Challenges in the Hospitality Industry

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

California Shoshone

California Shoshone are a Native American tribe that lived in central California, along the eastern border, at the base of the Sierra Nevadas. Their location dictated their lifestyle. Their houses were made in a cone shape using slabs of bark or brush. They also had sweathouses that they used to keep their skin clean. The main foods of the California Shoshone were pine nuts. They occasionally hunted buffalo, but relied more on salmon fishing, deer, and small game. as well as roots gathered by the women . Shoshone hunters used bows and arrows. Fishermen used spears, nets, and basket traps. In war, Shoshone men fired their bows or fought with war clubs and buffalo-hide shields. Shoshone women were in charge of the home. Besides cooking and cleaning, a Shoshone woman built her family's tepee and dragged the heavy posts with her whenever they moved. Shoshone men were hunters and warriors, responsible for feeding and defending their families. Only men became Shoshone chiefs, but both men and women took part in storytelling, artwork and music, and traditional medicine. People of the California Shoshone wore rabbit or deer skins when they were available. Shoshone women wore long deerskin dresses with wide sleeves. Shoshone men wore breechcloths and leggings as well as buckskin shirts when the weather was cool. Men and women wore moccasins on their feet. Some other intrest of the Shoshone Indians were bead work, making baskets, and painting. The Shoshone tribe was ruled by a chief. Traditionally, Shoshone people only cut their hair when they were in mourning. Some Shoshones wore facial tatooes and painted their faces for special occasions.. I have learned that California Shoshone had houses, clothes, and food that were available where they lived. They were very fun to learn about.

Eriksons Psychological Theory of Identity - 1181 Words

Eriksons psychological theory of identity is based on a psychosocial model, taking into account the social environment including peers and family group. According to Erikson, individuals form a core identity in part via membership in a community. Erikson understood that psychosocial development was a process, involving a series of stages. Progress through these stages usually entails a normative conflict or crisis that pits individual needs with social norms or demands. Erikson identified eight stages of psychosocial development. These stages generally follow the chronological age development of the individual from birth to death. Each stage is defined by its normative crisis. The first stage occurs during the first year of life, and involves the normative crisis of trust versus mistrust. Outcome of this stage is either the ability to trust or mistrust other people. The second stage of psychosocial development is defined by the conflict between autonomy and doubt. It lasts from age one to age three. Possible outcomes include self-control or self-doubt. The third stage lasts from between age three and age six. It focuses on the conflict between initiative and guilt. Positive resolution of the crisis leads to a sense of purpose; whereas insufficient conflict resolution leads to low self-esteem. The fourth stage lasts between the ages of six and eleven. Its normative crisis is between industry and inferiority. Outcomes include competence or helplessness. During adolescence,Show MoreRelatedErik Erikson s Psychosocial Theory On Child Development1388 Words   |  6 PagesErik Erikson’s Psychosocial Theory on Child Development Erik Erikson, a well known developmental theorist, developed his theory about stages of human development from birth to death by using Freud s work as a starting point. According to Erikson, personality develops in a series of stages. Erikson found out that children experience conflicts which affect their development. He described the internal conflict which children go through in developmental stages using the term ‘crisis’ and are based onRead MoreLiterature Review On Adolescent Identity Development1141 Words   |  5 PagesAdolescent Identity Development: Suggestion for a LGBTQ Identity Model Introduction The purpose of this literature review is to provide an in depth evaluation of the research on adolescent identity development. Specifically, to examine the limitations and gaps in the literature for LGBTQ (Lesbian, Gay, Bisexual, Trans*, and Queer) adolescent populations. There are many limitations to using traditional adolescent identity models for LGBTQ youth (Bilodeau Renn, 2005; Talburt, 2004). It is my hopeRead MoreA Psychological Interview Analysis Of Levinson s Life Structure Approach And Erikson s Theory Of Human Development Essay944 Words   |  4 PagesSummary and Comparison: A Psychological Interview Analysis of Levinson’s Life Structure Approach and Erikson’s Theory of Human Development Approach This psychological interview analysis will compare and summarize the theoretical applications of Erikson’s Theory of Human Development and Levinson’s Life Structure Approach. The subject of the interview, Charlotte McBeth, will express the challenges that arise in the stable and transitional periods of life in a Scottish family, which she expressesRead MoreErik Erikson s Theory Of Psychosocial Development1359 Words   |  6 PagesErikson was a famous psychologist in the twentieth – century, where he developed â€Å"Psychosocial stages†. Erikson’s theories centered on issues that were met on specific ages in someone’s life. Love, care, and tender is critical and many parents do not realize how much nurturing and caring for a child is very important. Erik Erikson’s developmental theory is the development of a person’s identity. Erikson states, â€Å"The conscience sense of self that is developed through social interaction.† Erik EriksonRead MoreErik Erikson s Psychosocial Theory Of Development1582 Words   |  7 PagesErik Erikson’s Psychosocial Theory of Development Erik Erikson, a German psychologist of the early 1900s, is most known for his theory on psychosocial development in humans. He was heavily influenced by his work with Anna Freud and her father, Sigmund Freud. However, in his research, he put emphasis on the cultural and social impact on identity development and studying the ego, which he believed developed with successful crisis resolving throughout life (â€Å"Erikson’s Stages†, 2007). 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However, Erikson’s theory was a bit bias and generalized groups of people whose cultures, genders and environments did not apply to his theory. This paper will focus on Erikson’s last four stages of development, and discuss how each stage may be impacted by these various factors. Identity vs. Role Confusion The adolescence stage of development in Erikson’s theory was labeled as identity vs. role confusionRead MoreThe Eight Stages Of Psychosocial Development814 Words   |  4 PagesTheory Selection Rational Understanding the eight stages of psychosocial development in a practical sense is vital to building a healthy student teacher relationship. I selected this theory to gain an understanding of how to effectively interact with my future students. This theory refines my ability to identify and gage my student’s unique psychological developmental progress. A deeper understanding of this enables me the ability to identify key developmental milestones and improve my lesson plans

Residual Online Income and HubPages Essay - 808 Words

Residual Online Income and HubPages HubPages is a residual online income site that lets you earn money from your writing. You do so by creating hubs (articles), which are just pages full of written content, photos, videos, polls, quizzes and -- last but certainly not least -- advertising. When you sign up and become a Hubber, as the members of HubPages are affectionately called, you are allowed to start publishing hubs. The way you earn residual online income is by sharing a portion of the ad revenue generated by these hubs. HubPages does not pay its members directly, however; you receive payments by means of third party advertisers. And here’s where its residual online income program gets a little confusing. You must monetize†¦show more content†¦For example, if someone clicks an AdSense ad during your 60% of the time, you get 100% of the revenue. If someone clicks an ad during HubPages 40%, the site keeps 100% of the revenue and you get zip. Perplexing. I don’t know about you, but I would prefer a share of every ad click rather than be subjected to this convoluted 60/40 system. It seems like Hubbers would need to monitor their affiliate accounts very closely and perform due diligence. It’s not that I don’t trust HubPages for residual online income, but I’m no babe in the woods, either. It wouldn’t surprise me if HubPages were tilting the 40% in its favor during peak traffic times, etc. Rest assured that I will scrutinize HubPages and its impression splits on my own accounts. When it comes to residual online income, I confess to having a bit of a negative attitude toward HubPages. Yet I knew from the beginning that I didn’t understand why. Perhaps it was hearing the sob story about my friend making zero money on her hubs, of which there are only four. Maybe it was reading somewhere that HubPages recently got a Google â€Å"smackdown† and then noticing that the site registered a lower PR (Google PageRank) than before. Or possibly it was the daunting, unfamiliar territory of impression splitting and affiliate links: the comparatively byzantine approach to generating money that the site doesn’t directly pay. Whatever the reason, I must admit I never gave HubPages a fighting chance. Recently, I’ve done a bit

The Role of Police Essay - 2107 Words

The Role of Police. People depend on police officers and detectives to protect their lives and property. Law enforcement officers, some of whom are State or Federal special agents or inspectors, perform these duties in a variety of ways, depending on the size and type of their organization. In most jurisdictions, they are expected to exercise authority when necessary, whether on or off duty. Police officers have general law enforcement duties, including maintaining regular patrols and responding to calls for service. They may direct traffic at the scene of an accident, investigate a burglary, or give first aid to an accident victim. In large police departments, officers usually are assigned to a specific type of duty. Many urban†¦show more content†¦That officer is still upholding the law and enforcing it by warning the driver and letting him know what he did was wrong. However, the typical day-to-day execution of law tends to run more towards controlling situations whe re the public comes into disagreement. Whether breaking up a domestic disturbance, a loud party, or a traffic jam, the role of Police does not generally have much to do with enforcing the law as much as to smooth out any issues and have them be dealt with in court. Because of this, it can be said that the actual, practical role of Police in society is to act as expedient mediators. Not only should an officer enforces the laws he should also be a follower of them. It is not within the role of a police officer to be a criminal. Everyone makes mistakes sure, but an officer that breaks more serious law such as doing drugs, stealing, or assaulting someone becomes a hypocrite and gives a bad name to other officers. Also, part of enforcing the law is leading by example and being a good model for others to look at and copy. Approximately only 10 to 20 percent of calls made to the police involve a situation that needs immediate enforcing of laws. These are the burglaries in progress, th e fights, and other things that usually lead to the officer having to make an arrest. (Schmalleger, 110) Police are sometimes limited in their resources and do not haveShow MoreRelatedRole of Police in Democracy1272 Words   |  6 PagesRole of the Police in Democratic Society (Broader than mere â€Å"function†) Police as the guarantor in Protecting Human Rights of Citizens—Civil and Political The 1948 Universal Declaration of Human Rights is a resolution of the United Nations General Assembly. The right to life, liberty and security of person Introduction The role of the police all over the world has been traditionally seen within the basic context of: the Prevention and detection of crime, Protection of life and propertyRead MorePolice Role in Socety1863 Words   |  7 PagesTable of Content 1. Police Role in Society (Chapter 5 Police ) Criminal Justice-COLL | Police in Contemporary Society www.indiana.edu/~deanfac/.../cjus_p301_21339.html‎ Article: www.preservearticles.com/.../notes-on-the-role-of-police-in-society.html‎ Web Sites: Role of Police in Society – Activist Role www.activistrights.org.au †º Legal Context of Activism The Role of Police in a Democratic Society scholarlycommons.law.northwest...‎ 2. Religion (chapter 2 Determining MoralRead MoreRole of Police Agencies1372 Words   |  6 PagesPolice Agencies The police forces exist in every country and every society on different levels and to play different roles. Whether they are public or private, the roles of the police and their motives remain pretty much the same. They exist to carry out those tasks that people do not want to do for themselves or maybe are incapable of performing those jobs. The job of the police agencies is extremely dangerous, hectic and requires the person to be alert at all times and also stresses the individualsRead MoreRole of Police in Democracy1288 Words   |  6 PagesRole of the Police in Democratic Society (Broader than mere â€Å"function†) Police as the guarantor in Protecting Human Rights of Citizens—Civil and Political The 1948 Universal Declaration of Human Rights is a resolution of the United Nations General Assembly. The right to life, liberty and security of person Introduction The role of the police all over the world has been traditionally seen within the basic context of: the Prevention and detection of crime, Protection of life and property andRead MorePolice Department Role And Functions1161 Words   |  5 Pagesï » ¿ Police Department Roles and Functions Shontay Manigault CJA/214 1/11/2015 Kevin Marshall Police Department Roles and Functions There are many various functions of police agencies. Patron, traffic, juvenile services, intelligence and undercover, and special operations are just some of the various functions of police agencies. There are many differences between the functions of the police agencies and the federal, state, and the local levels. There are reasons of why you need to have variousRead MoreThe Role of Police in Society Essay1490 Words   |  6 PagesThe Role of Police in Society In todays society the police, play may roles. They are the peacekeepers, law enforcement and many other jobs. However, recently they have become the subject of a very heated and large debate. Many believe that the police should give up their brute type tactics for a more civilized and humanized approach, while others feel that the police should crack down on the most insignificant of offences to type and disparage crimes that are more serious. 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These exposures to the police force although from inconsistent sources, have one key consistency, they are highly gendered and hyper- masculine (Wells and Alt, 2005). The police force has experienced great advances in terms of gender relations since the 1980s, however gender still influences the trends, forces and tensions that shape what it is to be a woman in law enforcement (Wells and Alt, 2005). Gendered issues in the police force o ccur within the organizational approaches

So Much to Tell You †John Marsden Free Essays

So Much to Tell You by John Marsden, explores the struggle that the protagonist, Marina, endures along her journey to mental wholeness. Marina’s soul has been shattered due to a traumatic event, and being witness to a large amount of violence and hatred in her family. So Much To Tell You is rich in techniques that are used effectively to convey the idea of Marina’s struggle, and journey towards mental wholeness. We will write a custom essay sample on So Much to Tell You – John Marsden or any similar topic only for you Order Now Marina’s difficulty in achieving psychological completion is shown through the major technique, structural contrast. We follow Marina’s personal journey and her healing throughout the novel, and we watch as she develops from an introverted, mistrustful person into someone who is able to appropriately communicate with other individuals. Marina uses a tone of self-loathing to show us that she views herself as a â€Å"nutcase†, psycho† and â€Å"the freak of Warrington† who suffers from â€Å"anorexia of speech†. Marina is sent to Warrington Boarding School â€Å"to learn to speak again, because [her] mother can’t stand [her] silent presence at home†. At first Marina is isolated and detached from the rest of the school, shown through the retreat imagery of Marina as she â€Å"slinks along the walls and corridors†. As the novel progresses, Marina’s entries suggest that she is becoming more in touch with her peers, and â€Å"moving round the school more confidently†. Her visit to Mr Lindells house over the weekend is a very significant event in Marina’s transformation. Throughout the weekend she becomes more expressive, expressed through her tone of excitement in the phrase â€Å"it was good! And they’re so nice! Nice, nice, nice†! Here, the use of exclamation and the repetition of the word, ‘nice’ emphasise Marina’s positive involvement in life. This is contrasted with Marina being a passive spectator during school tennis, and life in general. Towards the end of the novel Marina chooses on her own accord to return to Warrington, and reaches out to Mr Lindell to help her, a drastic change from the beginning of the novel where she didn’t interact with anyone at all. In the early stages of the novel, the struggle and difficulty of repairing Marina’s psyche due to damage and conflict within her family, and Marina’s journey towards mental health, is conveyed through the composer’s effective manipulation of fragmentation imagery. Perhaps the most prominent examples of fragmentation imagery would be Ann Maltin’s â€Å"spangled star doona cover†. Ann tells Marina the â€Å"the stars do fit together, but it took [her] years to figure it out†. This is a metaphor for Marina’s damaged psyche, and it foreshadows her psychological wholeness. Her psyche will fit together again; she just has to give it time to heal. Marina also explains the she likes ‘the word â€Å"coalesce†, though when [she] looks at it for a long time it seems strange and ugly†. This is how Marina views herself, a jumble of â€Å"strange and ugly† fragments that need to â€Å"coalesce† in order to become one healed psyche. She also writes about the way the pool is when there is nobody there â€Å"then the first girl jumps or dives in – and it all cracks†. This demonstrates how fragile Marina’s psyche is; it could shatter at any time. Ann Maltin also â€Å"had a ceramic piece†¦ on the cupboard beside her bed. It was a big bird, an eagle†. Whilst â€Å"vacuuming the dorm† Marina accidentally knocks the bird of its stand, and it promptly shatters on the floor. Even after Ann has glued it back together, she â€Å"can still see the cracks. [She] will always see them. This indicates that Marina will heal, but she will never be exactly the same person as she was before the incident, and she will always be scarred from the traumatic event. John Marsden has greatly emphasised the importance of Marina repairing her damaged psyche through the use of metaphors, foreshadowing, and fragmentation imagery. Symbolism and figurative devices are also used effectively by John Marsden to evoke the idea of Marina’s need for retreat or refuge from the difficulties of reality, prior to her significant journey to wholeness. For Marina, the chapel at her school symbolises a sanctuary. â€Å"Churches [are] safe places, where you [can] hide†, Marina sits by herself in her dark corner and writes in her journal, it is where she can think about her life, and her father. She feels protected in the chapel, and in the school generally too. This is shown through the use of similes in the phrase â€Å"in the hospital [she] felt exposed under the white light, here [she] feels like a black snail†. This contrasts between the white exposure of the hospital, and the black refuge of the school. Similes, retreat imagery, and symbolisation are used dextrously throughout So Much To Tell You to demonstrate Marina’s difficult journey to wholeness. John Marsden dextrously uses effective techniques throughout So Much To Tell You to explore the concept of struggle and wholeness, demonstrated by the protagonist, Marina. We learn about Marina’s personal struggle to become whole again after the tragic events that have occurred prior to the beginning of the novel. We see this through the contrast of Marina’s character between the beginning of the novel and the end of the novel, the extensive use of fragmentation imagery, and the retreat imagery, that is used to convey Marina’s struggle. We trace her traumatic personal journey, difficulties and mental healing throughout the novel, on an emotional rollercoaster that is Marina’s life. How to cite So Much to Tell You – John Marsden, Essay examples

The Attack on Pearl Harbor

Question: Describe about the attack on Pearl Harbor by the Japanese aircraft? Answer: Plan of investigation The attack on Pearl Harbor was conducted by the Japanese aircraft and it is considered as the beginning of the war between Japan and the United States. The attack was unannounced and brutal and it took place on the naval base of the United States in Pearl Harbor, Hawaii. The unexpected attack took place on December 7, 1941. Originally, the attack was planned only as preventive effort to keep the Pacific fleet of the United States from influencing the war that was being planned by Japan in Southeast Asia. However the attack on Pearl Harbor resulted in the entry of the United States in the Second World War which has been going on for more than two years in the Europe (Minoru, 1993). There are several questions that are related with the attack on Pearl Harbor. Many people have asked the question if America could have been well prepared for the attack but if it was an intelligence failure or the failure of the foreign policy of the US. In order to properly assess the problem of Pearl Har bor, it is important to study the US foreign policy at that time (Heinrichs, 1988). Summary of Evidence The attack took place in the same way as was hoped by Japan. It was a total surprise and killed 2,403 Americans and 1178 were wounded. Apart from the loss of human life, 18 ships were sunk or damaged seriously. Similarly, 188 airplanes were destroyed and 159 were damaged. The question still remains to be answered if the attack was really a surprise attack. Several warning signs have been received by the United States which indicated that there was likelihood that Pearl Harbor may be bound. While comprehensive plans were made by Japan to carry out this attack, on the other hand it appears that Pearl Harbor was not prepared to deal with the devastation that was caused by this attack on December 7, 1941. It is alleged by many people that the government could have been prepared for the attack if adequate communication was present between the military officers and the government in this regard. At the same time, there are many who believe that the administration of Pres. Roosevelt can be held responsible for the devastation that was caused by this attack. As a result, for the lost more than 50 years, this incident has been involved in cover-ups, speculation and deceit although a number of studies have been conducted in this regard which have tried to reveal the truth (Stolley, 1991 p119). The major events related with the attack can be described as follows: January 1941: Yamamoto prepares plan for attack on Pearl Harbor October: General approval is given by Hirohito for the attack on Pearl Harbor November 8: The formal battle plan for attack that was going to take place in December was approved by Hirohito November 26: the attack fleet of Japan set sail December 7: surprise attack is launched by Japan on Pearl Harbor December 8: war is announced by the United States and Britain on Japan December 11: war is declared by Germany on the United States Some of the key people that need to be mentioned while discussing the Pearl Harbor attack are: Franklin D. Roosevelt: the 32nd president of the US. He implemented the economic penalties due to which Japan became angry. Roosevelt also requested the declaration of war after Pearl Harbor was attacked by Japan in December, 1941. Yamamoto Isoroku: He was the Japanese admiral who had planned the attack on Pearl Harbor. Hirohito: He was the Japanese Emperor and the approved the plan for attack on Pearl Harbor. Richmond K. Turner: He was the admiral of the U.S. Navy. Turner had warned that the Navy should be put on high alert status and he had also recommended that security should be increased at Pearl Harbor. However the recommendations made by Turner were only implemented in part. Evaluation of sources: In Robert Stinnetts Day Of Deceit, it has been alleged that Japan was deliberately provoked and allowed by the Roosevelt administration to attack Pearl Harbor so that the United States can enter the World War II. In this book, it has been claimed by Stinnett that he had come across certain information that reveals that the attacking fleet had been detected by radio and intelligence intercepts however the information was deliberately prevented from reaching Admiral Kimmel, who was the commander of the base at that time (Reischauer, 1990). Since its release, this book has been referenced by those who are in favor of advanced knowledge theories. On the other hand, there are many who reject this work and point out that several key errors are present in this book and at the same time, the author has relied on some doubtful sources (Budiansky, 2002). However in this book, Stinnett points out towards several facts in favor of his theory. For example, Lt. Kermit Tyler was contacted regarding a radar contact on an inbound flight but he told the operators that we should forget about it. It was also ordered that AAF fighters should be parked in close proximity so that sabotage can be avoided. Similarly, some officers ordered that the ammunition should be kept locked, far away from the guns (Pelz, 1974 p73). At the same time, comparisons have also been made between Pearl Harbor and the dropping of nuclear bombs on Hiroshima and Nagasaki. In this regard, several arguments are being given both in favor of and against dropping the nuclear bombs on these Japanese cities. Some arguments try to justify the dropping of nuclear bombs. In this way, the arguments that try to justify the dropping of nuclear bomb claim that "all is fair in love and war" which means that there are no specific rules that have to be followed when it comes to the efforts for winning the war by a country. On the other hand, there are many who argue that the dropping of nuclear bombs on these two Japanese cities cannot be justified because such large-scale violence, against women and children cannot be justified. However, in this regard, the fact needs to be noted that nearly 1200 men women and children lost their lives in the Pearl Harbor attack by Japan and as a result, the attack on Pearl Harbor is frequently used to j ustify the dropping of nuclear bombs on Japan because these forms of play a major role in bringing the war to an end (Lutton, 1991 p431). Analysis: In this regard, it can be said that basically, the attack on Pearl Harbor sums up the previous bad relations that were present between Japan and the United States. Another ironical fact in this regard is that on the day, the attack on Pearl Harbor took place, the diplomats from the United States and Japan were discussing the moves of Japan in Southeast Asia. However the diplomats from the Japanese side were well aware of the fact that the attack on Pearl Harbor by the Japanese was in full preparation. In fact, due to the reason that the diplomats from the US and Japan were discussing war efforts, it helped the Japanese aircrafts to launch the sneaky attack. However, the Japanese generals also regretted the attack soon thereafter. For example, Admiral Isoruku Yamamoto admitted later on that the attack Pearl Harbor may have "awakened a sleeping giant" (Utley, 1985 p173). This means that the US could have been waiting for such a move on part of Japan and the attack on Pearl Ha rbor could have provided an excuse to the US to enter the War. In this regard, it is important to note that Admiral Yamamoto had himself made the plan for attacking Pearl Harbor as he was the commander in chief of the Navy of Japan. However he believed that the best strategy in this regard would be to act in complete secrecy because eventually the United States would engage in Japan in a war. Therefore, it was firmly believed by Yamamoto that the only hope Japan had of winning the War was to the strike first and in this way, knock-out the military power of the US (LaFeber, 1994 p399). At the same time, it is also believed that the attack on Pearl Harbor was also a warning to the US to remain away from the war in Southeast Asia. However, the attack was considered as a challenge by the United States and it entered the World War II with strong determination. In order to teach a lesson to Japan for the attack on Pearl Harbor, the US had also stopped the flow of oil and rubber to Japan which had a significant impact on the war efforts of Japan because these supplies are required for tanks, ships and airplanes of Japan. Another thing that needs to be mentioned in case of the attack on Pearl Harbor is that the United States was considered as the major obstacle in the way of Japanese victory in Southeast Asia as well as in western Pacific Ocean (Wohlstetter, 1962). Japan was also aware of the fact that after the attack on Pearl Harbor, the Americans will go all out to take revenge from Japan and as a result, the only possible way to defeat the United States would be to in vade other countries so that supplies could be received from these countries (Utley, 1985 p173). It has been revealed by historical analysis over the years that a number of warning signs were present during the months before the attack and some military leaders of the US, including Admiral Turner were concerned regarding the vulnerability of Pearl Harbor base to an attack from the Japanese (Wohlstetter, 1962). Moreover the US also succeeded in decoding and reading the Japanese military communications up to sometime before the attack when the military codes were abruptly changed by Japan. Under these circumstances, most of the people in the US administration, including Pres. Roosevelt were almost certain that some kind of major action was being planned by Japan against the interests of the US. In fact, a meeting had been scheduled for December 7 in order to discuss this matter. However, the administration was not aware of the target of the attack and similarly the authorities at Pearl Harbor were not notified to remain on alert (Reischauer, 1990). Conclusion Pres. Roosevelt had also appointed a commission of inquiry after the attack on Pearl Harbor in order to decide if negligence could have contributed in the success of Japan in its attack on Pearl Harbor. In the report of the commission, it was found that the Army and naval commanders stationed in the Hawaiian area, Maj. Gen. Walter C. Short and Rear Admiral Husband E. Kimmel were found to be guilty of "errors of judgment" and "dereliction of duty". Subsequently, these two officers retired from the Armed Forces. Similarly, a bipartisan Congressional committee also undertook an investigation in November, 1945. During this investigation, the testimonies from a lot of people were heard in order to review the attack. In the report of this Committee, the main blame was also placed on Short and Kimmel however they were not found guilty of dereliction of duty but only guilty of errors of judgment (McManns, 2000). In the end, till this date, avid speculations are going on as to what could have been and what should have been done by the United States to prevent the attack on Pearl Harbor. Much more speculations have been going on regarding the amount of information available to the United States and its allies regarding the Japanese plans of attacking Pearl Harbor. It also needs to be noted that the prime minister of Britain, Winston Churchill desperately wanted that the United States should take an active part in the War and he was continuously pressurizing his old friend, Roosevelt that America should take an active part in the war. Some historians have even gone to the extent of suggesting that specific information was available with the British intelligence regarding the attack on Pearl Harbor however, Churchill deliberately decided to withhold this information because such an attack would make the United States joined the war. However, such claims have not been confirmed although a fierce debate is still going on. References Genda, Minoru, (1993), Analysis No. 1 of the Pearl Harbor Attack, Operation AI, edited by Donald M. Goldstein and Katherine V. Dillon, The Pearl Harbor Papers: Inside The Japanese Plans (Washington: Brasseys) Heinrichs, Waldo, (1988), Threshold of War: Franklin D. Roosevelt and American entry into World War II, (New York: Oxford University Press). LaFeber, Walter, (1994), THE AMERICAN AGE: The United States Foreign Policy at Home and Abroad, 2nd ed. (New York: W.W. Norton Company). LaFeber, Walter. (1994), The American Age: U.S. Foreign Policy At Home and Abroad: 1750 to the Present 2 ed. W.W. Norton Company. London: 399-402 Lutton, Charles. (1991) Pearl Harbor: Fifty Years of Controversy. Journal of Historical Review 11.4: 431 McManns, John F. (2000) Principles First The New American 16.3 31 January: also at https://www.thenewamerican.com Pelz, Stephen E. (1974), Race to Pearl Harbor Harvard University Press. Cambridge, Massachusetts,83-94 Reischauer, Edwin O., (1990), JAPAN: The Story of a Nation 4th ed. (New York: McGraw-Hill Publishing Company). Stephen Budiansky, (2002), Battle of Wits: The Complete Story of Codebreaking in World War II, Touchstone Books. Stolley, Roger A. (1991) Pearl Harbor Attack No Surprise. Journal for Historical Review 12.1: 119 Utley, Jonathan G. (1985), Going to War With Japan: 1937-1941 University of Tennessee Press. Knoxville, 173 Wohlstetter, Roberta, (1962), Pearl Harbor: Warning and Decision, (California: Stanford University Press)