Difference Between Conflict Theories Assignment

Difference Between Conflict Theories - Assignment Example Marx and Simmel visualize this as a conflict that arises due to constant change and erosion within the society. The social distribution of power tilts the balance allowing some to be higher than the rest and making others subjects. According to this theory, there are general assumptions that human beings are essentially self-oriented and inclined to pursue their own interests at the expense of others. This means that there will be clashing ideologies that need to be synthesized and a compromise arrived at. As noted, these two theorems look at society from different angles. They both view the society as a source of values and customs but diverge in the area of analysis: structural theorists view it a source of cohesion while conflict theorists look at it as a source of conflict. 2-Explain the Idea of Dialectical Change by way of an Example. According to the dialecticians, any existing notion or thesis has an opposing notion or an anti-thesis. This means that every ideology in the worl d has an equal opposing factor that keeps it in check for equity to be achieved. This equity comes in the form of a compromise which is termed as synthesis. For instance, the best way to define this is by looking at society as a whole. The political class is always on the run for who is best and who is fit to lead the people whether as a senator or as a representative. The campaigning period is the most competitive of all with each trying to woo voters to their camps. They look for all ways through which they can eliminate their opponents by digging deep into the past and coming up with details that may taint their names and present them as unfit for public service. They create slogans that seek to motivate their supporters to shun the other camp. The compromise here is the fact that there are laws that govern this political theatrics and that the others have a chance to cast their votes and choose the very best that they perceive as their ultimate choice.

Canadian economics Essay Example | Topics and Well Written Essays - 2500 words

Canadian economics - Essay Example During the first half of 2003, a rapidly appreciating currency cut deeply into net exports in most Canadian traded goods industries. The auto industry was among the hardest-hit sectors. Automotive products have traditionally generated an important trade surplus for Canada, offsetting continuing large trade deficits in most other high-value and high technology manufacturing products. Already, however, the appreciating dollar has reduced Canada's automotive trade surplus by 50 percent (compared to the first half of 2002). Short-run impacts of a higher dollar include both reduced real shipments and shrinkage in the domestic value of Canadian exports (most automotive exports are priced in U.S. dollar terms). Even more important longer-run impacts could include the relocation of new investment to alternative jurisdictions, as Canada's relative cost competitiveness is eroded. If the exchange rate stays at current levels or higher on a longer-run basis, Canada could feasibly become a net im porter of automotive products within 5 years. On average, hourly labor productivity in Canada's manufacturing sector is approximately 15 percent lower than in U.S. industry. Given the current differential in nominal hourly compensation costs between the two countries (hourly total compensation costs in Canadian manufacturing average just over $25 Cdn., whereas total hourly compensation costs in U.S. manufacturing are about $21.50 U.S.), this creates a nominal unit labor cost disadvantage (measured in national currencies) that must be offset by the exchange rate between the two currencies. When the Canadian dollar trades at approximately 72 cents U.S., average manufacturing unit labor costs in the two countries are equalized. If the dollar is above that level, therefore, Canadian manufacturing (on average) faces a unit cost disadvantage that will spark the long-run outward migration of investment and employment (the opposite of what occurred in the late 1990s when the Canadian dollar traded for less than 72 cents U.S.). The Rising Canadian Dollar and its Impact on the Canadian Auto Industry, Testimony of Jim Stanford Economist, Canadian Auto Workers Before the Standing Committee on Foreign Affairs, Senate of Canada, October 8, 2003 http://www.caw.ca/visual&printlibrary/speeches&briefs/briefs/senatetestimonyonthedollar.pdf Is Canada now at risk of catching the Dutch disease What is the evidence When it gains ground against the U.S. dollar, for example, Canadian exporters lose ground because their products become more expensive for U.S. buyers. It's simply harder to compete. Since 2002, Statistics Canada says 189,000 manufacturing jobs have disappeared in Canada. The agency places the blame squarely on the soaring loonie. But some economists say the difficulties of adjusting to a higher loonie will help exporters in the long run, because they've had to take measures to improve efficiency. The days of relying on a cheap loonie to help them sell in the U.S. are long gone. Cheaper U.S. dollars also provide Canadian companies with an opportunity to invest in U.S.-made tools that make them more competitive. Much of the software and machinery Canadian companies

Homosexuals in the United States Military Essay Example for Free

Homosexuals in the United States Military Essay Homosexuals and U. S military service new laws and regulations which came into effect in 1993 reflected a compromise in policy. This settlement, referred to as â€Å"don’t ask, don’t tell,† states that the existence in the armed forces of persons who reveals a tendency or plan to take on homosexual acts would produce an intolerable hazard to the high standards of morale, high-quality order and discipline, and unit solidity which are the core of military capacity. Service members are not to be asked about nor allowed to talk about their homosexuality. This negotiation in spite of the matter has remained politically controversial. Previous to the 1993 compromise, the figure of individual’s releases for homosexuality was by and large declining. From the time, the number of discharges for homosexual conduct has generally amplified until recent times. In the wake of the new 1993 laws and regulations, constitutional challenges to the former and current military policies regarding homosexuals followed. In the case of Bowers vs. Hardwick, the U. S Supreme Court Ruling said that there is no right to engage in consensual homosexual sodomy. In this case, the courts generally said that military men may be lawfully discharge for explicit homosexual conduct. Nevertheless, the legal picture was convoluted by the Court’s 2003 decision in Lawrence v. Texas which ruled against Bowers by declaring unconstitutional a Texas law that prohibited sexual acts between same sex couples. Moreover, disturbed legal questions lingered as to whether a release based exclusively on a statement that a service member is homosexual disobeys constitutional limits. For the time being, efforts to allow individuals of the same sex to marry legally materialize implausible to affect the Department of Defense (DOD) policy close to term, because such individuals are barred from serving in the military, even though court challenges are possible. For the duration of the 1992 presidential campaign, Bill Clinton promised to remove the ban on homosexuals in the U.  S armed services. Once in office, he met with massive resistance from the U. S military and its congressional allies, and by summer of 1993, the original policy proposal was dead. Instead, Congress enacted the â€Å"Don’t Ask, Don’t Tell, Don’t Pursue† policy: gays and lesbians can now serve in the military, but they are obliged to keep their sexual preference private. Challengers of the open integration of gays and lesbians have discarded many of standard justifications for excluding homosexuals from military service. For example, the Pentagon and its cronies no longer disagree that gays and lesbians are security risks because of the threat of blackmail. As a case in point, even though both the former chairman of the Joint Chiefs of Staff General Colin Powell and the famous military sociologist Charles Moskos contest the open integration of homosexuals in the military, they recognize that gays and lesbians are valuable soldiers. Discharge measures against homosexuals are packed with statements of many of these individuals’ excellent records, reliability, and commitment to their jobs. The matter is not whether gays and lesbians are good quality soldiers as individuals, but instead, the consequence of these individuals on the group. Opponents of removing all restrictions on homosexuals’ service argue that open incorporation of gays and lesbians would obstruct the development of primary group cohesion, which they say is significant to military efficiency. During the 1993 congressional trials on homosexuality in the military, both Senate and House testimony paid attention on the issue of unit cohesion. For instance, then Senator Sam Nuun, chairman of the Senate Armed Services Committee in July 1993 asked each of the 6 Joint Chiefs of Staff to discuss unit cohesion and its importance in developing combat capability. Army Chief of Staff General Gordon Sullivan answered him by saying that cohesion is developed by uniformity, by devotion to a common sense of values and behavior. The introduction into many small units of person whose open orientation and self-definition is completely opposed to the rest of the group will cause tension and disruption (Herek 1987). Senior US military officers concerned that the open integration of homosexuals would get in the way of the development of cohesion within small groups are not trusted or respected as expressed by Powell and Admiral David Jeremiah, and they added that in atmosphere of doubts, orders may not be carried out and everyday friendly gestures that encourage companionship- everyday childlike horseplay and rough-housing, a pat on the back or arm around the shoulder- become suspect, provoke fear or loathing, and annihilate group cohesion (Nowak, 1993)). Powell added that in order to win wars and battles the army needs to make cohesive groups of warriors who will bond so strongly that they are ready to go into battle and give their lives if indispensable and it is intolerable to allow anything to upset that feeling of cohesion inside the force. The disagreement about unit cohesion is based on two propositions: the first one is that primary group cohesion increases military effectiveness and second, open gay and lesbian personnel would disturb cohesion and thus military performance. According to Kier (1998) these propositions are wrong and she said that such statements do not reflect what social science research and experience have demonstrated about the relationship between cohesion and performance and the consequence of putting together previously excluded groups on primary group cohesion. Investigations of Homosexual Conduct Even if broad investigations of homosexual behavior are the exemption rather than the rule, there are noteworthy numbers of cases in which such investigations have been conducted. Based on the cases reviewed by Gosling (1993), he concluded that the immense majority of investigations that have happened have been correctly instigated, that is, an investigation has been made only after the commander had determined that there was convincing information that the member had engaged in homosexual conduct. Also, based on his findings, he was able to find out that a lot of the criticisms made about inappropriate initiation of investigations mirror a misinterpretation of the Department’s policy. In practice, plausible information has sometimes been provided to commanders in ways that service members might not have been anticipated to occur, or has been based on communications or performance that the partners, roommates, or unconnected third parties have sometimes come forward on their own to account information or proof of homosexual conduct to commanders next to the wishes of the service member in question (Nowak 1993). Photographs or in black and white communications that verifies homosexual conduct has sometimes been showed to civilians who then brought this proof to the attention of a commander, with no question having been conducted by the commander. Plausible information has also been incidentally discovered in the course of proper, entirely unrelated criminal or disciplinary investigations for a commander to initiate an investigation when information has been reported in any of these circumstances, granted that the information received is credible (Suraci, 1992). Indeed, because federal law requires that those who take on in homosexual conduct must be discharged from the military; commanders are compelled to investigate whenever they receive credible evidence of homosexual conduct. In addition, many academic institutions have ratified rules that defended homosexuals from prejudice on campus. Accordingly, colleges, universities, and even high schools have required barring military recruiters from their campuses or otherwise eliminating Reserve Officer Training Corps Programs on campus because of the DOD rule on homosexuals in the military. Simultaneously, legislation has been ratified that bars giving federal funds to campuses that obstruct entrance for military recruiters (Suraci 1992). On March 6, 2006, the Supreme Court upturned a federal appeals court verdict in Rumsfeld v. Forum for Academic and Institutional Rights (FAIR), and endorsed the constitutionality of the Solomon Amendment, which forbids certain federal funding to higher educational institutions that refute admittance by military recruiters to their students equal to that provided to other employers. Deviance Present among sociological conceptions of deviance is an approach that concerns itself not as much of with the characteristics of the person or persons said to have despoiled a social rule than with the character of the responses of other persons to these characteristics and events. This approach, occasionally called the labeling approach to deviance, observes the deviant as a social creation, the result of contact sequences between labelers and labeled (Becker, 1964). The questions that are lifted by this approach thus concern the behaviors that are tagged as deviant, what the methods are by which the labels are effectively applied or avoided, and what the results of such procedures are for both labelers and labeled. Nevertheless, regardless of the highlight laid on deviance as a creation of interaction, in practice most consideration has been paid to the labeler’s role in this process (Simon 1987). The method of developing deviance appears all collective response and no deviant stimulus. This is possibly an overreaction to an overreaction. For example, one theory is spelled out as to why some people break rules and some do not in terms of what is called as commitment and for other labeling theorists, characteristics of the deviant himself are not completely unrelated (Simon 1987). The point is well taken, but for example, in some of Goffmans writings (1961) on mental patients his employment of the concept career contingencies materializes to treat the mental patient as a pawn, subject to the vagaries of all sorts of contextual demands. As a result of the above, labeling theory also has been seen as taking the side of the underdog- that the deviant is seen as a victim of the fairly subjective measures of control agencies. He is more sinned against than sinning, as it is a matter of chance, or racial or socioeconomic factors, rather than any behavior on his part, that chooses whether he is cast as deviant. Homosexuals in the Army in Other Countries Homosexuals in the military is not just an issue faced by the United States, there are many more countries out there that have the same situation as the US. The number of countries that permit gay and lesbian soldiers to serve in the armed forces is growing and it is increasingly becoming more important to know whether official decisions with regards to the inclusion of homosexual service members in the military lead t changes in organizational performance (West 1965). Even though most members of NATO plus some nations has already permitted gay and lesbian soldiers to serve, there has still a very few empirical analysis of whether the decision to remove gay ban influences the ability of armed forces to pursue their missions. This topic has been addressed by some theoretical studies but there has been no in-depth empirical analysis on the consequences of removing gay bans (Sudnow 1965). In Canada for example, there were a handful of careful studies immediately after Canada’s 1992 decision of abolishing restrictions on gay and lesbian soldiers (Belkin, 2001). Although that was the case, long term impact of the new policy could not be known in those early studies and even the best qualitative research is only based on a few sources (West 1965). American officer, Lt Gen Calvin Waller, affirmed in 1993 that since Canada had not been caught up in armed conflict since the ban was lifted, he explained that Canada’s justification for considering the proof that has mounted up for up to eight years since the ban was removed is that senior Canadian officials foresee that altering the policy might compromise military effectiveness (Millet 1999). For this reason, the Canadian incident gives an opportunity to assess the effect of the policy change in opposition to early forecasts by senior military leaders. After discussing the historical development of homosexual personnel policy in Canada, the authors examined whether Canadas decision to eliminate restrictions on gay and lesbian soldiers influences military efficiency (Brumett, 1981). The paper’s findings, based on a review of primary and secondary sources, as well as interviews with 29 military personnel and experts from the academic, non-governmental, and policy communities, is that Canadas decision to lift its gay ban had no effect on military performance, eagerness, unity, or morale (Millet 1999).

Challenges in the Hospitality Industry

Challenges in the Hospitality Industry The Hospitality Industry faces three major but interconnected challenges, namely globalisation, the growing importance of knowledge as the engine of economic development and national prosperity, and the impacts of the information and communication revolution, all of which have striking implications for education institutions and economies. Polytechnic West has risen to undertake the above challenges with the introduction of the Associate Degree of Hospitality Management. The course aims to combine current industry practices, combined with a rigorous vocational and academic course curriculum required of managers to face these challenges. The course curriculum focus on hospitality operational skills, management best practice, and the skills needed for continued learning in an ever changing environment. In The Associate Degree of Hospitality Management the assessments are mainly by examinations, presentations and tutorials. The questions are developed with the goal of assessing not only the students awareness of current theory and practice, but to evaluate the degree of reflection and analysis that may contribute to its operational application. The learning environment for the Associate Degree Hospitality Management is conducted in small classes and highly qualified lecturers with relevant industry experiences. The qualifications offered by Polytechnic West is a two year Associate Degree Hospitality Management program which has a direct pathway to the final year in the Bachelor of Commerce majoring in Hospitality and Tourism at Murdoch University. Alternatively the Associate Degree in Hospitality Management is a recognised management qualification which prepares graduates for rapid career advancement within the Hospitality Industry given sufficient experience. The tourism and hospitality industry is a sphere in which attainment of supervisory and management positions can occur at a young age with relevant experience and qualifications. As an Associate Degree graduate, there can be multiple career opportunities and directions which include supervisory and management roles in food and beverage, event management, accommodations, marketing and Human resources in the hospitality sector. Learning Resource Centre Bentley Campus Telephone: 9267 7240 http://library.polytechnic.wa.edu.au Opening Hours Monday Thursday 8:00 am 5:45 pm Friday 8:00 am 4:15 pm Off Peak Periods 8:00 am 4:00 pm CLOSED Saturday Sunday and Public Holidays Resources Each course has a Unit Information Outline booklet which lists the resources required for the unit. These can be obtained from the Course Co-ordinator. Referencing Chicago referencing, based on Chicago Manual of Style (2003) will apply to all assignments. This manual constitutes the authoritative international guide to publication standards and style. At Polytechnic West we respect the ideas of others by acknowledging them with proper referencing. This includes using the work of other students with, or without, their permission. Students must abide by all assessment rules set by lecturers. Any student found cheating in any way will face disciplinary action. Assignments and other forms of assessment must be your own original work. Copying directly from your research sources or another students work, without acknowledgement is plagiarism. Plagiarised work will not be accepted and will result in disciplinary action. Turnitin software is available for students to check their work and will be utilised by lecturers to check for plagiarism. Assessment To be awarded this qualification you must pass all the course units. Assessment criteria are provided for each unit in the relevant Unit Information Outline. All assignments will be returned with feedback on the students performance and the criteria against which the final mark was determined. Submission dates will not be altered unless lecturer consent has been obtained. Results Students are entitled to see their results in all assessment components of their unit, including raw marks for components and for the unit overall. Students may inspect their marked examination scripts and discuss the marking with the lecturer, or nominee, within fourteen days of the posting of results. Lecturers may require reasonable notice or set aside specified times for this. Where a lecturer is away from campus in the two weeks following the posting of results, another member of academic staff must be designated to handle inquiries and be provided with detailed assessment information to facilitate this. Lecturers must retain examination scripts until the end of the following semester. Submission and Receipt of Assignments: submit a cover sheet with all written work for continuous assessment which includes a signed declaration of authenticity; ensure delivery of the assessment work to the secure location provided; and maintain a copy of all submitted work until at least the expiration of the appeal period. Penalties may also apply when an extension is granted; refer to the Course Co-ordinator for details. Grading System Final results in all units shall be reported according to the following system of letter grades: Final Grades Letter Grade Interpretation Application Academic transcripts will include both the grade and final mark for all students. HD High Distinction Exceptional performance indicating complete and comprehensive understanding of the subject matter; genuine mastery of relevant skills; demonstration of an extremely high level of interpretative and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the unit. 80 100% D Distinction Excellent performance indicating a very high level of understanding of the subject matter; development of relevant skills to a very high level; demonstration of a very high level of interpretive and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the unit. 70 79% C Credit Good performance indicating a high level of understanding of subject matter; development of relevant skills to a high level; demonstration of a high level of interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives may not be fully achieved. 60 69% P Pass Satisfactory performance indicating an adequate understanding of most of the basic subject matter; partial development of relevant skills; adequate interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives may not be achieved. 50 59% UP Ungraded Pass Successful completion of a unit assessed on a pass/fail basis, indicating satisfactory understanding of subject matter; satisfactory development of relevant skills; satisfactory interpretive and analytical ability and achievement in all major objectives of the unit. 50% or above N Fail Unsatisfactory performance indicating an inadequate understanding of the basic subject matter; failure to develop relevant skills; insufficient evidence of interpretive and analytical ability; and failure to achieve major and minor objectives of the unit. Below 50% DNS Fail Failure to submit any assessed work after the withdrawal date and failure to withdraw prior to the withdrawal date. Did not participate in any assessments S Supplementary The award of the grade S shall be at the discretion of the Higher Education Board of Examiners. 45 49% Interim Grades Letter Grade Interpretation G Good Standing A result of good standing (G) must be reported only at the end of the academic year where all results in that enrolment option are not due to be completed until the end of the first or second semester of the following year. NA Not Available A result of not available (NA) must be reported only where: a delay is caused by the unavoidable absence of the Higher Education Course Coordinator; where an examination script has yet to be received by the College; where the final grade is under consideration due to disciplinary action or administrative encumbrance; where the Higher Education Board of Examiners has approved assessment in that unit taking place after the assessment period for that semester, including where the repeat of a component (e.g. involving practical work or a placement) cannot reasonably be arranged within the semester period. The Higher Education Board of Examiners has the sole discretion in determining whether a supplementary assessment is to be allocated; it is not an automatic right of the student. However, the supplementary assessment discretion will be applied to all students in an equitable manner. The nature of any supplementary assessment will be at the discretion of the Higher Education Board of Examiners. The only grades available after supplementary assessment are a P or N. An ungraded pass is not available. S Supplementary A result of supplementary assessment (S) may be reported where the student has a borderline fail grade (45-49%) for the unit. The timing of any supplementary assessment will be at the discretion of the relevant Higher Education Course Co-ordinator. Q A result of deferred assessment (Q) shall be reported only where deferred assessment has been approved by the Higher Education Course Coordinator. Initial unit assessment advice shall indicate whether or not moderation may be applied to the unit assessment. Final grades will be rounded (0.5 and above up, 0.49 and below down). Individual assessment components must not be rounded and only be submitted as whole percentages. Final numerical marks are to be presented as a whole number. Student Rights and Responsibilities It is the responsibility of every student to be aware of the policies and procedures that relate to their rights and responsibilities as a student. These can be found in the student handbook and on the Polytechnic West website. www.polytechnic.wa.edu.au Client Services Client Services staff can help you make your further education applications more competitive and can assist with decisions about your course/career choice. Client Services staff can also offer advice and support. If they cannot directly assist, suggestions can be made about referral to other staff or appropriate agencies which may be able to help if you are experiencing personal problems or difficulties with your study. Appointments with Client Services staff may be arranged at a Customer Service Centre or by phoning 9267 7500. Unit Fees The tuition fee for international students is: $1 525 per unit The tuition fee for domestic students is: $1 200 per unit These fees are valid for Semester 1 and Semester 2, 2011 Fees are reviewed on an annual basis Current fees and charges schedule is available on the Polytechnic West website. UNIT SYNOPSES INTRODUCTORY STUDIES IN HOSPITALITY AND TOURISM (64371) This unit examines todays travel and tourism industry from a global perspective, with specific insights into the economic, political and social forces that drive and shape it. It also looks at the tourism product and its markets. The unit also focuses on the economic impact, socio-cultural, environmental impacts of tourism and the development of sustainable tourism. The unit takes a systematic approach to the study of tourism and its links to the hospitality industry. It covers tourist types and behaviour, the role of places in tourists itineraries and their experience, environmental impacts, sustainability and eco-tourism, cultural impacts and authenticity, the impacts of events, and the structure of tourism industries. HUMAN BEHAVIOUR IN THE HOSPITALITY INDUSTRY (64732) This unit looks at analyzing the behavior of people at work in the Hospitality Industry. It will recognise the importance of effective management of people in the work situation, and evaluate personnel policies and procedures related to the hospitality industry. The unit will also identify the nature of the hospitality industry, staffing characteristics, interrelationships and behaviors of people. ROOMS DIVISION MANAGEMENT (64388) This unit is designed to familiarize students with management of the accommodation sector of the hospitality industry. The principles and procedures in the provision of quality tourist accommodation are studied with emphasis on front office, housekeeping, concierge and security safety. The unit has a managerial focus, and will look at how to manage properties efficiently, effectively and profitably. The unit will also provide an overview of the legal responsibilities of managers and the impact of new technologies on the industry. Students will be introduced to Fidelio, a current Front Office computerized property management system (PMS), in a practical environment, to enhance their understanding of the course concepts. LEGAL ENVIRONMENT (64374) This unit looks at the legal system in terms of civil liability, contract law and workplace environmental law. It provides the skills and knowledge to manage employment law and industrial relations, health, safety and security issues within a tourism or hospitality context. The aim of most legal systems is to provide a means of resolving conflicts in a fair and harmonious way. All legal systems are strongly influenced by the major forces that shape the society in which they operate. HOTEL AND RESTAURANT INFORMATION SYSTEMS (64375) This unit is designed to familiarize students with systems which are used in the hotel and restaurant industry. Information systems and the increasing application of technology to the hotel and restaurant industries will be analyzed from a conceptual and theoretical perspective. The unit has a managerial focus, and will look at the human issues of using information systems in the hospitality industry. In particular, the unit will provide an overview of the impacts of technology on the managers, workforce and customers of the industry. Students will encounter a range of theoretical and practical applications of information technology, which are unique to these industries including reservations systems, guest history systems, electronic point of sale systems, and guest driven applications such as automatic check-in and automatic checkout INTRODUCTION TO MANAGEMENT (64376) This unit looks at the rapid and unpredictable change characteristics todays work and social environments. What might have worked yesterday is unlikely to work in todays vastly different environment. We can no longer structure organizations and mange people as we did yesterday. Todays managers must have broad management skills and styles, which they will continually adapt and develop. Pressure is on the manager to increase productivity and lead in a more participative, consultative way. Technological advances will proceed in leaps and bounds. Work patterns will continue to change dramatically. Our economy will be volatile until it adjusts and gives way to a global economy. INTRODUCTION TO ACCOUNTING (64377) This is an introductory unit and the focus is on the definitions, concepts, principles and theories necessary to develop a clear understanding of accounting statements, their uses and their limitations. The unit concentrates on the needs of users of financial statements; and includes parties external to the organisation (for example, investors, employees, government, shareholders and the general public) and internal users (for example, management). FOOD AND BEVERAGE MANAGEMENT (64378) This unit is designed to familiarize students with management of the food and beverage sector of the hospitality industry.This unit will provide the students with knowledge of functions and responsibilities of a food and beverage manager and activities of the all food and beverage outlets. The unit also looks at how to manage the food and beverage department efficiently, effectively and profitably. PRINCIPLES OF COMMERCIAL LAW (H2045) This unit introduces students to the Australian legal system, its operation and development, and to the principles of law applicable to core areas of business, such as contract law, tort law and agency law. CONSUMER BEHAVIOUR AND SERVICES MARKETING (64380) This unit deals with the skills and knowledge required by marketers to understand consumer behavior and then use the information in demonstrating effective services marketing. Factors that have contributed to the development of consumer behavior and services marketing include the fast pace of new product introduction, shorter product cycles, the high rate of new product failures and the increased interest in consumer protection by private groups and public decision makers and concern over the environment. Consumer behavior and services marketing have become an integral part of strategic market planning. This unit also aims to provide an understanding of the theory and practices in the development and execution of service marketing strategies (both consumer and business-to-business services). MANAGING PHYSICAL ASSETS (64381) The unit highlights the fact that facilities play a major role in the hospitality industry and guest satisfaction. They can provide an appealing visual environment that contributes to the overall ambiance, experience and comfort of the guest. The unit also serves to provide the awareness and knowledge to make appropriate decisions in managing the maintenance in a hospitality building. Properly managed systems from design to operations can result in considerable long-term savings or on the contrary, the failure to manage such systems can result in significant long term costs. ORGANISATIONAL THEORY AND BEHAVIOUR (H2044) This unit provides a basic understanding of individual and group behaviour in organisations, as well as exploring some organisational theories and management processes. Topics include: individual dimensions of behaviour personality, perception and learning, communication and motivation; groups and interpersonal influence structure, values, interaction and leadership; and organisational issues such as structure, processes, design, decision making; organisational change and development. Globalisation and sustainability are embedded into this unit as recurring themes. HOSPITALITY AND TOURISM MANAGEMENT (64383) This unit examines todays hospitality and tourism industry with specific insights into the economic, political and social forces that drive and shape it. The scope of the hospitality industry comprise of businesses that provide services and facilities such as accommodation, food, beverages, entertainment, gaming and related products. The hospitality industry is a sector of the broader tourism industry. Tourism is an essential ingredient to the economic well-being of many regions in Australia. Demand for product and services have become increasingly price sensitive and environmentally friendly. As such, this unit deals with the skills and knowledge required to develop and monitor a business plan. EVENTS MANAGEMENT (64384) This unit looks at the responsibility of better defining event objectives, site selection, developing timelines, budgets, and all logistical details. These details include but are not limited to registration and hospitality, food beverage, meetings and keynote speakers, ground transportation, activities, VIPs, accommodation and billing. PRINCIPLES OF FINANCE AND BANKING (H2043) This unit exposes students to the application of financial mathematics to various personal financial decisions including valuing debt, equity, and hybrid securities. In the process, characteristics of these securities are detailed and valuation incorporating the respective securitys cash flows, time value of money and the associated risk are presented. The unit also addresses the principles of maximising shareholder wealth and firm value. The interplay between these principles is examined by consideration of information asymmetry between the different stakeholders HUMAN RESOURCE AND ORGANISATIONAL DEVELOPMENT (H2046) This unit aims to explore the choices organisations have for assisting employees to work effectively and adapt to change. The unit introduces the role of human resource management (HRM) to organisation development. Individual, team, HRM and strategic concepts are linked to the strategies and processes organisations and individuals use to proactively promote organisational citizenship throughout change.

Graduation Speech: Its Our Turn :: Graduation Speech, Commencement Address

After 18 long years of waiting, it is finally our turn. After 13 years of schooling, some difficult, some not, it is finally our turn. After this last, excruciatingly long year of waiting, hoping, dreaming, it is finally our turn. This day has been in the back of our minds since our first day of kindergarten, all those years ago. This year, amidst bouts of senioritis, today was all we could think about, that final day when it would finally be our turn to graduate. However, it is not only our turn to graduate, but also our turn to assume full responsibility for the direction our lives will take. From this day forward, our lives are our own. We will now make decisions about our futures. For some of us, that decision will take us to college, possibly a two or four year degree. Some of us may even go further. For others, it will be work, setting out to make a living for themselves, perhaps attending college later on, perhaps not. Some will join the military, shipping out to a far off and exotic location, or maybe even defense on the homefront. Some will even take a year or two off for travel, or to stay at home and relax. No matter what choice you make, it is important to remember that it is our time to make these decisions. For these things, it's our turn. Our turn to play in the sandbox is over. No more playing tag in the park or with GI Joes. No more showing off the latest outfit on your Barbie or your newfound skill at riding a two-wheeled bike for the first time. We have learned our ABCs and 123s, said goodbye to Mr. Rogers and Sesame Street. Most of us no longer watch Saturday morning cartoons and we haven't had recess in seven years. Our turn for these things is at an end. Now it is our turn to complete our education and begin our careers, wherever they may take us. It is our turn to become our own person in society, to make a difference in this world, to begin our new lives, and to succeed. Ladies and gentlemen, it is finally our turn.

The Blair Witch Project :: essays research papers

My overall impression of the movie is that it was a very scary movie that made my hair stand up and gave me the chills. The major theme or statement that I learned from the movie was that it's better to stay on the beaten trail. The performances by the major actors and actresses were great. Heather Donahue did a great job in getting the group lost in the woods. She did it with the confidence that she would find her way back. Her naà ¯ve personality was a great build up for the movie. Joshua Leonard played a good cameraman in the group. He kept the relationships between characters friendly. Michael Williams expressed his feelings when things weren't going right. His outbursts made his part likeable. Some noteworthy supporting players were all the local town folks. They did a good job of telling the story of the Blair Witch. On October 21, 1994, three college aged students (Heather Donahue, Joshua Leonard and Michael Williams) go to the Black Hills Forest of Maryland, to make a documentary video of the local legend, the Blair Witch. They were never seen again. One year after their disappearance their video footage is found. The video footage is about the documentary of the Blair Witch. The footage contained interviews of the local town folk. They told all of what they knew of the legend of the Blair Witch. After they had finished the interviews the three go into the Black Hills Forest to do some exploring. When the navigator and leader of the group Heather gets the group lost their relationships starts crumbling and their tempers start to flair. By the third day of being lost there seems to be no hope of finding their way back. Starting that night they are aware of another presence in the woods with them. The forth day goes all right but again at night they are disturbed by loud noises away from their camp. By this time they are completely lost in the woods. The next day Michael out of a fit of anger throws the map into a lake when the other two aren't around. After another couple of days their fear and short tempers is driving them mad. The noises are getting closer and closer each night and soon the filmmakers start turning up missing one at a time. The director's style was very effective.

Cult Activities and Psychological Manipulation

Cult Activities and Psychological Manipulation Cultic activity is all around us and we don’t even know it. People around the world are being psychologically manipulated (brain washed) in these cults and they are not even aware of the control that someone has over them. As I checked out the links on the Ex-Cult Resource Center Website I found some very interesting information as well as the different types of cults, some religious and some not religious. It is sad that manipulation would be associated with religion, but it’s happening every day. There are three kinds of cults. They are secular, religious and universal. The secular definition of a cult is all that is involved in worship, ritual, emotion, liturgy and attitude. This definition actually denotes what we call denominations and sects and would make all religious movements a cult. The Christian definition is any group which deviates from Biblical, orthodox, historical Christianity. e i. They deny the Deity of Christ; His physical resurrection; His personal and physical return to earth and salvation by FAITH alone. The universal definition is any group which has a pyramid type, authoritarian leadership structure with all teaching and guidance coming from the person/persons at the top. The group will claim to be the only way to God; Nirvana; Paradise; Ultimate Reality; Full Potential, Way to Happiness and will use thought reformor mind control techniques to gain control and keep their members. Although all cults are bad, the universal cult is the one that you see in movies and the one that I believe to be the worst. This is really where the mind control comes in. A person is no longer themselves or in control of their own lives. People are stripped of their individuality, their intimacy with others, their finances, how they spend their time, and they have no free will. Because of these abuses, the individual’s personality changes to where they are not even recognized by relatives, they seem paranoid, they lose their identity, they can’t socialize outside the group and their world views are altered to which they see the world through their leader’s eyes. It is very scary to think about the fact that a person can have such control over someone’s life that they are no longer themselves. As I looked at the ICSA website, I see that it collects and disseminates information through periodicals and Web sites, conducts and encourages research, maintains an information phone line, and runs workshops and conferences. Some family members don’t know where to begin to save their loved ones who are in these cults, but there is place that offers helpful solutions to save loved ones from the cultic society. The International Cultic Studies Association (ICSA) is a global network of people concerned about psychological manipulation and abuse in cultic groups, alternative movements, and other environments. ICSA consists of and responds to the needs of people interested in cults, new religious movements, and other environments. In order to help affected families and individuals, enhance the skills of helping professionals, and forewarn those who might become involved in harmful group situations, ICSA collects and disseminates information through periodicals and Web sites, conducts and encourages research, maintains an information phone line, and runs workshops and conferences. Other resources include local meetings, special lectures, seminars, an e-library with more than 25,000 documents, personalized assistance perspectives on how to evaluate and use information to deal effectively with problems related to cultic groups, offer support for cultic studies research, and there are opportunities to network with families and former members of cults and related groups. It is wonderful that these resources are available to families who need to save their family members. This is a great website with helpful information. It is good to know that there is help out there for people who need it. References Identifying a Cult. Retrieved from http://www. ex-cult. org on May 20, 2011. International Cultic Studies Association. Retrieved from http://www. csj. org on May 20, 2011.