The Contemporary Hospitality Industry Assignment - 1

The Contemporary Hospitality Industry - Assignment Example Since then things have changed to a great extent and to comply with it changes hospitality industry has witnessed significant amount of developments. The industry which functions today in the marketplace is quite different from the one that used to operate during the early days. Currently, the hospitality industry is dubbed as one of the growing industries of the world and is characterized as dynamic. The hospitality sector is a bigger term and encompasses a large number of industries within itself (Clark, Hartline and Jones, 2009). For example, catering industry, hotels and a certain segment of the service industry falls within the hospitality industry. In addition, the tours and travel industry also falls into this sector. After the liberalization of the world economy, the industry has witnessed booming growth. Furthermore, efforts by respective governments have greatly helped in promoting hospitality industry and to add to that steady growth in the tours and travel industry facili tated the overall growth of the hospitality sector. Hence, it is evident that presently hospitality industry operates on a large scale and scope and along with that encompasses a huge diversity (Brownell, 2009). Figure 1 – Hospitality Industry share (Source: Sykes, 2011) The diagram above clearly shows that the industry is presently witnessing a steady growth and it is expected that in the next few years the rate of growth will actually double. Analysts predict that if the tours and travelling industry grows, other industries such as hotel will grow parallel with it (Ellis and Stipanuk, 1999). Hence, it can be concluded that with better marketing efforts, quality services and better customer service it is obvious that the industry will grow at a robust rate. If a comparison with other industries is carried out, many differences can be identified. However, one of the most evident one appears in the form of organizational structure. Every company belonging to the hospitality se ctor, irrespective of their size and complexity embraces an organizational structure that enables the organization to carry out daily operation. Usually, such companies employ a large number of people with a variety of skill sets, yet this diversity of the workforce is organized in different ways. In general, companies belonging to this sector follow functional organizational structure where the organization embraces separate department for each specialized activity. This increase the operational efficiencies of the company and at the same time allow them in providing high rate of satisfaction to the customers. Below is an example of the typical organizational structure followed by the hotel industry. Figure 2 – Organizational Chart (Source: Hotelmule, 2009) A review of the organizations and professional bodies in the hospitality industry Every stakeholder group has certain functions of the organization that helps an organization to operate efficiently in the marketplace. A s takeholder is a person, a group or an organization that can be affected or can affect the action of an organization. A stakeholder of a firm can be its suppliers, business partners, employees, consumers, lenders, investors, shareholder as well as the government. Each of this group somehow plays proactive roles in running the daily operation of a firm. However, the roles and responsibilities depend upon the degree of association. For example, a manager’s role is considered as vital in driving customers and ensuring a high level of customer

A voice, a mystery Essay Example for Free

A voice, a mystery Essay William Wordsworths To the Cuckoo and John Keats Ode to a nightingale are comparable in many different aspects. The two poems have striking similarities and appear akin to one another. Both poems are likely to be written in related styles; both Wordsworth and Keats wrote in the same era, and were both Romantic Poets. They are also both poets of similar stature and regarded to be of similar ability. They both talk of similar a subject matter, a bird that is personally special. There are parallels to be drawn, but there are also many ways in which the poems contrast. It becomes clear that both poets perceive and respond to their subjects rather differently, and that the poems differ in meaning, direction and quality. The nucleus of both poems is a bird, Keats writes of a nightingale and Wordsworth of a Cuckoo. Birds are very modest and insignificant creatures, yet both poets have used them to extensively express emotion. To these poets their respective birds are extraordinary and important. Neither poet refers to one particular creature, but they both use the species of bird representatively. It is not their fondness for the bird as if it were a pet, a domestic animal, but their fondness of the free animal species that inspires them. It is important to acknowledge that although both poets, especially Wordsworth enjoy using lavish description, neither describes the physical appearance of the bird. They are both using the birds as metaphors, as symbols. Wordsworth makes the bird an invisible thing/ a voice, a mystery He does not see the bird, he can only hear it. This is to enhance the metaphorical strength of the bird. Keats similarly does not feel the need to describe the nightingale. Whereas Wordsworth does this to make his image more mystical and ambiguous, to Keats it does not matter what it looks like, it is the nightingales spirit he writes about. He talks primarily about its manner and its ways. Wordsworth also makes the cuckoo seem more divine and more powerful by using Voice and Cry with capital letters. This makes the sound of the cuckoo personify the bird and what it represents. The cuckoo is not regarded as beautiful physically, so he chooses to show it and even call it by its voice, O Cuckoo! shall I call thee bird, Or but a wondering Voice. Keats also points out the nightingales singing capacity, creating audible and not only visual imagery, Singest of summer in full-throated ease. The way the two poets perceive and react to their subjects is where the two poets vary greatly. It is relevant that in Tintern Abbey, Wordsworth says the following: Of eye and ear, both what they half create, And what perceive Both poets do follow this idea. They use imagination to expand on what they see and do so in different directions. The fact that Wordsworth does not see the Cuckoo means he can invent and expand greatly. Both poets are clearly partial to the birds, but show different attitudes towards them. Wordsworth longs for the bird, he needs the bird and is fond of it. Keats insists he is not jealous, Tis not through envy of thy happy lot, But being too happy in thy happiness However, he certainly shows contempt towards the bird and expresses an unhappy longing which borders on envy. In essence, the bird is part of Wordsworth. It is part of his past. He is yearning for his past so he longs for the cuckoo. The cuckoo is the symbol for his past. It is something he has left, something that has not changed. The same whom in my schoolboy days, I listend to

Causes of Software Crisis

Causes of Software Crisis This paper justifies the symptoms and primary causes of software crisis. You will see that the writer made a comparison of software crisis in different countries. We took the information from different articles published in UK, USA and Canada. The findings and suggestions are described at the end to minimise the risk involved while planning and developing a software project. Introduction We begin with the symptoms of Software crisis. Evidence is provided by the documents produced by US military on software crisis. Furthermore, Charelle, (2005) has complied some more astounding failure statistics of software crisis. We have also discussed the major causes of the software crisis and the description of those causes. The major factor of causing failure in Software management projects is lack of coordination between the teams itself. In last two decades the technology trend is going upward and small and big organizations are adopting the latest technologies and techniques to improve their output productivity. This report reflects the major symptoms and causes of a software crisis along with their description. In the end of the report we conclude with the suggestions to improve the whole process to avoid software crisis. Symptoms of Software Crisis Many researchers agree software project failures occur more frequently than they should, some of them have tinted a crisis within the software industry (Conte et al, 1986; DeMarco, 1982). To assess the success or failure of the project express on cost, delivery time, and quality, Glass (1998) highlighted these three main aspects. Circumstantial evidence is used to highlight the symptoms and primary causes of project failure which creates serious concerns. Comparison of software crisis between different countries The other main cause of software crisis is that the machines have become more powerful, if we compare with the past we had a few computer programming with a minor problem in software. Now we have huge computer programming with an equally huge problem in software. Some documents have been written to describe the failure of software project by US military and most of the software problem which had been identified in military area is the same in private sector. In this report the given table explain the major causes of software crisis, in 2001-2002 actual cost of National Insurance Recording System 2, Probation Service Crain, and Child Support Agency project increased for the reason of delays in project time, increase in actual costs and change of the system. Over cost of amount  £ 40.4 million increased in the project of (NIRS2) and same problem occurred in the project of (PSC) and an extra amount of  £ 50 million spent on the project of (CSA) to improve the system. Overall the cau ses of software crisis are linked to the complexity of hardware and software development process. Some other further evidence shows that in 2001, a planned project for Immigration and National Directorate was cancelled since department analyzed that new system would be more complex and needs an amount of  £ 77million for the implementation of the project that is difficult for the department to pay such huge amount for this project. In the dates of 2001/2002, another new issue of fraud was highlighted in the software project of Individual Learning Accounts; it was a Flagship Training Scheme and an amount of  £ 66.9 million was fixed for its implementation. In the sequence of heavy budgeted costs a software project for Defence Logistics Organization in the year of 2002 was suspended on the reason of insufficient funds to start this heavy cost project of an amount of  £ 120 million. In the table shows that in the year 1999 a software project for Passport Agency a cost of  £ 12. 6 million was suspended behind estimating high actual costs. In the prospect of high costs of software, in 1999 Home office scrapped the project that had been planned for improvement in prison services, estimated costs for this software project was about  £ 8 million. In the year 2002, a software project Libra for linkup the magistrates was under consideration and required an amount of  £ 134 million for implementation of this project. Overall in all above evidences, it shows that crisis of software apparent itself in several ways: Additionally, Charette (2005) has compiled some more shocking failure in project software it seems that project failure is not a problem of big companies and industries but software problem is occurred widely in small companies, in commercial and non-profit organizations and government departments. Software crisis occur caused by increasingly complexity in hardware and project failure seen to be universal. In the 2nd given tale shows that in 1993 a software project for London Ambulance Service was cancelled after second attempt, and in the same year in USA a project was mad for Allstate Insurance Company after a costing of high amount of $ 130 million abandoned the office automation system. London Stock Exchange cancelled its project of Tarus stock settlement system after costing of huge amount of $ 600 million. In the last few years various process and methodologies have been developed to control the software crises. However, it is widely agreed that there is no constant solution. W ith a heavy cost budget of $ 44 million and $ 2.6 billion on the project of DMV system for state of California and project for Federal Aviation Administration cancelled in 1994. In 1995 Toronto Stock Exchange cancelled it planned project for installation of Electronic trading system, project cost was estimated about $ 25.5 million. In 1996 a project of Arianespace (France) in the reason of error in the software, 5 rockets explode and huge amount of $ 350 were expended. A project of $ 40 million in 1997 was cancelled by the State of Washington that had planned for department of motor vehicle. In the same year International revenue (USA) cancelled its project that was for Tax modernization effort, an amount of $4.0 billion was estimated for implementation of this project. Snap-on Inc, (USA) an amount of $ 50 million wasted in the software failure occurred in the order- entry system in 1998. In the year, 1999 software problem occurred with ERP system in the project of Hershy Food Corpo ration (USA), and an amount of $ 151 million was invested. Software for Tax system was cancelled in date of 1999 by the State of Mississippi (USA) and project was about $ 11.2 million. A cost of $ 12 million was cancelled in 1999 by the United Way (USA) a software project was designed for the process of administration system. In the year 2000, huge spent of money for city payroll system abandoned, due to failure in the software in Washington DC. In USA, Nike Inc 2001, about $ 100 million lost in the reason of software problem in the supply-change management system. In Australia 2002 software project for Sydney Water Corporation to maintain the billing system was cancelled, project cost was about 33.2 million. In 2003/4 AT T Wireless (USA) faced deficiency spent of $ 100 million in up gradation of software for improved customer relation management. In 2004 Hewlet- Packard Company invested $ 160 million for ERP system, but still persist unsolved problem in its software. An amount of $ 527 million invested in the planned project of 1Sainsbury PLC (UK) in 2004, because of that software problem company abandoned the supply chain management system. In general, large software projects are more complicated than small software project. In 2005 Canadian company Hudson Bay faced a big software problem in inventory system; an amount of $ 33.3 million was invested for this project. For conducting a comprehensive survey 250 UK based organization had been selected to find out the defined software failure as: A project that has failed significantly to achieve its objectives and or has exceeded its original budget by at least 30% Major reasons of project failure in above mentioned countries Projects running over budget. Software was not up to the needs. Projects taking too long to complete or unnecessary delays. Substandard Production. Unable to meet the specific requirements. Difficult to operate and maintain.. Over budgeting. Primary cause of Software Crisis In the result of survey they found that nearby 62% of these selected organizations had at least one major software failure, these were considered primary causes of failure and have been updated by Glass (1998). Description of Causes by (Glass, 1998) The objectives were not clear. Improper table work. Not having the proper feel of the organization. Lack of project management methodology. HR laps or insufficient skilled staff. Coordination gaps between venders. Performance and efficiency issues. A list of primary casual factors has been produced by (Charette, 2005). Description of Causes by (Charette, 2005) Bad planning or run time decisions. Lack of documentation. Improper assessment. Incorrect estimates of needed resources. Impractical project goals. Not a good communication among customers, developers and users. Use of undeveloped technology. Inability to handle the projects complexity. Not a good project management. Stakeholder politics. Commercial pressure. Conclusion We can conclude that the most of the project failures were due to the coordination gaps between the technical project management team and the business decisions. We can overcome this crisis by better monitoring; during the assessment, planning, designing, production, implementation and maintenance phases. We can achive the goal of a successful and on time product by developing better understanding and coordination between the higher management and technical team. Its all about taking right decision at the right time and at the right place.

Beowulf - His Last Words :: Epic of Beowulf Essays

Beowulf - His Last Words In the society in which the poem Beowulf takes place, war and kingship are normal factors in daily life. Beowulf's world is a very violent society with wars as a dominant part of daily life. Dragons and monsters are a constant threat to the Danes and the Geats. Warriors are a necessity to this war-like society. Beowulf is a hero and an example of a great warrior. He fights against monsters. In the section of the poem we are about to discuss, Beowulf is ready to fight a dragon with his thane Wiglaf. He is going to fight a dragon . Beowulf has no fear of the dragon, because he has fought many enemies that were much more ferocious. For example one of Beowulf's great battles is the fight with Grendel. No one other than Beowulf is brave enough or strong enough volunteer to fight Grendel. We are now about to enter a new age of Beowulf's life. With all his great achievements, he finally becomes king of his homeland: Geatland. Even in his old age, his code of honor still obligates him to fight against an evil, fiery dragon. For fifty years he has governed his kingdom well. While Beowulf is governing, the dragon "...kept watch over a hoard, a steep stone-barrow" (Norton 55). Under it lays a path concealed from the sight of men. Over centuries no one had disturbed the dragons kingdom until one day when a thief broke into the treasure, laid hand on a cup fretted with gold This infuriated the dragon. "The fiery dragon had destroyed the people's stronghold, the land along the sea, the heart of the country" (Norton 57). Wiglaf is the only person who stays with Beowulf to serve his lord and to fight the dragon. Everyone else becomes cowardly and runs into the forest to hide from the dragon. It turns out that Beowulf's sword can not even penetrate the dragon. The dragon gets the best of Beowulf, he "...seized all his neck with his sharp fangs: he was smeared with life-blood, gore welled out in waves" (Norton 62). Wiglaf, then, summons his wits and they killed the dragon: "The wound which the dragon had dealt him began to burn and swell; at once he felt dire evil boil in his breast within him"( Norton 62). Our hero is finally defeated. Even though he is seriously injured, he still had the strength to break the fifty foot dragon in half.

Introduction speech Essay

On September 30, 1993, a miracle that was unexpected happened. I’m going to tell you about an amazing and wonderful person; me!! I’ve known this person my entire life. Many people can consider me many things. Today I’ll tell you about my daughter, Vanessa, my family, and some of my hobbies. Now let me tell you about my daughter. My daughter Vanessa Rose was born on May 13, 2005, she weighed 7 pounds, she was 20 inches long, and born at 6:15 in the morning. She is now 2 Â ½ years old. I got her first name Vanessa from the little mermaid from the evil girl that took Ariel’s voice away from her and tried to steal her prince. I got her middle name Rose from the flower. It’s my favorite flower and it fit with her first name. Vanessa and I have a really close bond. We enjoy playing on her little computer, playing blocks, teaching her colors, teaching her the alphabet, and her numbers and shapes. She’s very active and loves to help clean, read books, color, and dance. There’s never a day that she sits still. My plans for Vanessa are simple, I want her to make the best out of her life, make mistakes in order to learn from them, go to school , graduate, get a career, get married, have kids, and die of a natural cause at a very old age. Now here’s a little bit about my family. I live with my mom, my stepdad, my little sister, and Vanessa. My mom, Kim, and I have a strained relationship, even though I’m her daughter, it’s very hard for her to understand that I am a mother and need to do things on my own without her help. But she’s still my mom and even though I don’t show that I appreciate her as much as she wishes I would, I do appreciate her for everything she’s done for me. My stepdad, Jim, and I have an odd relationship; even though he and my mom aren’t married he’s like another dad to me. Although my dad is still in the picture he’s not there for me as much as Jim is for me. I appreciate him a lot and thank him for being there for me. My little sister, Gabi, and I have a strong relationship. I’m always looking out for her and she always looks out for me. I trust I can tell her a secret and she won’t tell anyone else. She also can tell me secrets and she knows I won’t tell anyone either. She looks up to me as a role model and she always wants to be included. Even though she may bug me at times, I still love her to death and would go to the ends of the world and back. Now I’m going to tell you about some of my hobbies and what I like to do. A couple things I like to do are watch TV and movies, play on the computer, spend time with my daughter, spend time with my boyfriend, listen to music, text on my phone, and sleep. I like to watch TV and movies with my family and my boyfriend. On the computer I go on Facebook and MySpace everyday. I listen to all different types of music. What I listen to depends on the mood that I’m in. My favorite TV show is Family Guy because they’re really funny and my favorite characters are Stewie and Brian. My favorite movie is The Titanic because it’s really sad but romantic at the same time. It also shows that the worst of times can be changed into the best times of your life. In conclusion, today I’ve told you about my daughter, my family, and my hobbies. I’m an amazing and wonderful person. Many people can consider me many things and I hope that you can come to understand me better by hearing this.

Computer Technology is Here to Stay essays

Computer Technology is Here to Stay essays Computers have gone long way from its first invention to todays high speed machine that plays big role in mathematical modeling to the fields of medicine. Further down as the computers reduced in sizes they took on different purposes in communication, digital media (photography and now DVD), shopping and banking online, and control systems in cars. There is hardly anybody around who can say their lives haven't been influenced by computers. Computers have all but taken over society as we know it. Everywhere you look, computers have greatly improved our lives. The Internet is a technique of communication and a resource of information that has become trendier among educated and those who like to just surf the information superhighway. This in turn has created new modes of keeping in-touch and relaying data and video contents at a lower cost. There are also problems being created with this much information being accessible to general public. Some of these problems are related to spread of pornographic, and hate materials over the internet. The governments throughout the world are pushing for censorship. But a portion of the public does not want the government to regulate the Internet. The computer crimes that started in the 70s have become more and more widespread mainly due to the advancement in the computer technology and the unregulated access to the internet. Some computer crimes are committed by outside individuals that hack into a computer system. These are individuals that generally steal protected information and cause data loss by vandalism. The only way to prevent this kind of crime is to have the international community of countries implement a treaty that would regulate the use of internet. The birth of computer goes way back into human technological evolution. The very first computer is thought to be invented in China3. The Chinese adding machine as it is called didnt have any electronic parts3...

scarlet letter essay essays

scarlet letter essay essays Through out Nathaniel Hawthones The Scarlet Letter, the main characters suffer psychological damage as a result of different forms of alienation. The character traits they posses make them more susceptible to certain types of alienation. Since Dimmesdale cannot reveal his secret to anyone, he can not share his pain. All the pent up guilt he has stored with in eats away at him, slowly deteriorating his body and soul. Dimmesdales masochistic and pious attributes greatly contribute to the extent of his alienation. For the reverend it was essential to his peace to feel the pressure of a faith about him. This need for punishment coupled with religious devotion gives reason for Dimmesdales secrecy. Hiding his intimate self from other people bestows Dimmesdale the punishment he so desperately seeks. His mental breakdown stemming from his social alienation is most clearly shown in the chapter the The Ministers Vigil. His self-torture leads him to walk under the influence of a species of somnambulism, thinking irrationally in a way not like himself. His pent up agony causes Dimmesdale to act out in ways like this that could reveal his secret. Dimmesdales psychological agony partly stems from a form of spiritual alienation. As a minister, he has a close relationship with God and has a strong sense of spirituality. Due to his sin, his relationship with God suffers in the way that his sin separates him from the teachings of Jesus. Without the virtue and purity he once held, Dimmesdale views himself unworthy in the eyes of God. While lying on the forest floor, Dimmesdale utters The judgment of God is on me, he is too mighty for me to struggle with! To close this gap of isolation between God and himself, Dimmesdale commits acts of penance to relieve his sin. His acceptance of Chillingworths torture and his use of the ...

Tender is the Night Quotes

'Tender is the Night' Quotes Tender is the Night is a famous novel by F. Scott Fitzgerald. The work details the life and deterioration of Dr. Dick Diver, who falls in love with a mental patient. This novel was considered a failure at the time of its publication, but it is one of Fitzgeralds most important works. Here are a few quotes.​ Tender is the Night a bald man in a monocle and a pair of tights, his tufted chest thrown out, his brash navel sucked in, was regarding her attentively.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 1 so that while Rosemary was a simple child she was protected by a double sheath of her mothers armor and her own - she had a mature distrust of the trivial, the facile and the vulgar.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 3 Youre the only girl Ive seen for a very long time that actually did look like something blooming.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 4 so green and cool that the leaves and petals were curled with tender damp.- F. Scott Fitzgerald, Tender is the Night, Book 1, Chapter 6 he opened the gate to his amusing world. So long as they subscribed to it completely, their happiness was his preoccupation, bit at the fist flicker of doubt as to its all-inclusiveness he evaporated before their eyes, leaving little communicable memory of what he had said or done.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 6 the moment when the guests had been daringly lifted above conviviality into the rarer atmosphere of sentiment, was over before it could be irreverently breathed before they had half realized it was there.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 7 the too obvious appeal, the struggle with an unrehearsed scene and unfamiliar words.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 8 of course its done at a certain sacrifice - sometimes they seem just rather charming figures in a ballet, and worth the attention you five a ballet, but its more than that - youd have to know the story. Anyhow Tommy is one of those men that Dicks passed along to Nicole. Book 1,- F. Scott Fitzgerald, Tender is the Night, Ch. 10 She illustrated very simple principles, containing in herself her own doom, but illustrated them so accurately that there was grace in the procedure, and presently Rosemary would try to imitate it.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 12 Indeed, he had made a quick study of the whole affair, simplifying it always until it bore a faint resemblance to one of his own parties.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 13 He knew that there was passion there, but there was no shadow of it in her eyes or on her mouth; there was a faint spray of champagne on her breath. She clung nearer desperately and once more he kissed her and was chilled by the innocence of her kiss, by the glance that at the moment of contact looked beyond him out into the darkness of the night, the darkness of the world.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 15 The enthusiasm, the selflessness behind the whole performance ravished her, the technic of moving many varied types, each as immobile, as dependent on supplies of attention as an infantry battalion as dependent on rations, appeared so effortless that he still had pieces of his own most personal self for everyone.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 18 the shots had entered into all their lives: echoes of violence followed them out onto the pavement where two porters held a post-mortem beside them as they waited for a taxi.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 19 made an exit that she had learned young, and on which no director had ever tried to improve.- F. Scott Fitzgerald, Tender is the Night, Book 1, Ch. 25 And Lucky Dick cant be one of those clever men; he must be less intact, even faintly destroyed. If life wont do it for him its not a substitute to get a disease, or a broken heart, or an inferiority complex, though itd be nice to build out some broken side till it was better than the original structure.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 1 They said that you are a doctor, but so long as you are a cat it is different. My head aches so, so excuse this walking there like an ordinary with a white cat will explain, I think.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 2 I am slowly coming back to life... I wish someone were in love with me like boys were ages ago before I was sick. I suppose it will be years, though, before I could think of anything like that.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 2 We were just like loversand then all at once we were loversand ten minutes after it happened I could have shot myselfexcept I guess Im such a Goddamned degenerate I didnt have the nerve to do it. Book 2, Ch. 3 God, am I like the rest after all?- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 4 The weakness of the profession is its attraction for the man a little crippled and broken.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 6 Nicoles world had fallen to pieces, but it was only a flimsy and scarcely created world.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 7 the delight on Nicoles faceto be a feather again instead of a plummet, to float and not to drag.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 8 And if I dont know youre the most attractive man I ever met you must think I am still crazy.- F. Scott Fitzgerald, Tender is the Night, Book 2 Its my hard luck, all rightbut dont pretend that I dont knowI know everything about you and me.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 9 As an indifference cherished, or left to atrophy, becomes an emptiness, to this extent he had learned to become empty of Nicole, serving her against his will with negations and emotional neglect.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 11 Here are more quotes from Tender is the Night, by F. Scott Fitzgerald. We own you, and youll admit it sooner or later. It is absurd to keep up the pretense of independence.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 13 Good manners are an admission that everybody is so tender that they have to be handled with gloves. Now, human respectyou dont call a man a coward or a liar lightly, but if you spend your life sparing peoples feelings and feeding their vanity, you get so you cant distinguish what should be respected in them.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 13 England was like a rich man after a disastrous orgy who makes up to the household by chatting with them individually, when it is obvious to them that he is only trying to get back his self-respect in order to usurp his former power.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 16 Good-by, my fathergood-by, all my fathers.- F. Scott Fitzgerald, Tender is the Night, Book 2, Ch. 19 she only cherishes her illness as an instrument of power.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 1 There was some element of loneliness involvedso easy to be lovedso hard to love.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 2 to explain, to patchthese were not natural functions at their agebetter to continue with the cracked echo of an old truth in the ears.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 2 Not without desperation he had long felt the ethics of his profession dissolving into a lifeless mass.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 3 If Europe ever goes Bolshevik shell turn up as the bride of Stalin.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 4 We cant go on like thisor can we?....What do you think?... Some of the time I think its my faultIve ruined you.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 5 She was somewhat shocked at the idea of being interested in another manbut other women have loverswhy not me?- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 6 If she need not, in her spirit, be forever one with Dick as he had appeared last night, she must be something in addition, not just an image on his mind, condemned to endless parades around the circumference of a medal.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 6 So delicately balanced was she between an old foothold that had always guaranteed her security, and the imminence of a leap from which she might alight changed in the very chemistry of blood and muscle, that she did not dare bring the matter into the true forefront of consciousness.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 7 Hes not received anywhere anymore.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 7 Either you thinkor else others have to think for you and take power from you, pervert and discipline your natural tastes, civilize and sterilize you.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 7 No, Im not reallyIm just aIm just a whole lot of different simple people.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 8 Everything Tommy said became part of her forever.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 8 Tangled with love in the moonlight she welcomed the anarchy of her lover.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 8 Then why did you come, Nicole? I cant do anything for you anymore. Im trying to save myself.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 9 I have never seen women like this sort of women. I have known many of the great courtesans of the world, and for them I have much respect often, but women like these women I have never seen before.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 10 You dont understand Nicole. You treat her always as a patient because she was once sick.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 11 When people are taken out of their depths they lose their heads, no matter how charming a bluff they put up.- F. Scott Fitzgerald, Tender is the Night, Book 3, Ch. 12

Wal-Mart Assignment Paper Example | Topics and Well Written Essays - 1500 words

Wal-Mart Paper - Assignment Example This presentation discusses the microeconomic and macroeconomic factors that affect the operations of the giant retail outlet chains. Microeconomic Analysis In order to understand the nature of demand and supply environment in the various outlets owned by Wal-Mart, it is important to describe the product portfolio for Wal-Mart. Among the products that an ordinary retail shop offers to the market, general household products and appliances, electronics, beverages, food, stationery, textiles, furniture among many other general retailable products. From this illustration of product portfolio at Wal-Mart or any general retail outlet, certain demand and supply forces influence the operations of the shops when compared to any other shop such as wholesale outlets. One characteristic of the demand and supply is the high diversity in products that the company deals in. Whereas it is possible to monitor one line of products and the performance thereon determined, the aggregate demand and supply for the retailer is determined by the total performance of the products. This implies that the performance in demand and supply of a single product will affect the operations of the company to the extent of the overall proportion that the particular product makes to the operations of the company. This is an advantage to Wal-Mart since the high performing products soak up the impact of non-performing goods. As a disadvantage, accommodating non-performing goods at any season blocks the capacity to exclusively exploit the benefit of high demand for highly performing goods. In terms of the market structure in which Wal-Mart operates, it is perhaps important to consider the two market platforms at both the local US market as well as the international level. For Wal-Mart, the level of retail outlet design and approach taken by the company in the US is largely an oligopoly1. The structure of an oligopoly qualifies Wal-Mart to be classified as such due to the existence of few players of it s status and form. Retailing at the large size and high-end category in the US has a few players due to the inherent market forces that discourage entry of many players. According to Porter’s five competitive market forces, the entry of new players into the departmental retailing is highly restricted due to the nature of retailing business that can accommodate only a specific number of players. The few players in this kind of business in the US include Target and Costco2. In the overseas market platform, Wal-Mart assumes different statuses as defined by the retail business in the different countries. As an illustration, the market could be a monopoly in a country where such size of retail players is not present. In view of the interventions that can be taken to ensure that the oligopoly or monopoly structure is maintained for Wal-Mart to enjoy its benefits, the management needs to consider offering unique services and products. Under the circumstances that an oligopoly presen ts to the players, competition may increase and affect Wal-Mart’s opportunities in the market. To facilitate a strong and sustainable market existence amid the competition, Wal-Mart must present a unique product to act as the main customer attraction and retention factor. To illustrate this, McDonald’

Peppermint Candy Midterm Essay Example | Topics and Well Written Essays - 1250 words

Peppermint Candy Midterm - Essay Example The director in the film presents the daily South Korean people in a most effective drama. Similarly, the subject matter of the story is hardly alienating for strangers, although it binds the life of Yong with the contemporary history and society of Korean. The narrative is generated with simple realism to turn an ordinary life of a man into a true and common story. The director possibly captures various emotions in this dynamic character ranging from oppressed soul to ambitious teenagers with visions. Therefore, Yong-ho portrayal in the film is mainly an astute reflection of significant influences that these social alterations have on people who are adamant to subscribe to them and therefore brings such changes with time (Soyoung, 12). The viewers slowly start to sympathize with Yong-ho all through the riveting performance of Sol, seeing his problematic acts all through the movie as an outward extension of disastrous environment. Similarly, as growing visions are ruined and relation ships are broken before audience eyes, the movie relentlessly shows the woeful nature of Yong-ho’s existence and how people can be overcome by powerful time conditions. The difference between the ancient political and social South Korean climate and the Yong-ho’s fate that makes the movie as bittersweet as a candy that title imitates ( Soyoung, 22).. The story reverse shows the past of South Korea – poetically shown via the aspect of the falling train. The peppermint Candy movie is mainly a movie whose story is unique in presentation. Through the story of Yong-ho’s life, the story reveals the reasons as to why Yong-ho decided to commit suicide in the initial stages of the film. As much as the film is seen as the study of a character of an awry man, the director of the film designs it to explore political, social, and economic systems dynamics in South Korean between 1979 and 99 (Soyoung, 34). Therefore, Yong-ho is depicted as a main narrative device that Lee Chang utilizes to analyze the negative effects that these changes have on the entire Korean society – for instance, from 1990s economic downturn to 1980s government dictatorship of the military. The movie expounds on tumultuous events that has tailored the societal landscape of South Korea and the Yong-ho’s life. Peppermint Candy is not an easily digestible film – audience mainly sees the unraveling fragility of a man as opposed to the challenges of most disastrous South Korean events. However, through the constantly changing historical flow, Lee clearly investigates the ramifications that these historical happenings have on Yong-ho and the South Korean world at large. In other words, Peppermint Candy just exploring Yong-ho and South Korea’s most disastrous moments in history as well as emotional effects that emanate for such tragic affairs and experiences (Soyoung, 52). The movie started with a horrific scene about the main character Yong-ho's shooti ng incident in the film which may be linked to a historical demonstration of 1980’s students demonstration that led to break out of the Gwangju massacre (Chang-Dong, â€Å"Peppermint Candy†). This made him very traumatized during this shooting incident. The military intensified its grip on the country as it is mirrored by Yong-ho inability to maintain his innocence

International law Essay Example | Topics and Well Written Essays - 3000 words

International law - Essay Example The most disputed and highly controversial examples are the Kosovo crisis, Afghanistan invasion, and the Iraq invasion. The Kosovo and Afghan Crisis The first incident that gave the idea of certain nations’ deviating from the international norms came during the Kosovo crisis. On the insistence of America, NATO undertook a bombing campaign against the Federal Republic of Yugoslavia (FRY). The action was undertaken for the claimed purpose of implementing the UN Security Council resolution but without the Security Council’s authorisation. It was claimed to be an attempt to stop human rights violations in Yugoslavia/Serbia. The unrest in Yugoslavia was the result of the Kosovars’ effort to gain independence. However, Serbia has strong emotional attachment with Kosovo as the place of the 14th century defeat by Turks. As a result, there arose reports of mass human rights violations in Kosovo as FRY president forced ethnic Albanians to leave Kosovo. Soon, there was a ne gotiation between FRY and Kosovo Liberation Army. However, the negotiation failed to reach a solution. As a result, the US forced the NATO to start air strike on FRY. Thus, the ‘Operation Allied Force’ by NATO started attack on FRY on 24 March, 1999. Up to this point everything seemed normal. However, the attack was begun without taking the matter to the United Nations Security Council as stipulated under Chapter VII of the UN Chapter (Charter of the United Nations). The strike continued for two and a half months. In the attack, as Charlesworth (2002) reports, 500 civilians were killed, including both Serbians and Kosovars; in addition, there were 6000 casualties. Later on, the attack ended with the agreement reached between FRY, Serbia, and NATO. Thus, the UN Interim Administrative Mission took charge of Kosovo (ibid). However, this aroused significant levels of controversy in the international sphere as there was blatant violation of the norms of the UN Security Counc il stipulation that any regional action only be undertaken with the permission and authorisation of the Security Council. However, this was not the only issue that arose along with the attack. Another question that came up was if it is justifiable to violate UN charter in pursuit of human rights. Also, if the violation is justified, the question arises as to what is the limit of force that can be used. Another considerable doubt casted on the sincerity of US and NATO was that if the intention of NATO was to reinstate human rights in Kosovo instantly, air strike from a height of 20,000 feet was the worst method to adopt as it naturally leads to less accuracy and more civilian deaths. In addition, the campaign could not replace President Milosevic, nor could it control the mass departure of Kosovars. Whatever the reasons of the attack may be, it helped unravel the weaknesses of international law and the institutions that are meant to impose them. One can see innumerous number of works on the Kosovo issue, and the opinions of scholars vary greatly. According to one class of thought, as cited by Charlesworth (2002), the incident calls for a principle of humanitarian intervention. This was the opinion expressed by US President Bill Clinton

Ethics in Business are an Optional Extra Essay Example | Topics and Well Written Essays - 1000 words

Ethics in Business are an Optional Extra - Essay Example ing even in corrupt practices they justified by reasoning along the lines of cultural relativism and the need for practical thinking, they believed that they were acting ethically even if their actions had unethical effects, such as promoting slave labour conditions. Increasing pressures from stakeholders are changing the behaviour of businesses, making those who manage them more aware of the need to follow higher standards of business ethics. Five different forces were identified as the sources of these pressures that are slowly but surely convincing businesses that the practice of social responsibility has become necessary. A key factor in this change of attitude is the experience that practising business ethics can help the firm achieve its purpose of earning profits whilst meeting the needs of its stakeholders. Another factor is that as more firms engaged in unethical business practices, whatever advantages they may have derived from doing so have become counterproductive, leading to serious threats to business survival. The paper concludes with the argument that ethics in business is in the process of being transformed from an â€Å"optional extra† to a â€Å"must-respond issue† that is necessary for the firm’s sustainability and competitiveness. This paper is a discussion of ethical practice in business. Starting with a description of business ethics and its important role in society, the discussion proceeds to the key issues related to the practice of ethics by business organisations. Examples are cited why business ethics is a controversial issue and the sources of the controversy, and how these are resolved in practice. The critical discussion that follows addresses the central question as to whether ethics is important and serves the purpose of a business, or whether it is merely an optional extra that a business could do without. The European Forum for Quality Management (EFQM, 1999) describes business ethics as a set of codes, values, and

Decision Making Assignment Essay Example | Topics and Well Written Essays - 1500 words

Decision Making Assignment - Essay Example Value refers to what one visualizes significance in life that is, what is right or valuable in life. Values provides priorities setting base for deciding worthwhile actions and goals and less important ones and thus gives meaning to the life’s of people. By knowing the values of a family for example, the members of the family can decide on the goals, make the required and critical decisions and subsequently take the needed action which can meet the predetermined goals. Some differences and individual conflicts have to be resolved by establishing the best way while forming a basis for the family values using the individual values. A decision maker must be acquitted on the environment on which the decisions are being made. The environment comprises of opportunities, limitations and change possibility. Where there is presence of only one course of alternative, there can be no decision to be made. One possible alternative can not constitute a decision making process. In existence of limited choice, where one has a choice of selecting to undertake an action or to decline taking action, there is involvement of decision making in such a situation. Primarily, the decisions can concern personal or individuals while others can involve the community wholly or the society at large. The other decisions may engage group members. A group of members carry easily, acceptable decisions more efficiently if involved in the process of decision making. If there is suggestion of more available alternatives and options that are not productive as identified earlier, group decisions are always better. Decisions may be reached through dominance that is, submission where the situation is dominated by one person and others consent with the decision as it is made. This is however, given the name to as win-lose situation. A win-win situation can also be adopted through what is called conversions. Additional points of facts are brainstormed, presented, and the person persuades the othe rs members of the group. Through integration, decisions can be reached through synthesis of the developed ideas which can be agreed upon and supported by everyone. They are many types of decisions which can be differentiated by their content. These types includes social and in other terms human decisions which involves goal setting and the various priorities that determine and influence the individuals general roles and the relationships of the group individuals. Decisions involving allocation of resources and distribution of these available resources among the various set goals are economic and in other term can be called allocation decisions. Another type of a decision is technical decisions which describes what, how, who, when, and why to accomplish a specific task and also regarding the efficient allocation of resources to attain a single goal. The other type of a decision relates to social economic and technical matters. They can be called coordination and interaction decisions because they deal with family communications and also the larger community and the kind of the needed information, while making other decisions, and way of motivating people to carry out their roles. Decisions are not dependent and also interrelated among each other. This makes the decision making process to be termed as dynamic. Decisions are often affected by and affects other decisions at appoint in time. There are models used

Leadership Theory Essay Example | Topics and Well Written Essays - 3250 words

Leadership Theory - Essay Example This research aims to evaluate and present moral accountability as one’s ability to decide what is good and what is wicked. For organizations, it is their rules and regulations, strategies and policies and actions of management, which demonstrate that whether the organization is on the path of morality or not. British Petroleum like many other organizations has several issues regarding Moral Accountability that deteriorate their reputation and weaken the trust of their employees. One most important issue pointing out low moral accountability in British Petroleum is the killing of eleven workers and churn out of more than four million barrels of oil from Macondo well into the sea. This happened because of crash of various processes and equipments, which the experts did not maintain and investigate earlier. If they had done so, the consequences would not be that precarious. Another problem was stoppages of key disconnect system, which could have stopped the flow of oil, but unfo rtunately it did not work due to outburst and blowout preventer did not receive the signals. In addition, the automatic closure system also did not work which created a big question on the upholding and testing of blowout preventer technology. BP furthermore experienced disappointment from its remote operated vehicles, which should have worked on shear rams to close up the pipes of oil. The reason for this failure also remains a mystery. All these machinery problems are not merely results of technology failure but real causes must be the people who had the duty of taking care of all the machines responsible for saving human lives in danger (Walsh, n.p, 2010). However, they did not consider themselves accountable for loss of human lives, which resulted in this incident. This shows that British Petroleum did not have strict rules and regulations pertinent to taking care of emergency machines and systems, indicating less accountability for moral issues. Impacts of Low Moral Accountabil ity in British Petroleum Now, the important matter is that what influences a rig operator will have after the occurrence of such big destruction. Undoubtedly, he would not like to work at such a perilous place because he must have lost his trust in the technology and take a long time to recover from this dilemma (Bower & Gilbert, pp. 427-428, 2005). It would be very difficult for him to get his trust back and start working at British Petroleum or any other organization having same technologies or procedures. Another major accountability problem of British Petroleum is the decreasing value of its shares. If a person has invested a huge amount in shares of British Petroleum that he has a major income stream from its shares, then he is going to be in a great danger because after the accident of oil, the value of its shares has decreased 39 percent. People invested in shares of British Petroleum have long lasting impacts of this incident because they invested almost half of their saving s, which no more remained savings. In this way, British Petroleum lost the trust of many retirees of UK and became injurious for their invested money. Moral Accountabil

Ethics in Business are an Optional Extra Essay Example | Topics and Well Written Essays - 1000 words

Ethics in Business are an Optional Extra - Essay Example ing even in corrupt practices they justified by reasoning along the lines of cultural relativism and the need for practical thinking, they believed that they were acting ethically even if their actions had unethical effects, such as promoting slave labour conditions. Increasing pressures from stakeholders are changing the behaviour of businesses, making those who manage them more aware of the need to follow higher standards of business ethics. Five different forces were identified as the sources of these pressures that are slowly but surely convincing businesses that the practice of social responsibility has become necessary. A key factor in this change of attitude is the experience that practising business ethics can help the firm achieve its purpose of earning profits whilst meeting the needs of its stakeholders. Another factor is that as more firms engaged in unethical business practices, whatever advantages they may have derived from doing so have become counterproductive, leading to serious threats to business survival. The paper concludes with the argument that ethics in business is in the process of being transformed from an â€Å"optional extra† to a â€Å"must-respond issue† that is necessary for the firm’s sustainability and competitiveness. This paper is a discussion of ethical practice in business. Starting with a description of business ethics and its important role in society, the discussion proceeds to the key issues related to the practice of ethics by business organisations. Examples are cited why business ethics is a controversial issue and the sources of the controversy, and how these are resolved in practice. The critical discussion that follows addresses the central question as to whether ethics is important and serves the purpose of a business, or whether it is merely an optional extra that a business could do without. The European Forum for Quality Management (EFQM, 1999) describes business ethics as a set of codes, values, and

Leadership Theory Essay Example | Topics and Well Written Essays - 3250 words

Leadership Theory - Essay Example This research aims to evaluate and present moral accountability as one’s ability to decide what is good and what is wicked. For organizations, it is their rules and regulations, strategies and policies and actions of management, which demonstrate that whether the organization is on the path of morality or not. British Petroleum like many other organizations has several issues regarding Moral Accountability that deteriorate their reputation and weaken the trust of their employees. One most important issue pointing out low moral accountability in British Petroleum is the killing of eleven workers and churn out of more than four million barrels of oil from Macondo well into the sea. This happened because of crash of various processes and equipments, which the experts did not maintain and investigate earlier. If they had done so, the consequences would not be that precarious. Another problem was stoppages of key disconnect system, which could have stopped the flow of oil, but unfo rtunately it did not work due to outburst and blowout preventer did not receive the signals. In addition, the automatic closure system also did not work which created a big question on the upholding and testing of blowout preventer technology. BP furthermore experienced disappointment from its remote operated vehicles, which should have worked on shear rams to close up the pipes of oil. The reason for this failure also remains a mystery. All these machinery problems are not merely results of technology failure but real causes must be the people who had the duty of taking care of all the machines responsible for saving human lives in danger (Walsh, n.p, 2010). However, they did not consider themselves accountable for loss of human lives, which resulted in this incident. This shows that British Petroleum did not have strict rules and regulations pertinent to taking care of emergency machines and systems, indicating less accountability for moral issues. Impacts of Low Moral Accountabil ity in British Petroleum Now, the important matter is that what influences a rig operator will have after the occurrence of such big destruction. Undoubtedly, he would not like to work at such a perilous place because he must have lost his trust in the technology and take a long time to recover from this dilemma (Bower & Gilbert, pp. 427-428, 2005). It would be very difficult for him to get his trust back and start working at British Petroleum or any other organization having same technologies or procedures. Another major accountability problem of British Petroleum is the decreasing value of its shares. If a person has invested a huge amount in shares of British Petroleum that he has a major income stream from its shares, then he is going to be in a great danger because after the accident of oil, the value of its shares has decreased 39 percent. People invested in shares of British Petroleum have long lasting impacts of this incident because they invested almost half of their saving s, which no more remained savings. In this way, British Petroleum lost the trust of many retirees of UK and became injurious for their invested money. Moral Accountabil

Islam and Terrorism Essay Example for Free

Islam and Terrorism Essay Muslims, especially Arab Muslims, are said to have been consistently stereotyped in films, television programs, cartoons and even the news as terrorist animals, who have no regard for human life (Fisk 125). And as Robert Fisk would say, the more films he watched, the more cartoons he saw, the more editorials he read, the more fear of the despicable, fearful, alien Muslim seemed to be spreading (127). Thus the Muslims always portrayed as the sinister, evil, over-breeding and worthy of destruction (Fisk 127). Furthermore, as a result of this, media now has equated Islam with terror and fundamentalism, so that no matter where a bomb goes off in the world, the first suspects are always Muslims (Said 110). Said explains that both Israel and the United States identify fundamentalist Islam, a label which is often compressed into one word, â€Å"Islam† (111). Hence, the Islamic belief has been very much associated with terrorism. But then, does Islam really promote acts of terrorism? This paper hopes to delve into the Islamic teaching, specifically the concept of jihad, which is often pointed to be the main reason associating Islam with terrorism. The paper would also identify the intent of jihad as compared to that of terrorism. Finally, this paper aims to conclude that amidst the negative interpretations of jihad contained in the teaching of Islam, Islam does not intend to promote terrorism but aims for spiritual striving in a peaceful manner. Jihad Mohammed Abdul Malek, author of the book entitled A Study of the Qur’an: The Universal Guidance for Mankind, says that, Jihad is often a misunderstood concept of Islam (121). Malek says that, contrary to commonly held belief that jihad exhorts Muslims to expand Islam by violent means, jihad simply refers to a spiritual striving to attain nearness to Allah (121). Malek stresses that the doctrine of Jihad never encourages war or violence (121). He says that it is not a holy war against the non-believers as is commonly understood, which phrase was merely coined by the West in its struggle against the Muslims during the time of the Crusades, a war instigated by the Church for religious gain (Malek 122). Furthermore, he says that there are other words in Arabic which are more appropriate to use in a war situation if war was the principal purpose of Jihad (Malek 122). Examples of which are ‘harb’ which means war and ‘Ma’araka’ which means battle (Malek 122. ). The Qur’an could have used these instead of Jihad if the intention was the declaration of war (Malek 122). Malek quotes Haji Ibrahim Golightly, who explains thoroughly the question and purpose of ‘Jihad’. Golightly explains that Jihad means to strive or make an effort, usually in an Islamic context, so that anything which requires an effort to be made is Jihad and the person doing it is ‘mujahid’ (122). He says that media’s interpretation of jihad that it is fighting and killing in the name of Allah, is not true (Malek 122). He clarifies that said efforts are certainly in the name of Allah, but not in terms of fighting and killing, but instead involves activities such as making time in a busy schedule to study the Qur’an; going to ‘halal’ butcher rather than the closest or most convenient one; discussing Islam with both Muslims and non-Muslims and helping them to understand it better; studying ‘ayat’ or signs, both of Qur’an and in nature and science, in order to increase ‘ilm’, or knowledge; setting other Muslims a good example and showing non-Muslims the true way of Muslims (Malek 122). These, he says, are all examples of Jihad in daily life (Malek 122). Hence, Jihad, he explains, is the effort made not just against internal and external evils but also to live at peace with oneself and ones community, whether Muslim or non-Muslim (Malek 122). Malek further suggests that Jihad must be explained in the context of the Qur’anic verses in which it is used (Malek 122-123). Some of the typical verses based on the translation of Maulana Muhammad Ali’s book entitled ‘The Religion of Islam’, explains jihad in the context of the Qur’anic Verses (Malek 123). First, it provides that â€Å"(22:78) And strive hard ‘jahidu’ for Allah with endeavour which is right† (Malek 123). Ali explains that jihad implies that one should exert one’s self to the utmost ability, like moral, spiritual or political, for the cause of Allah and to establish Allah’s Deen, without resorting to war (Malek 123). Secondly, it provides that â€Å"(29:6) And whoever strives hard (jahada), he strives (yujahidu) only for his own soul, that is for his own benefit, for Allah is altogether independent of (His) creatures (Malek 123). These verses then, as explained by Malek, show that jihad is the spiritual striving to attain nearness to Allah, and the result of this jihad is stated to be Allah’s guidance for those striving his ways (123). It is a struggle to win unbelievers not of the sword but of Qur’an (Malek 123). In the verses cited, jihad is used in the general sense of striving hard, morally, spiritually, and in our day to day life, and implies a struggle in Allah’s ways to achieve an objective, without resorting to war (Malek 124). Malek also cites the definition of Jihad from the Muslimsonline. com, which basically means the striving and refers to the unceasing effort that an individual must make towards self-improvement and self-purification (123). It also refers to the duty of Muslims, at both individual and collective level to struggle against all forms of evil, corruption, injustice, tyranny and oppressions whether committed by Muslims and non-Muslims (Malek 123). Comparing then the purpose of Jihad, which aims for spiritual striving (Malek 121), terrorism, on the otherhand aims only to endanger human life and create an environment of fear and danger. Jihad, which in its origin is a peaceful religious exercise just like how other religions have, it is far from what terrorism aims to propagate. Certainly comparing jihad with what terrorism intends to accomplish, there is indeed a very big difference. Aside from this, the double standard which exists in society also tends to distort or generalize Muslim as terrorists. Fisk cites that once the culprits turn out to be Americans, the word ‘terrorism’ fades from the headlines and are then replaced into a word called ‘fanatics’ (128). This negative media has then an adverse effect on the daily lives of the Muslims (Fisk 129). Conclusion As can be seen from the verses taken in the context of the Qur’an which is the best source to interpret what jihad is, it teaches ‘spiritual striving’ (Malek 123) as opposed to what is projected in the media that often associates it. As explained by Malek, Islam could have used other Arabic words which specifically refer to war instead of the word ‘jihad’ if the intention was to propagate war (122). Furthermore, the phrase ‘holy war’ is of Western origin in history, which was the struggle against Muslims during that time of the Crusades (Malek 122). Terrorism on the otherhand, has no other intention but to create some disturbance and violence which are dangerous to human life. Indeed, this is not part of the Islamic teaching manifested in the Qur’an. Just like other religions, which have activities in order to exercise their basic freedom of religion, so does Islam have their own sets of activities which do not at all propagate war but through means which are peaceful. Islam as a religion being associated with terrorism thus often is a result of distorted views as opposed to what it really teaches. This is mainly due to the influence that media has to its viewers which, as we know is a very powerful medium when it comes projecting and presenting who are considered as terrorists and who are not. This does not mean however that we should tolerate acts of some Islamic groups which are with fault, but only means that there should also be some responsibility especially of persons belonging to the media, to report balanced news or feature shows without being biased or being prejudicial against a religion, sector or group. There must also be respect for other religions just like how the way the Western way of belief is respected. Explanation by those given by those knowledgeable in the interpretation of Qur’an, must also be given the chance to explain the Islamic belief and must be given a chance to also be presented to viewers. In that way, there would be a deeper understanding not only of other religions but of other cultures as well. Indeed, everyone of us is against terrorism because of the threat it brings to our daily lives. But this should not compromise respect for other religions as well. It is time that there should be a strong foreign policy toward Muslim countries (Saeed 131). There should also be some cooperation on the part of citizens of nations in reporting those responsible for terroristic acts. Only in this way, are we able to pinpoint the real perpetrators and bring them to justice. Reference Fisk, Robert. â€Å"The Media Stereotype Muslims as Terrorists. † Islam: Opposing Viewpoints. San Diego, California: Greenhaven Press, 2000. 125-130. Malek, Mohammed. â€Å"The Islamic Doctrine of Jihad Does Not Advocate Violence. † Islam: Opposing Viewpoints. San Diego, California: Greenhaven Press, 2000. 121-123. Saeed, Kazim. â€Å"Media Stereotypes Do Not Define the Image of Muslims. † Islam: Opposing Viewpoints. San Diego, California: Greenhaven Press, 2000. 131 – 133. Said, Edward. â€Å"The Problem of Islamic Terrorism Is Overstated. † Islam: Opposing Viewpoints. San Diego, California: Greenhaven Press, 2000. 110-111.

Education for Sustainable Development

Education for Sustainable Development A sustainable society is one that is far-seeing enough, flexible enough, and wise enough not to undermine either its physical or its social systems of support. (Donella Meadows) What should people learn? And how could they be taught? There is no real shortage of curriculum materials, lesson plans, and classroom activities for teachers wishing to educate for sustainable development. This section makes reference to a sample of the resources on the internet that embody its recommendations. It aims to provide some anchor points that should enable teachers to evaluate such material, use it more constructively, and increasingly plan and produce their own materials based on the needs of their pupils and community. Overcoming nature and society dualism (science and ICT) Modern societies alienated people from the rest of nature as industrialization and urbanization separated them from the land. One cause of this alienation is the division of academic knowledge (and school subjects) into those concerned with the natural world (the natural sciences) and those concerned with the social world (the social sciences). Such dualism encourages the belief that the bio-physical world of ecological relations is separate from society and social relations. Our own bodies and everything that surrounds them (the environment) is the product of both ecological and social relations and processes. Indeed everything can be regarded as natural or nature in that there is nothing un-natural about people. Such a philosophical diversion is relevant because primary schools have long celebrated a nature separate from society. The nature walk, the nature table, the science lesson, the assembly, too often suggest that nature is something separate from society to be contacted, experienced, investigated and manipulated, or worshipped. While mainstream primary education has been guilty of such dualism it is also a feature of progressivism. By suggesting children should be educated according to nature progressive educators idealized or romanticized a nature outside society and similar ideas are current today amongst those environmental educators who advocate ecological or earth education. The challenge of sustainability is to reconnect the development or evolution of the bio-physical and social worlds with appropriate technology governed by appropriate ethics, laws, institutions and ideas. This requires a primary curriculum that integrates knowledge and school subjects so that pupils can study science and technology in a social context. Basic ecology, ecological limits and ecological footprints Childrens awareness of ecological limits is perhaps best developed by practical experience of growing crops or talking to gardeners and farmers. There is a limit to the food, fiber or energy crops that can be grown on a fixed area of land and attempts to increase yields by removing limiting factors (as with artificial fertilizers) may have unintended consequences. Similarly children are likely to understand limits on the use of renewable resources (e.g. over-fishing) through the use of simple simulation games or the analogy to savings in the bank. Living on interest is sustainable but living on capital is not. Modern lifestyles depend on fossil fuels and productive land and water throughout the world that produces the resources we consume and treats our waste. Our ecological footprint is the area of land and water required for the sustainable production of all the ecological resources and services that enable us to live in the way we do with particular forms of technology and a particular standard of living. The ecological footprint of the average US citizen is over twelve times larger than that of the average Indian. Other example: watering the plants by flooding and Injection method. 4.2 Pedagogy a) Related disciplinary holistic (Holistic Content) Holism (from Holos, a Greek word meaning all, whole, and entire, total) is the idea that all the properties of a given system (physical, biological, chemical, social, economic, mental, linguistic, etc.) cannot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave. Holistic education is a philosophy of education based on the premise (logic) that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence (honor or respect) for life and a passionate love of learning. Robin Ann Martin (2003) describes this further by stating, At its most general level, what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment. The key pedagogical goal is to help students intellectually understand and solve problems. Managing sustainable requires students to develop passion for sustainability. Passion for sustainability can be taught using a holistic pedagogy that integrates physical and emotional or spiritual learning. A prototype course design on managing with passion for sustainability is suggested. b) Values driven Values are also an integral part of ESD. In other cultures, however, even if values are not taught overtly, they are modeled, explained, analyzed, or discussed i.e. flexibility. In both situations, understanding values is an essential part of understanding your own worldview and other peoples viewpoints. Understanding your own values, the values of the society you live in, and the values of others around the world is a central part of educating for a sustainable future. Two common techniques are useful to the values component of ESD Values clarification values analysis In ESD, values have different roles in the curriculum. In some ESD efforts, pupils adopt certain values as a direct result of instruction or modeling of accepted values. In other cultures, studying the relationship between society and the environment leads pupils to adopt values derived from their studies. Three types of values are very important and those are Curiosity values Shared values Content values Objectives of values can be summarized as To develop an understanding of values in education strategies To consider the relation between values and personal behavior affecting the achievement of sustainable futures To develop skills for using values clarification and values analysis in teaching To reflect on your futures awareness, commitment and actions c) Critical Thinking and problem solving Education systems everywhere will need to include a focus on the causes, consequences and solutions to climate change, if the necessary changes in society are to be effected in time. Addressing the causes and the consequences of climate change requires content and methodologies that will build capacity in society for Mitigation (relief) Adaptation (Variable adjustment) Transformability (Applied to function) More over following points are notable, All levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate change. Climate change requires educators to include new content into education, training and public awareness programmes. Creativity, problem solving and social transformation skills need to be developed. Positive, participatory action and solution-centered approaches to education and learning need to be developed. d) Multi-method (word art, drama, debate, life experiences. LINKING ENVIRONMENT AND DEVELOPMENT The multi-method approach is necessary because we need To link environment and development by exploring the global implications of weakening ecological webs To study the phenomenon of deforestation (as an example of non-systematic thinking): its causes and effects To consider the web of factors leading to activities which cause deforestation To reflect on the different roles involved in the making of decisions about activities with significant environmental impacts (such as logging, mining etc) Examples of Issues for Multi-method: Deforestation, Green House Gases, Health, Recycling, Luxuries, Promoting simple life, Deforestation, Tissue paper, Sewage water vegetation, Professional exposure to Pollution, Energy storage and sustainability (Mobile battery, UPS, Black leather etc) and health problems. Solar Cell sustainability etc SESSION 3: CLIMATE CHANGE Aims To explore the science of climate change To increase participants knowledge and understanding of the commonly used terms and figures used in discussions about climate change To highlight the major challenges involved in combating climate change To highlight climate change as a global justice issue To brainstorm positive responses to the challenges of climate change. Session Outline Energizer PowerPoint presentation Group discussion Mind-map drawing Materials Needed à ¢Ã¢â€š ¬Ã‚ ¢ Power Point presentation, Climate Change: The Numbers à ¢Ã¢â€š ¬Ã‚ ¢ Numbers from the presentation written on separate scraps of paper à ¢Ã¢â€š ¬Ã‚ ¢ Flipchart paper à ¢Ã¢â€š ¬Ã‚ ¢ Markers à ¢Ã¢â€š ¬Ã‚ ¢ Blu-tac (pressure-sensitive adhesive, commonly used to attach papers to walls or other surfaces) à ¢Ã¢â€š ¬Ã‚ ¢ Post-it notes à ¢Ã¢â€š ¬Ã‚ ¢ Laptop and data projector à ¢Ã¢â€š ¬Ã‚ ¢ Broadband connection (for closing activity only) à ¢Ã¢â€š ¬Ã‚ ¢ For Alternative World Cafà © Activity you will need tables, chairs, paper tablecloths, crayons, post-its, flipchart paper, markers- and coffee! ACTIVITIES Suggested Warm-Up exercise: Outrageous Lies (non conventional lies) There is a lot of misinformation about climate change in the media, sometimes even there are outrageous lies! This exercise encourages participants to think creatively and will warm them up to contribute their guesses to the slide show. à ¢Ã¢â€š ¬Ã‚ ¢ Divide the participants into smaller groups of 4-5 à ¢Ã¢â€š ¬Ã‚ ¢ Give them each an ordinary object such as a stick, a glass, a piece of chalk. à ¢Ã¢â€š ¬Ã‚ ¢ Each person in the group must talk about the object for one full minute before passing it to the next person. à ¢Ã¢â€š ¬Ã‚ ¢ When this is finished, bring the whole group back together. à ¢Ã¢â€š ¬Ã‚ ¢ Have a selection of objects, including the ones used in the smaller groups. à ¢Ã¢â€š ¬Ã‚ ¢ Invite the participants to pick any one object and tell an outrageous lie about it. They may be slow to start but once they get going they will have fun linking their lies about the objects together. à ¢Ã¢â€š ¬Ã‚ ¢ Keep going until you feel the group has warmed up. Activity 1: Climate Change: the Numbers The presentation is intended to make the science of climate change more accessible and understandable. It comprises a series of numbers that have a specific relevance to climate change. It begins with an image of a confused-looking George Bush, signifying the confusion that many of us feel when confronted with the jargon (meaningless talk or writing) and statistics of climate science. This confusion can lead to inaction so it is important to have a basic scientific understanding of climate change. Our learning should also be accompanied by a critical appraisal (decision analysis) of the sources of information on the issues. 1. Hand out the scraps of paper with the numbers written on them to participants. (Make 2 or 3 copies of each number if your group is larger.) Explain that the presentation will be based on all the numbers that the participants have. They could be measurements of time, of greenhouse gases, they could be dates or deadlines. The purpose of this is to involve the participants in the presentation and to make the facts more memorable. 2. Ask them to think about the special number they have received. What might it signify? How might it be relevant to climate change? 3. The slides move from historical reasons for climate change through to current challenges, carbon emission limits and deadlines. As you go through the slides ask for suggestions for what each number might be. (They will probably have no idea at first but gain in confidence as the presentation proceeds.) 4. The presentation finishes with a different US President- Barrack Obama and his positive yes we can mantra (spiritual transformation). This leads to the next activity. 5. Before moving to the next activity finish the presentation by asking for feedback from participants. What facts did they know before? What was new? What was most surprising/ troubling/outraging? Activity 2: Brainstorm in groups It is important not to feel overwhelmed by the enormity of the challenge of climate change. ESD empowers learners to take action on issues they feel are important. 1. Ask the group to form smaller groups of 3-4. 2. Give each group a flipchart page, markers. 3. Ask each group to create a mind-map the theme of Yes we can! or positive responses to the challenge of climate change. Ask them to think about what changes they can make to their own lives to respond to the issues about which they have just learned. 4. When they are finished ask each group to feedback to the whole group and post the mind-maps on the wall as a continual reminder. Mind-maps: A diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Activity 2: Alternative Activity Mini World Cafà © conversation on adaptation for and mitigation against climate change. (This will take at least an hour and a half.) The aim of World Cafà © is to make the most of the collective knowledge and ideas of the people in the group. The group talks at their tables about the issue, responding to one or two well-thought-out questions. 1. Form groups of four. 2. Rearrange the tables in the room to create table clusters, as in a cafà ©. 3. Place a flipchart paper on each table along with some markers and crayons (stick of colored wax, charcoal, chalk, or other materials used for writing) and post-it notes. 4. Briefly explain the World Cafà © concept. (Through both our research and the decade of practice that followed its emergence, we have come to view the World Cafà © as a conversational process based on a set of integrated design principles that reveal a deeper living network pattern through which we co-evolve our collective future) 5. Ask for one person in each group to volunteer to be a table host. A table host stays at their table and welcomes new people to it. The other members of the group are ambassadors and will move from table to table. 6. Before starting clarifies the question with the group to make sure everyone understands it. Have a question prepared that is relevant to your group. E.g. How can we as M.A Education students in UE and affiliated Colleges Schools raise awareness among our peers of climate change? What are the first steps we must take to make a change? How do we proceed from here? 7. When everyone is clear about the question and the process, begin the first 20 minutes of conversation. Give the group notice 5 minutes from the end of the first round. Give them 5 minutes break and then start the second round. 8. After every round the ambassadors are asked to leave their conversation and move to any other table to join in the discussion there or start a new discussion. 9. All the time the ambassadors and/or table hosts must record the conversations on the flip chart paper. Key ideas or moments of inspiration can be captured on the post it notes and stuck on the wall for everyone to see. 10. Do this 3 times if possible. In the 3rd round ask the groups, whatever back to the whole group. 11. Give 15 minutes at the end for this feedback and discussion. 12. If possible pick out points from the feedback that could become actions. Assign responsibility for those actions to group members. Table they are at, to summaries the discussion at that table into some key points. These will be posted on the wall and fed e) Participatory decision making Some experts have argued that links between sustainable development and gender pertain primarily in traditional contexts and at the local level, while major (global) environmental threats have little connection with gender relations and equality. However, this argument may partially stem from a lack of research and data on the links between gender equality and sustainable development at the global level. For example, two of the main global environmental threats that face us today are the depletion of the ozone layer and climate change. Both of these threats stem largely from consumption and production patterns related to industrialization and the dominant processes of economic globalization. Change requires reexamining the ways in which trade, industry, development and other economic policies are pursued. In this sense, global environmental threats are a question of macroeconomic policies and governance. Other Gender Briefs in this series have demonstrated that enhancing attention to gender equality will bring greater accountability and focus on social justice. While more research is required to determine the precise nature of this link, it can be argued that greater gender equality in decision making positions and the adoption of social justice criteria for macroeconomic policy will also enhance attention to sustainable development, including a sustainable global environment. The goal regarding sustainable environment and development policy is therefore: *Closer investigation of the links between policy that promotes sustainable environmental development and policy that promotes gender equality; and using these links as the basis for promoting a more sustainable development agenda, in both human and environmental terms* Progress towards the above goals can also be aided by promoting equal participation of men and women in the highest environmental, macroeconomic and development policy-making positions. f) Locally relevant; Global Issues, Languages and Culture The Maldives is an archipelago of 1,200 islands of which 200 are inhabited. In the past, the Maldives had been exposed to moderate levels of natural disasters and had an ad hoc emergency response system until the tsunami of 2004. The Indian Ocean Tsunami of 26 December 2004, the worst natural disaster in the history of the Maldives, affected the entire country. All but nine islands were flooded and 13 islands were totally evacuated. The disaster claimed 82 lives, left 26 people missing and displaced over 15,000 people (about 5.5 per cent of the population). In line with the national disaster preparedness policies, the Ministry of Education of Maldives aims to establish a disaster preparedness policy for island schools. Schools as Gateways for Education for Natural Disaster Preparedness The Maldives has a young population; close to 45 per cent of the population is less than 18 years old with a great majority enrolled in schools. According to the 2005 official statistics, there were 102,073 students enrolled in 334 schools across the Maldives and 5,616 teachers teaching students in those schools. Thus, more than 40 per cent of the total population (270,101) is directly engaged in the schools on any given school day. In addition, schools have a strong bond with the community through the active engagement of the Parent-Teacher Associations (PTAs) in school affairs. Moreover, with the very limited public infrastructure on the islands, schools are not only a place for the students: they also serve as the islands multi-purpose convention centers where community activities, meetings and public events are held. Identifying Priorities Initial consultative meetings were held with the officials of the Ministry of Education. It was decided that the first step towards disaster preparedness education through schools would be to formulate a disaster preparedness policy for schools. Lessons Learned A low probability of hazard occurrence yet high vulnerability due to the geographical, topographical and socio-economic factors of the islands exposes the Maldives to a moderate level of risk overall. Hence, it is critical that specific policies and measures are implemented to reduce the level of vulnerability in order to avoid a disproportionate scale of losses and damage. The most important lesson learned from the consultations and feedback for material development was that education for disaster preparedness is an endless process that requires a constant collaborative effort from all parties concerned. The project team had discussions with officials from the government sector, NGOs, island chiefs, school administrators and teachers. Meetings at the islands were conducted in a relaxed environment at a time and a place convenient to the respondents. Maldivian have strong religious faith. This may be the reason why some respondents argued that a natural disaster is an act of God and however much we try, we cannot prepare for it. It was difficult to convince them that in preparing for disasters, people may be acting with the will of God rather than against it. Others are still in denial of disasters and believe that a large-scale disaster such as the tsunami will not happen again. Thus, educational initiatives should address not only how people should prepare for natural disasters but also why they should be prepared for them. 4.3 Schools and Learning a) Co-Learning Self Learning Together The learning involves knowledge, skills, attitudes and habits of mind that make it possible to live with in nature. Develop a shared understating of sustainability and Education for Sustainability (EfS) with in institutional community Provide a shared professional development experience to develop a shared vocabulary and understanding that can be used to create change Lead change in curriculum and instruction by developing units Provide professional development as per indicators Encouragement and support to student -led initiatives CelebrateWhat is EfS Quote Social Links b) The Learning Classroom-Action Steps In the learning classroom, curriculum and instructional methodologies produce authentic and engaged learning. Document and map the Operational curriculum for the whole school/district Design/document units using assessment tools Map the vertical and lateral operating curriculum and assessments on a web based curriculum mapping or curriculum documentation tool Continuously read the feedback and improve practices overtime Fully integrate the EfS Standards and performance indicators in to the curriculum Scope and Sequence in the appropriate disciplines and grade levels Integrate the physical plant changes directly in to curricular innovations Celebrate c) Schools that Learn-Action Steps Collaboratively develop a strategic plan for EfS with goals, measurable indicators and timelines Align performance assessment and incentives with the strategic plan Dedicate and align time, resources, funding and deeper professional development (for example: Content, Instruction, Curriculum development and assessment) to the strategic plan Communicate the strategic plan to whole school community and set expectations Develop participatory and leadership vision Sustain vertical and lateral curriculum integration along with organized learning assessment Reflective journal Celebrate d) Communities that Learn-Action step Identify develop authentic learning opportunities for students in the community. Identify develop relationships with the key stakeholders as resources to the school/district. Identify community needs and develop the way a school can be an authentic resource to other schools to the community. Identify develop authentic ways for sustainability Monitor the success Celebrate e) Physical Plant, Procurement and Investments-Action Steps: Conduct a baseline assessment of building materials, maintenance products and how the school community travels to and from schools. Set goals to source locally or regionally, reclaimed or recycled sustainably harvested, non toxic materials. Set goals to increase the mode of sustainable mode of transportation. Track progress overtime Ensure reuse and recycling of materials as a fundamental function in school environment Conduct an energy audit and take steps to promote renewable resources of energy Promote institutional farming/relationship for food etc. avoid packaging Celebrate 4.4 Whole School Approach for ESD Action Learning in ESD A whole-school approach to ESD calls for sustainable development to be integrated throughout the formal sector curriculum in a holistic manner, rather than being taught on a stand alone basis.  This philosophy supports the notion that ESD is education for sustainable development rather than education about sustainable development.  In practice, this approach means that a school will incorporate teaching and learning for sustainable development not only through aspects of the curriculum, but also through sustainable school operations such as integrated governance, stakeholder and community involvement, long-term planning, and sustainability monitoring and evaluation.  Whole-school approaches also advocate for active and participatory learning, a hallmark of ESD, and call for the entire school, including students, educators and administrators, to be actively engaged in working towards a sustainable school with ESD fully integrated into the curriculum as the driving factor. Statements of Different Countries about Decade of ESD: UNESCO: ESD should be interdisciplinary, holistic and participatory, with learning for sustainable development embedded in the whole curriculum, not as a separate subject Australia: A cross-disciplinary studies and integration of sustainable development in key learning areas that provide opportunities for participation and action   Finland: Sustainable development must be included in all subjects and that the entire operational culture of a school must support learning for sustainable development   The United Kingdom: The integration of sustainable development throughout the curriculum and through the management and operations of school facilities, such as transport, food and buildings These approaches provide students, teachers, and other staff members with opportunities to be active participants in the learning process. The whole-school approach: from pilot projects to systemic change  : An example of a successful pilot project is the Australian Sustainable Schools Initiative (AuSSI), which is a partnership between the Australian Government, States and Territories that aims to support schools and their communities in becoming sustainable through a whole-system and whole-school approach to sustainability.  AuSSI promotes the active engagement of stakeholders in programme development and management, including students, teachers, administrators, and communities.  AuSSI started as a pilot initiative in 2001 and recently received government endorsement to expand and consolidate beyond the pilot stage in several States and Territories.  Over 2,000 schools now participate in the Initiative, providing a potential model for other jurisdictions on how to expand beyond the pilot stage.    The International Eco-Schools Programme also takes a holistic, participatory approach to learning for sustainability.  The aim of the Programme is to engage students through classroom study, school and community action to raise their awareness of sustainable development issues.  Eco-Schools provide an integrated system for the environmental management of schools and involve all stakeholders in this process.  After a period of participation, each school participating in the Programme is assessed; successful schools are awarded a Green Flag, a recognized eco-label for environmental education and performance.  Initially a European programme, Eco-Schools are now represented in almost all European Union Member States, various countries in Central and Eastern Europe, and some pilot projects in Japan and other parts of the world.   Key challenges and opportunities   Time and resource constraints are identified by teachers and school administrators as common barriers to ESD implementation. Leadership challenges from local government authorities and a consequent lack of institutional support for implementation of ESD in schools. Studies show gaps in appropriate pedagogy and curriculum development in teacher training, the absence of a positive vision, and a general lack of conviction that individual teacher efforts will really make a difference.   A whole-school approach to ESD presents a significant opportunity for the formal education sector.  Not only can it enhance the environmental performance of schools as institutions, but it can raise the quality of education and build a more sustainable future by imparting the values and tools that todays children and youth will need to build and maintain more sustainable societies.  Commitment to change is required from all stakeholders, from grassroots activists to educators to policymakers.  Only by working together at all levels can we ensure that ESD moves beyond the realm of pilot projects and individual case studies to a more system-wide catalyst for change. 4.6 Excursions, School trips and SWOT analysis for ESD It can be used to gauge the degree of fit between the organizations strategies and its environment, and to suggest ways in which the organization can profit from strengths and opportunities and shield itself against weaknesses and threats (Adams, 2005). However, SWOT has come under criticism recently. Because it is so simple, both students and managers have a tendency to use it without a great deal of thought, so that the results are often useless. Another problem is that SWOT, having been conceived in simpler times, does not cope very well with some of the subtler (Difficult to understand) aspects of modern strategic theory, such as trade-offs (De Witt and Meyer, 1998). Strengths: To determine an organizations strong points. This should be from both internal and external customers. Strengths arise from the resources and competencies available to the firm. Weaknesses: To determine an organizations weaknesses. This should be not only from its own point of view, but also more importantly, from those of the customers. Although it may be difficult for an organization to acknowledge its weaknesses, it is best to handle the bitter reality without procrastination. A weakness is a limitation or deficiency in one or more resources or competencies relative to competitors that impedes a firms effective performance Opportunities: After all, opportunities are everywhere, such as the changes in technology, government policy, social patterns, and