...| Group 1 | | Section 4 | Southwest airlines 2008 | Case analysis for Southwest Airlines by Group 1, Section 4 | 1. Problem Statement Should Southwest Airlines expand operations into new markets? 2. PESTCL Political * Low entry barriers due to Open Skies agreement with European countries * Successive wars and acts of terrorism resulting in low passenger preference to air travel Economical * High fixed cost industry with low net profit margin * Passing of Airline deregulation act of 1978 helped reduce fares and allowed many more airlines to enter US market * Economic slowdown resulting in job cuts and thus reduced passenger traffic * Airline industry debt load far greater than US Industry average Social * Threat of epidemic (like SARS) and post 9/11 aversion to air travel * Low fares encouraged air travel for price sensitive and low income group travelers * High demand for air travel Legal * Several airlines filing for Bankruptcy under Chapter 11 * Strong Labor unions * Strict aircraft safety laws 3. SWOT Listing Strengths: * Low operating costs and lowest fares * Innovative service structure * Unique Marketing campaign * Low equipment age * Innovative Customer Service experience * High safety record * No frill service * Lowest customer complaints * Lowest gate turnaround time * High employee motivation and cohesiveness * Point to point flight * Separate labor union for Southwest pilots...
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...A television mini-series. The mini-series “The Bible” directed by Christopher Spencer, is a show that tells the stories of the entire Bible. Many Christians did not feel comfortable and were skeptical with letting Hollywood take on such a prestige piece of literature because they thought it would alter its content and devalue its significance, but the mini-series was actually a massive success earning over three Emmy award nominations. In the article “‘The Bible' – This Time, Hollywood Got It Right” by Geoff Tunnicliffe, he says that a mini-series that is not only "not disappointing," but actually rises to the top of the Wow scale due to its incredible accuracy of the word of the bible and although the series could not capture every detail of the entire bible, (which alters its original content) it still is able to able to convey the message of Christianity to consumers in a way the original book did not as well through its, emotion, screenplay and Bible to movie script. (Christian Post) In conclusion, The Bible has tremendously influenced American culture and world culture through bringing people together and gives great purpose to the world. Throughout the centuries of years, it has been written It has still managed...
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... does this Infringe on the rights of the parents? Dwanna Foster Grand Canyon University June 16, 2012 Should Teachers be involved in the Character Development of a student or does this Infringe on the rights of the parents? There is a question that states: Should teachers be involved in the character development of a student or does this infringe on the rights of parents? I absolutely believe that teachers need to be involved in character development of students because teachers have the skill to know how to effectively reach students. It is teacher’s duty to teach students the importance of character and how to deal with the issues the correct way when faced with them. It is a teacher’s duty to teach students the importance of character and how to deal with issues the correct way when faced with them. It is teacher’s duty to teach students the importance of being respectful, honest, responsible, confident, and how not to be procrastinators when it comes to getting things done and reaching their goals. All of these things make up the definition and forms an image of character. Teachers have a powerful influence on students’ lives and because of this it should not be taken lightly. We have the ability to help students see things in a way that they could have never imagine. It is a craft to being a teacher and a big responsibility as well because you have young minds in your hands that’s still developing. Does these matters infringe on parental rights? It definitely...
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...‘This is no case of petty right or wrong That politicians or philosophers Can judge.’ Discuss ways in which Thomas presents patriotism in ‘This is no case of petty right or wrong’. In your answer, explore the effects of language, imagery and verse form, and consider how this poem relates to other poems by Thomas that you have studied. Written on 26th December 1915, Thomas had been serving in the army for six months; however he had not yet been overseas and had been based in hare Hall, Gidea Park in Essex as a map reading instructor. It is believed that the basis for writing this poem appears to be Thomas thinking back to the initial stages of the war, where he was contemplating to enlist or not, where he was undecided over his sense of duty towards his country over his responsibility for his family along with his desire to follow his literacy career. Along with this reminiscence of his original decision to enlist, Thomas may have also been thinking about his current position in the army, and deciding whether or not his service in England was substantial, or whether he should volunteer overseas. The poem opens immediately with ‘petty’ – a bold affirmation that is emphasised by the idea that war is much more complicated than black and white that the ‘politicians and philosophers’ would encourage us to believe. It appears that Thomas criticises those who attempt to encourage nationalism and passion by almost creating hatred toward the German people. He states that the guilty...
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...While children have a legitimate right to freedom and autonomy, this is necessarily limited by the authority of the teacher to discipline and punish. Children have a legitimate right to freedom and autonomy. However, these are not rights that children intuitively understand and know how to exercise. Nor do they develop naturally as the child matures. Instead they must be taught and learned. Children must be guided and educated into an understanding and appreciation of what it means to be both free and autonomous individuals within a given society. In order for this to occur, both autonomy and freedom must prevail within the classroom. Only in such an environment can children safely practise what it means to be free and autonomous individuals and learn how to responsibly exercise these rights. It is, perhaps, somewhat of a paradox that at the heart of both freedom and autonomy lie control and restraint. Children need to first learn these virtues in order to become free and autonomous individuals who are able to responsibly function within society and take full advantage of the opportunities available to them. In order for this to happen restraints may well be necessary. Teachers must have a degree of authority over children in order to educate them to exercise their freedom and autonomy responsibly. If the teacher’s authority is questioned or not respected, then the child’s successful transition into a responsible, autonomous adult may be compromised. To maintain a sense...
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...Primo Levi’s If this is a man, is a book about his personal experience at a concentration camp in poland during the second world war. It is very interesting but at the same time horrific because of what he had gone through. Margaret Atwood’s Handmaids Tale is a fictional novel about a woman living in a distopia in the near future. Their world is in that state because of nuclear war. The women who are able to give birth are called handmaids whose soul job is to give birth to children which aren’t theirs. It is also an interesting book but it does have a less realistic feeling to it. One of the main themes in If this is a man is the ‘demolition of a man.’ It is also a theme in The Handmaids Tale, but it is not discussed. During the rule of hitler, the regime would confiscate all of the prisoners possessions, which in my opinion could make them feel almost inhuman. Primo Levis character in this incredible story has a very strong personality. At one point he tells himself and believes that he has no chance of survival and he does not grasp on any chance of hope that comes along, compared to what many others did. He stays strong and is tries not to lose himself without any of his possessions etc. At first he is documenting exactly what happened to him, and gives no apparent emotion to what is happening. His use of the third person when describing events that occur and emotions make his writing more objective. He tells the reader that from what he has seen loss...
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...“Cleisthenes reforms gave the poor more rights than Solon had done.” To what extent do you agree with this opinion? I think that Cleisthenes did give the poor more rights than Solon did. He went further than Solon did and reduced the gap between the poor and the wealthy by creating new demes based upon the area in which you lived rather than who your family were. Cleisthenes had gained power by promising to give the poor more power, in order to weaken his rival, Isagoras’ support in the political areas. This allowed him to have the backing of the majority of the Athenian citizens, as they were mostly poor. However, it also meant that he had to follow through with his promise otherwise he would have the citizens against him and his regime. In order to make sure that no one else could seize tyrannical power, new cults and military functions increased the unity of the new tribe. The loyalty of the new tribes was now to Attica and not to the noble families as they were grouped into three areas of Attica. The basis of the Boule was strengthened making it more difficult for ambitious tyrants to take power. Breaking up the demes broke the power of the nobles and the old ionic tribes they had dominated. Also, the Boule of 500 became open to all over 30, except thetes and was most likely selected by lot which gave no advantage to the aristocracy. They served for one year and reappointment was allowed once but not in consecutive years making it hard for individuals to dominate. The nobles...
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...“To what extent should the law reflect a moral vision, even when this involves an interference with the rights of individuals who might disagree with that vision?” The relationship between the law and morality is one which has been a source of discussion and controversy for a whole host of reasons. It can be argued that although it is fundamentally futile for a particular moral vision to not influence law making, is it just for one’s perception of what is morally right to hinder the rights of others who may not share such moral visions? In a democracy, we the people decide who makes the laws for us – preferably the laws should reflect the moral vision of the people who we choose to represent us. However, due to the complex nature of morality the value system of the people tends to be varied. Thus, the law does not please everybody and as a result the rights of some individuals are hindered due to the contrasting moral vision of others. The purpose of this essay is to explore the way in which abortion as an issue is one which has been greatly affected by adverse moral visions. As a result, the rights of individuals in Ireland who may disagree with that vision have been affected. The Enactment of the 8th Amendment. The lawfulness of abortion under the constitution of Ireland can be considered as a topic which has sparked much debate between dissimilar views on abortion and bodily autonomy in Ireland. Kingston wrote that before the insertion of the eight amendment into the...
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...give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None I don’t want to give you rights to any work but this. None...
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...(excluding bibliography): 4913 2. (a) Could poverty be a violation of human rights? Introduction In this essay I argue that poverty could be, and sometimes is, a violation of human rights. But what counts as a ‘violation’? After sorting out terminology (section 1), I distinguish three ways in which impoverishment could be a human rights violation (section 2). When an agent deliberately acts to impoverish someone, the resulting impoverishment, indisputably, is a violation of human rights. In contrast, when an agent merely omits to aid someone who is impoverished, it is deeply implausible that the impoverishment constitutes a violation of human rights. But there is a third, controversial class of cases, at the border of the acts/omissions distinction: where an agent, such as a state, negligently allows people to fall into or remain in poverty. Whether this counts as a violation of human rights is the principal subject of this essay, and requires for its resolution a discussion of the major philosophical conceptions of human rights. I consider the ‘standard’ account (section 3) and the ‘pragmatic’ account (section 4) of human rights. The former interprets human rights as fundamental moral rights; the latter interprets human rights in light of the function of actual human rights practice. I argue that both fail as philosophical accounts of human rights, and thereby fail to justify the human right to freedom from poverty (henceforth ‘HRP’): the standard account is unacceptably...
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...INTRODUCTION Background Information is power and the spirit of democracy. The right to information is considered as a fundamental human right. Right to Information is also known as the freedom of information or the right to know. In a modern democracy, good governance is essential. Among the chief characteristics of good governance are transparency and accountability, elements that can be best ensured only when information is available abundantly and as speedily as possible. Right to information (RTI) empowers public for questioning government agencies about the process, status and result of different activities thereof. The quest of procedural and financial transparency by applying right to information is quite essential, that helps in paving the way for public to participate indecision-making process and governance system. Right to Information is one of the lately recognized rights, generally information means any material in any form including records, documents, memos, e-mails, opinions, advices, press releases, circulars, orders, logbooks, contracts, reports, papers, samples, models, proceedings, decisions. This is one of the importance right held in public agencies. This term also includes the right to study or observe any written documents, materials held in public agencies or proceedings of such public agencies, to obtain a verified copies of such written documents, to visit or observe the places where any construction of public importance is going on and to obtain...
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...on Human Rights (ECHR) is an international treaty that drafted by the Council of Europe to promote human rights and fundamental freedom in Europe. The aimed of Council of Europe is to achieve a unity among its member and believed that one of the way to persuade this goal is the maintenance and the further realization of Human Rights and Fundamental Freedom through this convention. The convention is inspired by the Universal Declaration of Human Rights in 1948 that was proclaimed by General Assembly of United Nation. The resulting is The European Convention on Human Rights (ECHR) signed on Rome on 4th November 1950. The implementation of this convention came to force three years later in 1953 and three subsequent institutions were entrusted with safeguarding its workings: The European Commission of Human Rights (1954) The European Court of Human Rights (1959) The Committee of Ministers of the Council of Europe(1). In the European Convention of Human Rights, there are 17 key articles relating to rights and freedoms in the convention outlined in section 1 Article 2-18, which include: • Right to life • Prohibition of torture or inhuman and degrading treatment or punishment • Prohibition of slavery and forced labour • Right to liberty and security • Right to a fair trial • No punishment without law • Right to respect for family and private life • Freedom of thought, conscience and religion • Freedom of expression • Freedom of assembly and association • Right to marry ...
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...2. Whether the right to privacy and confidentiality is a fundamental right under Article 21? 2.1. What is Right to Privacy and Confidentiality? Privacy may be regarded as a basic right of every human being. Stone in his textbook gave a narrow definition of privacy. He stated that it is the right to prevent, or to be compensated for, the unauthorized acquisition or publication of secret information. This definition, although narrow, is apt for the present facts of the case. The European court on human rights has also tried to define privacy in various cases. It has been termed as a circle around every individual human being which no government...ought to be permitted to overstep and some space in human existence then entrusted around and sacred...
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...“Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.” -Eleanor Roosevelt Introduction Millions have suffered crimes against humanity. Millions are left poor, without any of the basic needs to survive. Millions more suffer in forced labor. Other millions are discriminated on because of their race, gender, and nationality. When do these millions become less, or none for that matter? When will crimes against humanity stop? When will one’s race not matter? “The idea of human rights has a long history, but only in the past century has the international community sought to galvanize a regime to promote and guard them” (Council on Foreign Relations, 2013, 1). Particularly, since the United Nations was created in 1945, the world community has cooperated to codify human rights in a universally recognized regime of treaties, institutions, and norms...
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...Are Human Rights Universal? Article 1 of the Universal Declaration of Human Rights states that ‘all human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood’ (The Universal Declaration of Human Rights, 1948). This idea that human rights should be applicable and accessible to all, that they are, in all senses of the word, 'universal', is a topic of debate for many critics in all parts of the world (Tharoor, 1999: 5). The very concept of anything being universal is in itself controversial; can anything in our multicultural, multipolar world ever be ‘truly universal’? This essay aims to evaluate the extent to which human rights are universal, focusing on the imposition of Western norms on Non-Western countries, the cultural relativist view of universal human rights and the defence for human rights as a universal idea. The first hurdle that the idea of universal human rights faces is who defines human rights? Critics such as Michael Ignatieff argue that the Universal Declaration of Human Rights is a Western document, and that individuals from Non-Western countries are not given the same rights as those in the West (O’Connor, 2014). This is noticeable in the emphasis on individual rights as opposed to communal rights, which are commonly practiced in Non-Western countries. In addition, many of the rights stated are only accessible to the West, such as the right to paid vacation...
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