terms of violence. Interactive video games that children play today are composed of firing ranges wit pop up targets and instant feedback. This aggravates children as they learn to target to kill. Vietnam has a stimulus discriminator that is built to ensure that such games only allow shooting under authority, however, what children play as video games do not have such safeguards built in their conditioning. Therefore, they fire to kill at will, and this is impacting negatively on their psychology (Grossman, 2009). Imitation and observation of vicarious role models is another cause of violent behavior among juveniles. Grossman asserts that when children imitate or observe heroes kill, torture, they too like to try the same. For example, models in the Hannibal the Cannibal, and the hosts of horrendous, sadistic murderers, have become major causes of violent behavior among children who imitate them. Children want to associate with them and at the end adopt a violent culture (Grossman, 2009). Generally, I agree with

Leadership2 Essay Example | Topics and Well Written Essays - 5750 words

Leadership2 - Essay Example Bank Dhofar is one of the financial services firms growing at unprecedented rates in the Sultanate. The management team is proud of the quality of the services the bank offers. Project finance services, consumer banking, treasury services, and corporate banking are designed to satisfy the diverse needs of consumers, small and medium size businesses, and medium-size companies across the Sultanate. The history of incorporation of Bank Dhofar traces back to January 1990. By then, the bank was referred to as Bank Dhofar al Oman al Fransi. There were only two branches at Salaash and Muscat. During this time, Oman was still an absolute monarchy characterised by widespread autocracy. Bank Dhofar extended its network in 1992 by acquiring Bank of Credit and Commerce International from the Central Bank of Oman. The year 1999 saw the bank inaugurating the head office in the Commercial Business District. More improvements were witnessed when the bank purchased 16 commercial bank branches in 2000, mergered with Majan International Bank in 2002, obtained all regulatory and administrative approvals in 2003, and launched Maisarah Islamic Banking Services in 2013. Presently, Bank Dhofar is the second largest bank in Oman based on the market share. The bank has changed leadership styles over time to keep pace with the market dynamisms. The reputation concerning strong commitment to consistency and growth has helped boost the popularity of Bank Dhofar as financial institution. Managing employees across all branches requires fair, but strict leadership policies in order to avoid laxity at work and ensure that workers are highly motivated to work towards improved performance. Bank Dhofar has a vision of maintaining their status as the best bank in the Gulf. The vision will be achieved through delivering the best experiences to the bank’s customers and creating both personal and collective development

Theory And Practice Of Strategic Planning For Tourism

Theory And Practice Of Strategic Planning For Tourism It is widely acknowledge that planning is crucial to successful tourism development and management; and planning has been a widely adopted principle in tourism development at both regional and natural levels. Tourism in Europe has been the subject of considerable academic debate and commentary since the political even of 1988-89. The debate has often focused on Central Europe, whose future free market depends on planning especially including tourism. In particular, strategic planning in the region will be critical to the future success of tourism as attempts are made to utilise tourism in the process of planned economic change. The lack of coordination and cohesion within the highly fragmented tourism industry is a well-known problem to destination planners and mangers. Gunn (1988) stated that continuous tourism planning must be integrated with all other planning for social and economic development, and could be modelled as an interactive system. He pointed out that the go-it-alone policies of many tourism sectors of the past are given way to stronger cooperation and collaboration. No one business or government establishment can operate in isolation (Gunn 1988; 272). On the other hand, Inskeep (1991) has pointed out the importance of an effective organisational structure for tourism management and the need for continuous, integrated planning. Achieving coordination among the government agencies, between the public and the private sector, and among private enterprises is a challenging task, however, and requires the development of new mechanisms and processes for incorporating the diverse elements of the tourism system. Countries need to have an idea about where they want their tourism sector to be in the future and the route it is going to follow to get there. If nations do not have a strategic plan for their tourism, then the old clichà © can apply. If you dont know where you are going, how will you know when you have arrived? (Tim Hannagan 1998, p. 120). In this write up, the meaning of both strategic planning and tourism will be analysing, and also analytical argument on strategic planning for tourism will be explored. Furthermore, few example of tourism planning activities will be evaluated to support the subject matter. Thus, what is Strategic planning / Tourism Strategic planning is concern with deciding what business an organisation should be in, where it wants to be and how it is going to get there (Smith 1994). Strategy is the direction and scope of an organisation over the long term, which achieves advantage in a changing environment through its configuration of resources and competences with the aim of fulfilling stakeholder expectations (Johnson and Scholes 2005). Harrison et al (1995). Explain that strategic is about clarifying your mission, setting clear long term objectives and formulating a comprehensive and integrated set of steps to achieve it. Strategic planning then is concern with defining and achieving organisational purpose (Porter 1994). planning is the purposive process in which goals are set and policies elaborated to implement them and is concerned with understanding and explaining the substance of policy content and policy decisions and the way in which policy decision are made. (Barett and Fudge, 1981). On the other hand, According to World Tourism Organisation (WTO) the organisation defines tourism as: the short term movement of people to destinations away from the communities in which they live and work, and their activities during their trip, including travel, day visits and excursions (WTO cited in T. Outhart. et al 2001, p.4) so tourism includes short term travel for all purpose, weather for leisure or business. Furthermore tourism is about the temporary, short term movement of people to destinations outside the place where they normally live and work and about their activities during their stay at these destinations. (Outhart O. Taylor L. 2001, p.6). Tourism development is the planning and ongoing development of destinations, facilities and services to meet the need of current and future tourist. When tourism is effectively planned and managed, tourism development can result in huge improvement and benefits both for visit and tourist and for the local population, therefore the need of strategic planning for tourism in order to meet the desire of people living in the demanding world has to be encouraged so as to promote and attract tourist as well as building their confidence with tourism activities. Tourism planning has also been seen as a way of extending the life cycle of a destination with a view of exploring new opportunities, adaptation to the current market demand and marketing harmonisation and as well forecast for the future. As stated by Clegg (1994), tourism activities comprise the worlds largest industry with over trillion of dollars in revenue produced and the challenges in benefiting from such economic impact is the result of efficient planning that will take into account the preservation and protection of the environment, the enhancement of a community quality of life and development and that will attract not only first-time visitors but also repeaters as a result of building a reputation and be a successful destination. (Inskeep 1991, WTO 1994) in their own contribution to tourism planning and development, they stated that planning is crucial to successful tourism development and management; and planning has been a widely adopted principle in tourism development at both regional and national levels. On the other hand, (Cooper et al. 1993; Shepherd, 1998) argued that poor tourism planning will cause social problems, degradation of the environment, short-term benefit and failure or constraints due to lack of analytical details or miscalculations regarding the control of land usage (Cooper et al. 1993; Shepherd, 1998). Furthermore, (Tosun and Jenkins, 1996) elongated the above comment by saying that the failure of central planning caused by lack of community involvement as well as mismatch between central planning and local possibilities is detrimental for the tourism market. Thus emphasising on a new concept of sustainable development to empower the planning system for long term success of tourism as it can help to promote and support conservation, regeneration and economic development as well as enhance the quality of life of visitors and host communities (Holden, 2008; Wall and Mathieson, 2006). Furthermore, Gunn and Varr (2002) stated that if tourism is to reach towards better economic impact it must be planned as well towards goals of enhanced visitor satisfaction, community integration, and above all, greater resource protection. Strategic and Its Resources Implication Fig 1 Stage of strategy process Questions Description STRATEGY FORMULATION Mission statement Statement of aims Statement of Values What is our purpose? What kind of organisation do we want to take? A clarification of the purpose of the business Environmental Analysis Where are we now? This involves the gathering and analysis of intelligence on the business environment. E.g. staffing, resources, competitors, stakeholder expectation Objectives Where do we want to be? This involves detailed articulation of aims i.e. setting a target for the organisation to achieve Strategic choice of strategies How are we going to get these? Strategies describe how the objectives are to be achieved Options analysis Are these alternative routes Here you identify options required to be screened in order to choose the best STRATEGY IMPLEMENTATION Action How do we turn plans into reality? A specification of the operational activities task required. Monitoring and Control How will we know if we are getting these? Taking corrective action as necessary and reviewing strategy Source: (Johnson Scholes 1997 p. 13) (Catterick 1995 p. 14) Many organisations produce separate mission statements and statements of aims, objectives and strategies. The strategic plan will contain all of these, which is also applicable to all countries embarking on tourism activities. Looking at the meaning of tourism and its activities, the theory and practice of strategic planning for tourism sector in every nation cannot be measured. This is evident on the ground that, it is clear that effective strategic planning and management is a prerequisite for the successful utilization of tourism as an agent of change in every nation. Tourism is seen as transcending the traditional economic sectors and is viewed as an industry which can actively regenerate the small business/entrepreneurial sector with all its flexible and responsiveness to dynamic changes. However, the transformation of a centralised economy, characterised by flexible practices and a low priority for tourism, does involve a change of hearts and minds as much as it is needs outside strategic planning from expertise. No wonder that, Hungary has recognised the advantages that tourism can bring as witnessed by Prime Ministerial statement in 1990 lauding tourism as a potential power-house for the economy. However, Halls (1991a) most persuasive point is that, tourism is seen as an integral part of economic restructuring by exposing the system to both national and international forces and, in so doing, introducing potential foreign investors, encouraging privatisation and reducing the level of bureaucracy and centralisation. All this are made possible via strategic planning approach adopted by a given nation. In the case of tourism, Page Thorn (1997) suggested that a national policy or strategy was required in addition to the RMA, if sustainable tourism goals in New Zealand were to be achieved, since then a national strategy has been produced, reviewed and subsequently updated, emphasising the sustainable development concepts and the desirability of integrating environmental, economic, social and cultural considerations in the long-term management of tourism resources. Tourism Planning Approaches (Countries overview) The changing evolution of tourism, its different political and socioeconomic development environments, and the diverse scientific and technical contributions in the fields related disciplines (urban, regional, environmental planning, etc.) shape different approaches to planning. Such approaches have been the object of interesting systematizations, especially the critical perspectives of Getz (1987), and Tosun and Jenkins (1998) for Third World Countries, which are neither mutually exclusive nor a reflection of a chronological evolution: boosterism, economic, physical-spatial, and community-oriented approaches. To these four could be added two more that are omnipresent in todays literature: a strategic approach and planning for sustainable tourism. Boosterism has been the dominant tradition ever since the emergence of mass tourism. It is based on a favourable, uncritical assessment of tourism that identifies it as intrinsically positive and ignores its potential negative effects on economic, socio cultural, and environmental levels. Halls (2000) expresses his doubts about its consideration as a way of focusing on Getzs contributions, four approaches can be distinguished, and planning since it is precisely characterized by being a tourism implementation and development method that reveals lack of planning. The economic approach conceives tourisms as an instrument that can help achieve certain economic aims. It reinforces tourisms character as an export industry and its potential contribution to growth, regional development, and economic restructuring. Public intervention, in its regulating and promoting role, gives priority to economic purposes over environmental and social ones, although it also attends to all the factors that can jeopardize its economic efficiency: development opportunity costs, selection of the most profitable market segments, control over demand satisfaction, estimate of its economic impacts, etc. However, this approach does not usually analyze how the benefits derived from tourism are distributed socially (Burns 1999). The physical-spatial approach incorporates the territorial dimension with the aim of adequately distributing economic activities, and specifically tourism activities, in space, while also ensuring a rational land use. It is an approach in which both town and country planning and tourism planning coverage as a result of the recognition that its development has an environmental basis. This approach mainly focuses on the preservation of the natural resources that make the industry possible and on the management of the environmental impacts it causes. Among the examples of the physical-spatial approach, Hall (2000) mentions the work by Gunn in the late 70s (Gunn 1994) or Insteps integrated approach (Inskeep 1991). The community oriented approach originated in the late 70s with the numerous works that criticized tourisms negative sociocultural effects (de Kadt 1979; Smith 1977). It is not exclusively confined to the aim of solving and preventing those effects. In fact, it promotes a local tourism development control scheme so that residents are the ones who benefit the most from that development, thus avoiding conflict situations that could put the industrys future viability in danger. Murphys work (1985) undoubted constitutes a basic reference point of an approach revitalized by the need to achieve greater social involvement in planning processes. This circumstance has provided the momentum to undertake, from public instances, bottom-top planning schemes, among them the European initiative leader for rural development. Strategic planning moved from the business context to regional and urban planning in the 80s, and it has a strong influence on economic restructuring schemes for declining places and sectors (Borja and Castells 1997; Vazquez Barquero 1993). This approach has been progressively incorporated into tourism planning and essentially focuses on the search for competitiveness of firms and destinations in a changing, complex environment. In short, it contributes to or reinforces the following distinguishing elements of tourism planning: analysis of the competitive environment as a fundamental element in the definition of the firms or destinations strategy; definition of a wide time scope for planning on the basis of foresight and prospective techniques; stress on social participation and the creation of coordination and cooperation channels among stakeholders; and the rise in value of planning as a process that is permanent, flexible and integrated into management (Ansoff 1988; Borja and Cast ells 1997; Hall 2000; Ivars 2001; Porter 1982). Planning for sustainable tourism is related to the great deal of interest aroused by the development paradigm ever since the celebration of the Rio Summit in 1992. The application of its principles to tourism is especially relevant due to its ambivalence, for it can help to preserve and improve the environment. THE STRATEGIC PLAN AND IMPLIMENTATIONS OF COUNTRIES For example, the strategic plan and implementation program for the county of Szolnok in Hungary highlight many of the problems facing the future development and reorientation of tourism in Central European States. During the construction of the strategic plan, the largest obstacle was identifying tourism facilities that would meet the development needs of the county while minimising the risk of social or environmental damage. The county strategic planner came up with the following planning strategy; Phase 1; Immediate Action Improve Quality of Existing Facilities Improve utilization of existing facilities Improve Economic Benefits from Tourism Improve Performance of existing Entrepreneurs Create environment for future tourism planning Phase 2; Immediate to Medium Term Action Develop Szolnok town as tourist centre Increase Accommodation stock Create new restaurants/cafes in tourist areas Develop new tourism activities Build on existing cultural/heritage attractions Encourage the development of closer linkages between sectors Phase 3; Medium to Long Term Action Wider tourist base-conference business Develop new up-marker tourist facilities Widen the marketing activities Establish strong links with national/international organisations Adopt a fully international computerised reservation system Continue to develop monitoring/regulation and research into tourism activities in the county Develop new 5 year tourism development plans. The result of the strategy plan and its implementation is a county that is now poised to break through into wider tourism markets, armed with promotional materials of high quality, tourism information and maps together with a broad spectrum of products, a network of commercial and organisational links that will enable it to capitalise on the potential market for visitors from within and to Hungary. On the other hand the strategic planners for tourism in Spain came up with what is refer to as FUTURES (Master Competitiveness Plan for Spanish Tourism) (Ministerio de Comercio y Turismo 1994). This plan opened a new state of tourism policy in which the state redefined its role within an institutional discourse that intended to consolidate a system of coordination and cooperation between the different administrations. The FUTURES plan became the catalyst of this change encouraging the design of specific plans for the 1992-1995 period, favoring cooperation through actions financed jointly by the different administrations and fostering the participation of public and private agents. The plan was a reflection of the third generation of tourism policies, according to Fayos classification (1996) where competitiveness turned out to be a key element for tourism management. The FUTURES plan formed a part of the structural adjustment theory (Bote and Marchena 1996) which focused on the adaptation of Spains supply to the structural changes caused by the market that jeopardized the competitiveness of the countrys tourism industry. Finally, this period witnessed the start of the planning model derived from Spains entry into the European Union with the preparation of the 1989-1993 Plan de Desarrollo Regional (Regional Development Plan) for Objective -1 regions and the 1989 1993 Plan Regional de Reconversion Regional y Social (Regional Plan for Regional and Social Restructuring) for Objective 2 regions. These plans made possible the application of Europe Structural Funds to tourism in Spain and implied the definition of a regional development strategy where special attention was paid to tourism, both in those autonomous communities in which it has a strategic role and in others where it was perceived as an emergent industry (Ivars 2001). Essential objectives included taking advantage of tourism growth expectations, the valuation of non-exploited resources, the contribution made by new products to territorial rebalance and finally, the incorporation of tourism into local development strategies both in rural and urban milieus. In the case of Barnette County, Wisconsin, a strategic planning was formulated to improve its tourism industry as for decades tourism has been the main economic revenue for the area. Based on existing data collected from a 1993 assessment, an action plan was implemented and the main issues encountered were lack of organisation, marketing performance, finding and government perceptions form which actions were created to eradicate the problem but it didnt escape failure since estimated budget to find a visitor centre wasnt reach due to lack of fund, marketing guides on the county printed but not distributed, eco-tourism was to be developed using a joint marketing grant but was refused by the state of Wisconsin. Overall, it showed the issues of lack of interest and participation from stakeholders (tourism businesses and government) for further tourism development of Barnett County. Looking at New Zealand as a case study, a county that want to increase the level of its tourism activity and sustainable tourism has become the key of the country to do so, which according to Bramwell Lane 2000; Hall Page, 2006), the success of sustainable tourism planning depends on existing planning and management functions that guide appropriate developments and the ability to respond to pressure on infrastructure and environments that increasing tourism demand creates. The concerns for New Zealand are that the tourism product relies a lot on the natural resources and the image of a clean and green country (Tourism New Zealands marketing campaign) and its has been quite a problematic issue in some areas with regards to conservation and preservation of the environment. Page and Thorn (1997) suggested that a national policy or strategy was required in addition to the RMA (Resource Management Act), if sustainable tourism goals in New Zealand were to be achieved. Based on the previous research undertaken by Page and Thorn in 2001 and 2002, the following issues were encountered such as lack of considering the number of international tourist arrival at national level, lack of planning at national level which Page and Thorn argued that if a national plan was needed in order to achieve a more balance equitable and beneficial patterns of tourism activity and development for destinations and host communities, however a PCE (Parliamentary Commissioner for the Environment) report on education for Sustainable development, suggested that the like and dislike and the caring of something lies with the people. What was found from the previous study was the lack of communication and integration between the RMA and the local authorities and resources available from the government was inadequate. However the recent study also reflect the incapacity of the RMA to work together with the national government, since tourism related project were not released but effort has been done to integrate the process of a sustainable development and increase the continuity of collaboration between the public and private sector, but there is still that major gap between strategy and the implementation of the policy formulated in the evolution towards a more sustainable New Zealand. Based on which Page and Thorn (2002) stated that a national plan is required if tourism is to be developed with the target of enhancing the quality of life of its local people and increase environmental protection from the tourism activity. Furthermore, within the tourism planning the goal and objectives set should be achieved to challenge pro-development policy in order for New Zealand to keep up in the term of competitive advantage as a clean, green and sustainable tourism destination. As argued by Edgel, Allen, Smith and Swanson (2008), those destinations, localities and nations that prepare good policies and implement detailed strategic plans will reap the benefits for sustaining their tourism products in the future, which is the indispensable and fundamental basis of New Zealand tourism strategy. Hence leads to betterment of tourism activities in New Zealand. Furthermore, before any implementation, analysis study will be performed through survey of existing data and collection of primary data. The data requirements will include information such as existing tourism profiles, travel patterns, tourist attractions, accommodation and other tourist facilities, land availability, economic and government structure, education and training needs and provisions, environmental indicators, socio-cultural characteristics, investment sources and available capital, relevant legislation and regulation and private sector organisation. (Cooper et al. Tourism Principle and Practices). Ones data has been collected, the issues associated with it will be analysis in terms of assets (infrastructures), market assessment of demand and supply and feasibility study, source of funding and impact of economic, environment and social factors in terms of tourism needs and opportunities and overcome detrimental impact. The result derived from these analysis will help in the formulation of plan and policies such as marketing strategies, human resources management, environmental conservation, economic and tourism development by which implementing and monitoring to ensure the development path and avoid deviation from the actual plan of the nation on tourism sector. The diagram below represents the key stages in the planning process. Fig 2 Key stages in the planning process Source: Tourism principle and practices by Cooper et al. RECOMMENDATION Tourism has been identified as one of the primary industries with the potential to assist local communities in developing economic diversity (Allen et al 1993, Davis Morais, 2004) However, tourism is not a panacea for economic decline. Tourism has the potential to create both positive and negative impacts. Gunn (1994) indicated that, there is no other form of development that has so many far-reaching tentacles as tourism (p.16). For tourism development to be successful, it must be planned and managed responsibly (De Oliveira, 2003; Inskeep, 1991; Martin, 1995). Inskeep, (1991) furthered the concept of responsible management, warning that ill-conceived and poorly planned tourism development can erode the very qualities of the natural and human environment that attract visitors in the first place (p. 460). Thus communities that use or plan to use tourism as an economic development tool to diversify their economy must develop strategic planning policies for the sustainable development of the community. It should be noted that one key to strategic planning for sustainable development of tourism in a community is the inclusion of stakeholders. Without stakeholders support in the community, it is nearly impossible to develop tourism in a sustainable manner. Therefore, a clear understanding of the attitudes and interests of stakeholders is a necessary precursor to the strategic planning and management of sustainable tourism. Strategic planning also emphasise the integration of economic, socio-cultural and environmental, therefore stakeholders should collaborate and take into consideration the preservation of culture and environment while maximising economic growth and returns to community. Jamal and Getz (1995) define these collaborative efforts as a process of joint-decision making among autonomous key stakeholders of an inter-organisational, community tourism domain to resolve planning problems of the domain and/or to manage issues related to the planning and development of the domain. CONCLUSION Tourism exists as a powerful economic force in the development of both community-based and global markets. Today, its activities comprise the worlds largest industry with over three trillion dollars in revenues produced. (Clegg 1994). Accordingly, the success of sustainable strategic planning depends on existing planning and management functions that guides appropriate developments and the ability to respond to pressure on infrastructure and environments that increasing tourism demand creates. As Iskeep, (1991) argues, the special relationship between tourism and the environment, based on a unique dependency on natural and cultural resources, requires a balanced approach to tourism planning and development to maximise the associated benefits and minimise the negative impacts. Therefore, if ill-planned or excessive development is permitted, tourism can damage the special qualities that are essential for sustainable development. Finally, the importance of strategic planning for tourism within a sustainable development context is now acknowledged globally as it was addressed as a specific topic in a review of Agenda 21 in 1997. In 2002, the world summit on sustainable development included a submission on sustainable tourism (chapter IV, paragraph 43) in the Johannesburg plan of implementation, which identified that while tourism has positive effects, uncontrolled (lack of strategic planning) tourism growth can undermine the basis of tourism. However, the extent to which sustainable development ideology is translated into policy and practice requires a strategic planning investigation to uncover the tourism activities that need urgent attention to meet the demand of visitors. This can be in a form of language to be used, create an image to be used, practically assistance and guidance, promotional material and its design, and strategic for the provision of tourism information. Tourism planning has also been seen as a way of extending the life cycle of a destination with a view of exploring new opportunities, adaptation to the current market demand and marketing harmonisation and as well forecast for the future. Therefore, it is on this premise that the researcher believes that the role of strategic planning in tourism development of any nature can not be quantified. Words Count 4365

Rwanda Genocide Compared with Hotel Rwanda Essay -- African Politics

The continent of Africa has been continually engaged in civil, tribal and cross national conflicts from colonial independence up until present day. What historians regard as the most ‘efficient genocide’ in history, occurred in a mere 100 days in the small central African country of Rwanda. The Hutus and the Tutsis, two ethnic groups within Rwanda, have been at continual unrest for the past half a century. During the 100 day massacre of 1994, a murder occurred every two seconds; resulting in 18% of the Tutsi population being killed. A decade after the war, in 2004, the film Hotel Rwanda was released. The film followed the story of a Hutu man; Paul Rusesabagina as he housed over 1200 Tutsi refugees in his hotel. The Hotel De Milles Collines, a five-star resort in the capital city Kigali, was a safe haven for several hundred Tutsis during the 100 days of slaughter in Rwanda. The purpose of this paper will be to focus on the differences between the film Hotel Rwanda and the reality of the Rwandan genocide. I will seek to determine how accurately the film draws from history and how much of the film is fiction. For this essay I will first look at the history of the relations between the Hutus and the Tutsis dating back to the 1950s, so to grasp a background of the country. I will then account the events leading up to the 100 day massacre and look at how they were depicted in the film Hotel Rwanda. I will then examine how accurately Paul Rusesabagina and his efforts were displayed in the movie as well as the efforts from the U.N. This essay aims to have a comprehensive summary of the infamous tragedy as well as critically highlighting how Hollywood can alter history. Rwanda is nestled between the... ...ezproxy.library.uvic.ca/ehost/detail?vid=1&hid=11&sid=f5d57578-23a1-4dd9-bc4c-295bd3cebc3a%40sessionmgr4&bdata=JmxvZ2lucGFnZT1Mb2dpbi5hc3Amc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=aph&AN=21301349 No Author. â€Å"The Real Hero of Rwanda.† U.S. Catholic (February 2006). 71-2. Retrieved from http://web.ebscohost.com.ezproxy.library.uvic.ca/ehost/pdf?vid=2&hid=11&sid=78e94ed4-e51d-4773-aba0-3ce0c64bad34%40sessionmgr10 Strauss, Scott. The Order of Genocide: Race, Power, and War in Rwanda. (Cornell University Press Ithaca and London). 2006. Rusesabagina, Paul. An Ordinary Man: An Autobiography. (An Address Given to the Los Angeles World Affairs Council) March 12, 2007. Retrieved from, http://www.lawac.org/speech/2006-07/RUSESABAGINA,%20Paul%202007.pdf Taylor, Christopher. Sacrifice as Terror: The Rwandan Genocide of 1994. (Oxford New York) 1999.

Crisis of Kingfisher Airlines Essay

The Indian air market is estimated to be the ninth largest in the world but with the population size the country has, the Indian government believes it will become the world’s third largest market by 2020. 87 foreign and five Indian airlines fly to and from India to 40 countries. Approximately five million Indians fly every month domestically. Domestic traffic more than doubled between Jul-2006 and July 2011, with growth of 101%. One reason for the growth was the deregulation of Indian domestic aviation in 2003- 2004 followed by international deregulation in 2007-2008 India has three full service airlines Air India, Jet Airways, Kingfisher Airlines and four Low cost carriers: GoAir, IndiGo, JetLite (owned by Jet airways), and SpiceJet. Kingfisher also had a discount version: Kingfisher Red known formerly as Simplifly Deccan and before that Air Deccan. Ironically the Indian aviation despite a market growing at 18 per cent for last 11 months, five out of six Indian airlines are bleeding leading to the failure of one of the leading aviation player – Kingfisher Airlines. Kingfisher Airlines, a subsidiary of UB Group (United Breweries Holdings Ltd), founded in May 2005 operates a passenger airline in India. It was the first airline in India to provide premium first class service on domestic routes with all new aircraft. In May 2007, it announced it would acquire a 26% stake in Air Deccan, a low cost carrier (LCC) for 5.5 billion rupees ($135 million). Kingfisher Airlines Limited came to become one of the country’s largest airlines, operating more than 400 flights a day and having a wide network of destinations, with regional and long-haul international services touching almost 60 destinations. At one point the Kingfisher Airlines had the second largest share in India’s domestic air travel market. However due to the severe financial crisis faced by the airline, it has the fifth largest market share currently. Even the company have no funds to pay the salaries to the employees and is facing several other issues like fuel dues; aircraft lease rental dues, service tax dues and bank arrears. As Kingfisher airlines is in the midst of a financial turmoil, the case will aim to understand the various factors which are fuelling the growth / decline and those which are/will be critical for the company’s performance in the near term. Introduction History of the Indian Airline Industry In December 1912, the first domestic air route was opened between Delhi and Karachi by the Indian State Air Services (in collaboration with Imperial Airways of the UK). This marked a new beginning in India. Three years later, Tata Sons started a regular airmail service between Karachi and Madras. At that time, there were a few transport companies operating within and also beyond the frontiers of the country, carrying both air cargo and passengers. Some of these were Tata Airlines, Indian National Airways, Air Service of India, Deccan Airways, Ambica Airways, Bharat Airways and Mistry Airways. The Tata Airlines was converted into a public limited company in the year 1946 and renamed Air India Limited. In 1948 a joint sector company-Air India International was established by the Government of India and Air India headed by J.R.D. Tata. In 1953, the Parliament passed the Air Corporation Act. Air India International and Indian Airlines Corporation came into formal existence and Air India International was nationalized. The Indian Aviation sector was liberalized in commence in 1990 with private sector players being allowed to operate as air taxi operators in India. A number of private players commenced domestic operations like Damania, East-West, Modiluft, Air Sahara and NEPC, entered the industry. However, a decade later none of them have survived. Foreword of Kingfisher Airlines Kingfisher Airlines is an airline group based in India. Its head office is The Qube in Andheri (East), Mumbai; and Registered Office in UB City, Bangalore. Kingfisher Airlines was established in 2003 and began operations on 9 May 2005 with a fleet of five A380s, five Airbus A350s aircraft and five Airbus A330s operating its first inaugural flight from Mumbai to Delhi. It seems staggering that an airline a month old could order the world’s biggest plane in an untested market. They went international in 2008, less than four years ago. In May 2009, they became India’s largest airline by passenger numbers. Owned by the Bangalore based United Breweries Group. Kingfisher Airlines, through its parent company United Breweries Group, has a 50% stake in low-cost carrier Kingfisher Red. The UB group is lead by Dr. Vijay Mallya as the Chairman to one of India’s largest conglomerates with diverse interests in brewing, distilling, real estate, engineering, fertilizers, biotechnology, information technology and aviation. Dr. Mallya, was elected by shareholders as Chairman of The UB Group in 1983, at the age of 28 and has been instrumental in growing it into a multinational business conglomerate. Kingfisher is the only Indian and the one of the six in the world to have received the 6 stars rating for its services by the Skytrax operates more than 400 flights a day connecting 72 destinations the world over. Merger of Kingfisher- Air Deccan A wholly owned subsidiary of Deccan Aviation, Air Deccan, was India’s first low cost carrier. It has a vision to enable every Indian to fly thus representing the airline’s simple and no frills approach. With a low pricing strategy, Air Deccan primarily focussed on first time travellers and successfully shifted people from Rail travel to Air travel. Air Deccan airlines merged with Kingfisher Airlines and decided to operate as a single entity from April, 2008 under the title name – Kingfisher Aviation. The merger is based on recommendations of Accenture, the global consulting firm. KPMG was asked to do the valuation and the swap ratio was decided accordingly. The merger came through on as Vijay Mallya from Kingfisher airlines bought 26% of the stake in Air Deccan. The unification of the two carriers had to be sanctioned not only by the two panels, but also by the institutional investors, independent directors, and other shareholders. Air Deccan had four independent directors-which included prominent persons like IIM Prof Thiru Naraya, Tennis player Vijay Amritraj, and A K Ganguly, Former MD Nabisco Malaysia. Post merger, KingFisher would operate as a single largest (private) airline in the sub-continent with a combined fleet of 71 aircrafts, connects 70 destinations and operating 550 flights in a day. The combined entity has a market share of 33%. Captain Gopinath continued as the Executive Chairman and Vijay Malay in-charge as the Vice Chairman. To rationalize the fleet structure, Kingfisher was focussed towards the international routes and functioning as a full-service carrier while Air Deccan was allotted the wider domestic reach and operated as a low cost carrier. As both the carriers operated the Airbus, the operational synergies integrated not only the management and staff of the airlines but also the engineering, inventory management and ground handling services, maintenance and overhaul sectors. These efforts brought about an increased savings in costs by 4-5% (INR. 300 crores)* Further, by devising a more optimal routing strategy it could help in rationalizing the fares. Before the merger Air Deccan recorded a net loss of Rs 213.17 crores on revenue of Rs 437.82 crores for 2006-07. The company had also raised Rs 400 crores through an IPO in May 2006. The merger will create a more competitive business in scale and scope to emerge as market leader.

CU3820 Principles of Assessment in Lifelong learning Essay

1.1: Explain the types of assessment used in lifelong learning. To ‘Measure (assess) the breadth and depth of learning’ (Geoff Petty 1998) I, as a teacher must ensure that my students will understand the targets and goals set for them. This is achieved by using assessment practises. ‘Bloom’s Taxonomy of Learning’ breaks down the structure of assessing and learning thus: †¢ Creating †¢ Evaluating †¢ Analysing †¢ Applying †¢ Understanding †¢ Remembering These methods also enable me, as a teacher to measure success within the classroom. To evaluate whether learning is taking place, there are three assessment methods to use. Initial Assessment: To assess the learning capabilities of the learner an initial assessment will take place. This will enable me to determine whether there are any learning difficulties that may affect the learning and teaching process. Once any difficulties are found the relevant support can be given to the learner. Formative Assessment: This method is used to monitor the learning progress of the learners during the course. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may need o be addressed. Summative Assessment; Summative assessments takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification. 1.2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how assessments show progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of student learning is recorded by me the teacher and is used by both students and teachers to decide where a student is within their learning and what they need to do better or to keep to the level that they are working at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify needs of the learner and to see if they have any previous experience in the language work set to them which in my subject would be spanish. Assessment methods can be recorded for group or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to help me as the teacher, to decide whether a student is ready to move on or needs to practice what is being learnt, or has still yet to learn. It is usually the teacher’s final decision as to whether a student is ready to move on to the next stage of the course. Formative assessment can take a variety of forms; peer and self assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about informing and improving the learning process but more about measuring the end result; for example end of year exam. 1.3 Compare the strengths and limitations of assessment methods to meet individual learner needs Student questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, thinking and understanding of the students enables me to informally yet formatively assess their knowledge and the understanding of the progress the student is making with their studying. For example; at the beginning of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they understood the subject. This simple but effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband stated: ‘We need to do more than engage and empower pupils and parents in the selection of a school: their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support staff to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as between schools.’ References: Milliband,D (2004)’Personalised learning meeting individual learner needs’ Published by The Learning and kills Network 2. Understand ways to involve learners in the assessment process. 2.1. Explain ways to involve the learner in the assessment process. Carol Boston says ‘Black and William (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need.† Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle?’ Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it â€Å"one of the more powerful weapons in a teacher’s arsenal.† The formative assessment process can strengthen students’ abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student Self-Assessment and Reflection Activities which promote meta-cognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies they’ve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc. Goal Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are specific and performance based, relatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and track their progress. It is best to identify specific goals. For example, â€Å"I will read in English for 20 minutes each night† is more specific than â€Å"I will read more.† Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate one’s progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2.2. Explain the role of peer and self-assessment in the assessment programme F. Dochy (2006) said ‘The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.’ Principles for using self and peer assessment 1. The purpose for using self and peer assessment should be explicit for staff and students A major reason for using self and peer assessment is for its role in developing students’ skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned. 4. Instances of unfair or inappropriate marking need to be dealt with sensitively Any instances of collusive (‘friendship’) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7. Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The common situation is for these assessment procedures to appear in isolated modules, often not at level 1. 8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students’ point of view It can take time for such procedures to run smoothly and for this reason, the initial involvement of relatively few marks – or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be recognised as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module. References: Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3.1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? †¢ Track progress †¢ Prove achievement †¢ Identify issues such as low attendance / learning difficulties †¢ Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But I’m not sure that’s the best answer: â€Å"because I have to†. Take it one step further back and think about why the organisation requires you to keep or submit them. Once you’ve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum: †¢ Attendance and assessment †¢ Everything in between †¢ Tutorials, one to ones, learning reviews / goals / plans 3.2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results Most organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not uncommon as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be: †¢ Assessor either records or passes on the results for recording †¢ Assessor checks that the result has been accurately recorded †¢ Result provided to learner There are several reasons why the results need to be kept: †¢ Feedback to learner †¢ Legislative requirements †¢ Record in case of appeal †¢ Company records for future training needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep details on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to access another person’s record is with the written permission of the person involved. |Access to records must be restricted for the sake of confidentiality. | | |Generally, managers and supervisors have limited access to personal files, but consider: | | |Who should have access to assessment records? | | |Why would they need the information? | | |What level of detail do they require? | | Each organisation will have a policy and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.