Impact of Globalization in the Aviation Industry Essay - 1

Impact of Globalization in the Aviation Industry - Essay Example This paper illustrates that the deal saw Singapore airlines inject into the company capital worth 49 million pounds and virgin Atlantic investing capital to the amount of 51 million. These capital investments brought Virgin Atlantic’s total equity investment value to the tune of 1.225 billion pounds. Over the years, the company has become more suitably placed to be able to effectively compete with other well established International airlines such as the British Airways which happens to be the UK’s leading and biggest airline at the moment. Virgin Airways is a part of the Virgin Group Conglomerate that is owned by Sir Richard Branson. The Airways is currently regarded as a market leader in the aviation industry with its dedication to researching and implementing new innovations that have the innate potential of immensely improving the customer experience of all persons who use Virgin for their transportation. This is in line with the Virgin Group’s policy of givi ng the prefix Virgin to its various businesses to indicate that the business is exceptionally daring, innovative and daring. As a result of the Virgin group’s overall success, there are many businesses outside the Virgin Group that have recently been showing immense interest in their joining the group via the establishment of joint ventures. With the constant stream of innovations and a myriad of successful marketing strategies, the Richard Branson led virgin group conglomerate has grown in value to an excess of $3.5 billion and is one of the world’s most well recognized and powerful brands. The airline has come from humble beginnings since it launched its first flight flying from London all the way to New York on June 22, 1984. After this maiden voyage, the airline quickly expanded its operations to include flight services to other areas and regions such as Miami (1986), Tokyo (1989), Boston (1987), Los Angeles (1990) AND Orlando (1988). One of the major obstacles tha t the company has ever encountered was its inability to receive permission to be able to have its planes flying out of Britain’s busiest airport, the London Heathrow airport.

Critical Thinking Assignment Example | Topics and Well Written Essays - 500 words - 4

Critical Thinking - Assignment Example However, other students who could apply with lower scores successfully were considered and admitted to the college. The Supreme Court condemned the evident rise of such discrimination and regarded it as unconstitutional. During the year 1996, California State endorsed to be the first in eradication of the affirmative actions that was mostly involved in most public schools. The banning of the affirmative actions was done with inclusive of the colleges. The above fact commands critical thinking per Moore work. In support to the inclusion of critical thinking in the article by Moore, vividly highlights that many of the admission done in colleges would consider the applicants race rather than grades. Moore represents the Supreme Court verdict on racial discrimination issue as one of the major factors that should be put into consideration among the rest in the domain of admissions. The justice ruling Supreme Court in the United States strong talks of the banning of the affirmative actions in the schools. Racial discrimination being one of the issues discussed; some of the colleges in Texas has engaged the law enforcement particularly with race issues, Moore, (2005). The University of Syracuse case filed under the US Supreme Court, the Councilor was judged with the affirmative action. If a right judgment of the law has to take the correct order, a collection of fear for integration pace to the factor may seem to be full of hardship. When the racial discrimination takes over the campuses in the US, it will leave the States of Color. Now, the only prime debate that has already kicked off in the US Supreme Court is all about the Michigan University regarding the advantages that people have been relatively getting. The affirmative actions in the schools and colleges has got to a safer side according to the article’s author by demonstrating that, issues like racial discrimination are being observed and discussed by the US Supreme Court for better

Qualitative Research Proposal Essay Example | Topics and Well Written Essays - 3750 words

Qualitative Research Proposal - Essay Example The employees will be informed of the scope of the research and their consent sought before sampling 137 participants through stratified random sampling. Data will be analyzed by the researcher’s rationale before coding and application of SPSS software for descriptive statistics and comparisons. Application of the software reduces probability of bias. Ethical issues such as nonmalefecence, beneficence, justice, autonomy, and fidelity are expected to arise during the research process and measures have been taken to observe the ethical principles. ‘Effects of drug abuse on domestic violence’ is my topic of interest. The topic’s independent variable is consumption of drugs and is measurable on two scales, consumption, or non-consumption of drugs, and participants’ level of consumption of drugs. The dependent variable is experienced domestic violence with the drug users as victims or perpetrators of the violence. The proposed research aims at ascertaining an assumption of a relationship between drug abuse and domestic violence and the extent to which consumption of the substances contribute to the violence. The relationship between drug abuse and domestic violence has been widely explored for possible solutions. It has for example been established that victims of drug abuse have violent behaviors that they express in their domestic set ups. A research to investigate existence a relationship between drug abuse, violence, and suicide reported history of violent behavior, which can manifest in homes, among a significant percentage of drug addicts, about 75 percent. This indicates that substance abuse is a major factor to domestic violence (Ilgen and Kleinberg, 2011). Drug addicts with violent behaviors in domestic set ups however restrain from the behavior upon rehabilitation but resumes violence when they relapse to substance abuse. This is according to a research that investigated the relationship between relapse to

Business Law Assignment Example | Topics and Well Written Essays - 1500 words - 1

Business Law - Assignment Example From section 21 of the ACL, it is evident that this law is aimed at leveling the bargaining power difference between the buyer and seller. Accordingly, Section 22 of the law deals with commercial transactions in protecting consumers from unconscionable conduct. According to section 18, misleading or deceptive conduct is prohibited, where the section sets out the elements that must be settled if contravention is to be proved. These elements are the conduct by the corporation or person, the activity of trade or commerce and conduct that misleads, deceives, or purports to mislead or deceive. This section is not only restricted to consumers, since it can be enforced by suppliers and competitors against other suppliers and competitors. A contract between two is generally dictated by two important factors, the offer of a contract and the subsequent acceptance of the contract by the other party. These two factors are important in contract law since they determine the time, place and contents o the agreement that make up the contract. An offer is determined by several factors, including the intention to be bound by a contract, a promise to adhere by the contract and communication of the offer to the other party. An offer must be distinguished from an invitation to treat, which is just an offer to consider the offer and cannot create a valid agreement. The distinction between an offer and an invitation to treat is done to set the intention of the offerer and offeree. The offer must also be communicated to the other party, in which case, the other party chooses to accept or decline the contract. The offeree to the contract has the option of accepting or declining the offer, and for an agreement to be reached, the offer ee must indicate intention to accept the contract. For an acceptance to be in line with the law, the acceptance must strictly adhere to the original offer, and of the offeree includes some new conditions, and then it

Reasearch Methods r Essay Example | Topics and Well Written Essays - 1250 words

Reasearch Methods r - Essay Example For questionnaires to result in the collection of accurate, large volumes of data, planning and developing an effective questionnaire is very essential. The survey carried out for the research project in hand may turn out to be useless if sufficient time and thought are not spent in questionnaire construction. Mistakes such as irrelevant questions, wrong wording of questions, bad format, biased questions etc. can destroy the purpose to be accomplished. Therefore, whenever we are using questionnaires as a method to collect data for our research projects, we must ensure that we have developed an effective questionnaire that meets all the needs of our project and would ultimately result in the gathering of all intended information we seek to obtain. Only then can we proceed ahead with the distribution of the questionnaires and finally the tabulation and reporting of results. Developing a good questionnaire is not an easy task and requires significant skills. A specific procedure is to be followed when developing one. Before you start with anything, you first need to determine exactly what problem or need you are trying to address through this research project and how it will be done using the information obtained from the questionnaires This will help you develop relevant questions that in turn help you to obtain accurate information. Then you need to determine your audience, i.e., from whom you need to obtain the required data and also How If your audience is very large, it is better to first give out the questionnaires to a smaller randomly selected group to ensure that the questionnaire is achieving the purpose for which it is developed. Next, you need to decide on the format of your questionnaire. Would you use a free format or a fixed format questionnaire These types are discussed in the later section. Usually, a combination of these two is used. H aving decided upon the format, the next task is to write the questions. As you write them, check them for any construction errors. Also ensure that they are properly worded and do not result in any misinterpretations on the respondents part. The questions should also be free of any personal bias. It is also important to identify yourself at the beginning. Moreover, questions framed should arouse the respondents' interest. Care should also be taken to ensure that you slowly move from general to more specific questions. Specific questions should not be asked directly. If any mistakes are found, edit the questions. Types of Questionnaires: Questionnaires can broadly be classified into fixed format and free format questionnaires. A fixed format questionnaire is one that contains questions that require the respondent to only select from the choices already provided. In other words, it provides little freedom to the respondent and uses closed ended questions. In contrast, a free format questionnaire provides a lot of latitude to the respondent by allowing the respondent to write the answer in his own words rather than merely selecting it. It makes use of open ended questions. Types of Questions: As mentioned above, there are two main types of questions: closed ended or open ended.2 Closed ended questions are those that restrict the user by providing him with options to choose from. Example: Do you smoke Yes No In contrast, open ended questi

Microteaching Evaluation Essay Example for Free

Microteaching Evaluation Essay A microteaching lesson can be used to find out what works well in a lesson and what can be improved following feedback. Harvard University states â€Å"Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven, and fun way to help teachers get off to a strong start.† For my microteaching session, I was observed teaching a group of apprentices using oxy fuel cutting techniques. This session started with safety and finished with practical demonstrations and observations. As my lesson was primarily workshop based, a lot of the teaching was demonstrations observations and oral questions and answers. At the time of my lesson, there were no classrooms available for the safety video I usually use as an introduction so I therefore had to adapt my lesson to suit the learning needs of the apprentices. Firstly, the usual lesson I would carry out would be completed over two days covering every aspect of oxy fuel cutting. As the group I was teaching had already completed manual handling of cylinders, I could remove sections of the lesson. I would also teach up to twelve learners, however during this lesson I only had four learners. This allowed me to shorten the lesson further. This was ideal because two members of the group have a small concentration span and benefitted more from a smaller shorter lesson. One leaner had previous experience of oxy fuel cutting from college so I had to assess his ability, knowledge and understanding along the way. I had to be prepared to offer this learner more work to meet his needs. Partner work was used in which I chose the pairs in relation to their a bility and understanding, and set them small tasks to encourage good working relationships. Instead of watching a video and power point in a classroom, the lesson had to be carried out in a workshop environment. This had both a negative and positive affect on my learners. One learner in particular always struggles to learn in the classroom as he is very easily distracted and is best suited in the workshop. He seemed to learn more from this adaption as he needs to be kept busy and occupied at all times. Another learner in the group bounces off this learner’s behaviour so with all learners occupied and busy, the second learner was also occupied and well behaved which encouraged him to work and learn. There were however, aspects on the video which could not be demonstrated in the workshop and could cause confusion between some learners following and working from the hand outs. The hand outs which I used were also used in the workshop for the learners to follow. These hand outs are usually used with a power point presentation but without a classroom, the lesson had to be adapted. One learner in the group can struggle with the workshop based learning. He has quite a good understanding of the subject and can ask a lot of questions relating to the subject. I adapted the lesson to suit his needs by setting a set of questions for them to research and answer at the end of the lesson using the knowledge and understanding they had and gained, their hand outs and research on the internet. There were also diagrams to label in the hand out which instead of working from the power point presentation, I had them label orally during the lesson to assess their learning. I could expand on the activities completed to embed elements of minimum core easily. Although the research part of the lesson was added due to not having a classroom, I could set research questions in every lesson. Instead of cutting straight lines with the learners, I could set them a task of marking out and cutting out shapes to dimensions in which the learners would have to allow for the kerf or cutting line. This would encourage the use of maths by working from dimensions and working out simple formulas to find circumferences and cutting widths. I could also incorporate the use of the smart boards to encourage learners to take part in presentations or answering questions. Games could be organised for diagram labelling identifying components and parts of equipment. During the lesson, I constantly gave feedback to the learners by asking questions to ensure they knew and understood what they were learning and acknowledging their answers. During the practical work I would assess their ability of cutting and identify faults with them but highlighting the good points to keep them motivated. The learners would identify and try to correct their faults for the next cut. I would ask the learner what they thought of their work and ask them what they thought they were doing wrong working from fault sheets. I encouraged the learners to try and cut in a variety of ways to keep them motivated following the same method in giving them feedback. This was done in order to prolong their motivation and to encourage them to assess their own work and improvement so they could see their own individual progression. The questions for research that I set were checked, but not in a formal manner. I ensured the learners knew they were set as tasks rather than a test. I went through the questions with the group as a whole and they all shared their answers to the group. Each learner had an input in answering the questions and a conclusive answer was met. I could develop my lesson further by expanding the length of the lesson slightly to cover more aspects of oxy fuel cutting. More resources could be used in order to embed minimum core more effectively. Resources such as videos and power points should be used for learners who learn more effectively in a classroom but should also cater for the learners who learn more from demonstrations and observations in the workshop perhaps in the form of more hand outs or other resources such as work or procedure sheets or question and answer sheets. I could also incorporate the use of a smart board as opposed to just using it for power point presentations to include learners in each lesson. Finally, I need to ensure I keep adapting lessons to meet the learning needs of the learners. Adapting lessons is an important part of teaching as Geoff Petty (page 141) noted â€Å"Many teachers develop one or two teaching methods and stick to them. This is a mistake. A variety of methods – as well as increasing student attention and interest – gives you the flexibility to deal with the wide range of challenging and infuriating problems that teachers inevitably encounter. It also helps you deal with the increasing demands of the teacher’s ever-changing role. In modern education, as in evolution, the motto is ‘adapt to survive.† BIBLIOGRAPHY http://isites.harvard.edu/fs/html/icb.topic58474/microteaching.html Accessed 15/08/12 Petty, G (2009) Teaching Today a Practical Guide, Nelson Thornes Ltd, Cheltenham

Vaccines and Misinformation Surrounding Them

Vaccines and Misinformation Surrounding Them Celeste Clark An Argumentative Exploration into Vaccines and Misinformation Surrounding Them: TL;DR, Vaccination and Autism Have No Correlation Since the late 1990s, myths about the risk of a link between standard infant vaccination and those administered being autistic as a result, as well as general superstition or skepticism over the effectiveness and safety of vaccines, have been perpetuated and grown in popularity. So much so, that the president (at time of writing, Donald J. Trump) has questioned their safety, potentially putting millions of lives at risk. Vaccination is important for the health and well being of a community, as well as the human race, and should not be disputed. The belief in the chance of developing autism from vaccination is a harmful conviction to autistic people and children who dont get vaccinated because of their parents irrational fear that says, through their actions, I would rather my child die of a preventable disease than have a disorder. Especially in the current climate of alternative facts and conflicting information, it is imperative one should mold their beliefs to fit the facts, not m old the facts to fit their beliefs. Firstly, the positive (a double-meaning here of favorable and certain) effects of vaccination. On the authority of the CDC (Centers for Disease Control and Prevention), Although children continue to get several vaccines up to their second birthday, these vaccines do not overload the immune system. Every day, your healthy babys immune system successfully fights off millions of antigens-the parts of germs that cause the bodys immune system to respond. The antigens in vaccines come from weakened or killed germs so they cannot cause serious illness. Vaccines contain only a tiny amount of the antigens that your baby encounters every day, even if your child receives several vaccines in one day. People are usually vaccinated when they are very young, since their immune systems are weak and not well developed. At their young age, they have a higher risk of contracting and failing to successfully combat diseases they come in contact with. The process of developing and testing vaccines begins with a laboratory, continues with clinical trials, and ends with the FDA (Food and Drug Administration), who must approve a vaccine, its safety, and its effectiveness before its distribution and use in the United States. It is such a controlled and extensive process, it typically takes 10 to 15 years of research and testing before the vaccine is presented to, and approved or rejected by, the FDA. Vaccines, in their preventative nature, will likely seem to have a lack of effects to the person they are administered to-e.g., Person A gets vaccinated and nothing changes. Their life goes on as normal, and they do not notice that they have not come down with the disease that the vaccine counteracted. However, Person B was not vaccinated, gets the disease, and feels the full effects of what the vaccine silently prevented in Person A. For such a simple, quick procedure with a low-profile effect, its incredible the positive response it can have on an individual and a community. That, coupled with the fact almost all insurance covers it, makes it seem rather appalling more people fail to take advantage of it. An adverse event is, essentially, a coincidence; a health problem that occurs following vaccination that possibly could be induced by a vaccine. A side effect is a reaction shown to correlate to a vaccine by scientific studies and tests. The difference between adverse events and side effects is significant, especially in an argument as controversial and serious as this. It is important to recognise that personal anecdotes are not evidence. Adverse events reported to the VAERS (Vaccine Adverse Event Reporting System) are not necessarily side effects caused by vaccination. Vaccines do not affect or alter genes in any way, and gene mutation is what most likely causes autism, stated here by the Autism Society, There is no known single cause for autism spectrum disorder, but it is generally accepted that it is caused by abnormalities in brain structure or function. Brain scans show differences in the shape and structure of the brain in children with autism compared to in neurotypical children. Researchers do not know the exact cause of autism but are investigating a number of theories, including the links among heredity, genetics and medical problems. In many families, there appears to be a pattern of autism or related disabilities, further supporting the theory that the disorder has a genetic basis. While no one gene has been identified as causing autism, researchers are searching for irregular segments of genetic code that children with autism may have inherited. Autism is a developmental disorder, a broad spectrum of different symptoms and traits, found in people of all races, genders, ages, etc. It is becoming more commonly diagnosed due to increased knowledge. It is not a disease, nor is it curable or caused by vaccines. This quote from the article Vaccines Dont Cause Autism, but Thats Not the Point by Leslie Waghorn explains the moral wrong of accusing vaccination of provoking autism, and how it affects autistic people: . . . The panel discussion being broadcast was teens and adults with autism and how federal funding could better support them. As the show closed, the moderator asked if anyone on the panel felt a vaccine had caused their autism. Silence. One teen panelist spoke up, no, but it hurts that you would ask that question. The moderators tone softened, he apologized and asked why. . . . As I recall his response was, because it makes me feel like Im damaged or broken, when Im not. I was born this way. My brain just works differently than most other peoples. When people talk about vaccines and autism it makes me feel like Im not a person but a bad result. It reminds me that no one wants a kid like me and parents will risk their kids lives and everyone elses just to make sure their kid doesnt turn out like me. Even if vaccines did cause autism, it isnt a death sentence. Vaccine-preventable diseases can be. Children are not better off dead than disabled. Sources Cited   Ã‚   Achievements in Public Health, 1900-1999 Impact of Vaccines Universally Recommended for Children. Morbidity and Mortality Weekly Report. Centers for Disease Control and Prevention, 02 May 2001. Web. 20 Feb. 2017. Culp-Ressler, Tara. Massive New Study Provides The Best Proof Yet That Vaccines Dont Cause Autism. ThinkProgress. ThinkProgress, 22 Apr. 2015. Web. 20 Feb. 2017. Ensuring the Safety of Vaccines in the United States. Centers for Disease Control and Prevention. U.S. Department of Health Human Services, Feb. 2013. Web. 20 Feb. 2017. Evidence Vaccines Work. Northern Rivers Vaccination Supporters. N.p., June 2016. Web. 20 Feb. 2017. The Facts Behind Vaccine Safety. New York State. Department of Health, Feb. 2015. Web. 20 Feb. 2017. Fine, Paul, Ken Eames, and David L. Heymann. Herd Immunity: A Rough Guide. Clinical Infectious Diseases 52.7 (2011): 911-16. Oxford Academic. Infectious Diseases Society of America, 01 Apr. 2011. Web. 20 Feb. 2017. Five Important Reasons to Vaccinate Your Child. Vaccines.gov. U.S. Department of Health and Human Services, n.d. Web. 20 Feb. 2017. How Do Vaccines Work? HealthyChildren.org. American Academy of Pediatrics, 21 Nov. 2015. Web. 20 Feb. 2017. How Vaccines Work. Vaccineinformation.org. Immunization Action Coalition, 15 Aug. 2016. Web. 20 Feb. 2017. Importance of Vaccines. Vaccineinformation.org. Immunization Action Coalition, 09 Nov. 2016. Web. 20 Feb. 2017. Khalakdina, Asheena, Alejandro Costa, and Sylvie Briand. Smallpox in the Post-eradication Era. Weekly Epidemiological Record 91.20 (2016): 257-64. World Health Organization. WHO, 20 May 2016. Web. 20 Feb. 2017. Making the Vaccine Decision. Centers for Disease Control and Prevention. U.S. Department of Health and Human Services, 03 Aug. 2016. Web. 20 Feb. 2017. New Meta-analysis Confirms: No Association between Vaccines and Autism. Autism Speaks. Autism Speaks Inc., 19 May 2014. Web. 20 Feb. 2017. Olson, Samantha. History Of Autism And Vaccines: How One Man Unraveled The Worlds Faith In Vaccinations. Medical Daily. IBT Media Inc., 23 July 2014. Web. 20 Feb. 2017. Possible Side-effects from Vaccines. Centers for Disease Control and Prevention. U.S. Department of Health and Human Services, 02 Dec. 2016. Web. 20 Feb. 2017. Proof That the HPV Vaccine Works. HealthyWomen. National Womens Health Resource Center, Inc., 22 Feb. 2016. Web. 20 Feb. 2017. Should Any Vaccines Be Required for Children? ProCon.org. N.p., 31 Jan. 2017. Web. 20 Feb. 2017. Stern, Alexandra Minna, and Howard Markel. The History Of Vaccines And Immunization: Familiar Patterns, New Challenges. Health Affairs. Project HOPE, 01 May 2005. Web. 20 Feb. 2017. Understanding How Vaccines Work. Centers for Disease Control and Prevention. U.S. Department of Health Human Services, Feb. 2013. Web. 20 Feb. 2017. Understanding Risk. The History of Vaccines. The College of Physicians of Philadelphia, n.d. Web. 20 Feb. 2017. Vaccination Greatly Reduces Disease, Disability, Death and Inequity Worldwide. World Health Organization. WHO, Feb. 2008. Web. 20 Feb. 2017. Vaccine Myths Debunked. Public Health. PublicHealth.org, 27 May 2016. Web. 20 Feb. 2017. Vaccine Safety: Examine the Evidence. HealthyChildren.org. American Academy of Pediatrics, 26 Jan. 2017. Web. 20 Feb. 2017. Vaccine Safety. ImmYounity. Sanofi Pasteur Inc., 03 Feb. 2015. Web. 20 Feb. 2017. Vaccines Do Not Cause Autism. Centers for Disease Control and Prevention. U.S. Department of Health and Human Services, 23 Nov. 2015. Web. 20 Feb. 2017. Vaccine Side Effects and Adverse Events. History of Vaccines. The College of Physicians of Philadelphia, 27 Jan. 2016. Web. 20 Feb. 2017. Vaccines Work! Immunization Action Coalition. National Center for Immunization and Respiratory Diseases, n.d. Web. 20 Feb. 2017. www.immunize.org/catg.d/p4037.pdf>. Waghorn, Leslie. Vaccines Dont Cause Autism, But Thats Not the Point. The Scientific Parent. TheScientificParent.org, 07 Mar. 2016. Web. 20 Feb. 2017. Whats in Vaccines. Vaccines.gov. U.S. Department of Health and Human Services, 01 May 2014. Web. 20 Feb. 2017. What Causes Autism? My Child Without Limits. United Cerebral Palsy, n.d. Web. 20 Feb. 2017. What Is Autism? | Causes. Autism Society. Autism Society, 15 July 2015. Web. 20 Feb. 2017. Why Do People Think That Vaccines Can Cause Autism? Caresquad. Caresquad.com, LLC, n.d. Web. 20 Feb. 2017. Willingham, Emily, and Laura Helft. The Autism-Vaccine Myth. NOVA. Public Broadcasting Service, 05 Sept. 2014. Web. 20 Feb. 2017. Willingham, Emily, and Laura Helft. What Is Herd Immunity? NOVA. Public Broadcasting Service, 05 Sept. 2014. Web. 20 Feb. 2017.