Political Speech -- Media

Discursive consciousness encourages politicians to partake in sharing one’s history. It is the speech that is a conversation or discourse between the potential and the intended audience. It is a personal campaign, relating platform to the laity in an effort to gain a true backing. That creates a profile. Through existential coherence, the insinuations of relatedness succor the public and the politician to find common ground, supplying elements of familiarity evoking a relatable and approachable persona. This public image is a configuration of the individual’s history, ideas, beliefs, and purpose, an oratorical resume of sorts. A Narrative of belonging would be displayed in the existential coherence of the campaign. Implications of specific regional qualifications render the potential apropos to the masses. In example [1] candidate Steve Evans, relegates his background, relishing his youth. Action of Narrative belonging entices the voters to identify the candidate as â€Å"one of us†. It is reinforcing the notion that he is not an outsider. Example [2] invites the audience to look into ...

Defining Bullying Analysing Essay

Bullying in schools continues to be a problem faced by educational institutions today. It corresponds to the ability of both students and educators to use their power and capacity to intimidate and coerce others to follow their desires. Such realities then present negative consequences not only to the student but also to the overall capacity of the institution to facilitate opportunities for learning and growth. By seeking to identify the corresponding impact and risks associated with bullying, stakeholders in the realm of education can provide inputs and new strategies that can help promote change and pursue effective classroom management. Defining Bullying Analysing the definition of bullying, it is then crucial to determine its main scope and purpose. Here, it can be seen that using aggression, coercion, and violence are oftentimes the themes used by individuals to create situations of intimidation or torment. Under these specific circumstances, various reasons can be attributed to why people engage in bullying behaviour. Some scholars argue on the grounds of satisfying the need for control or power while some are just responding to the environment they see (Banks, 1997). Due to this, it is then crucial to understand these reasons more effectively to better identify policies and elements related towards change. Similarly, the idea of bullying also emanates from how one exercises influence and power over the other. Given that students who engage in such actions arguably have equal power than any other student in campus, the issue then here is their ability to abuse it due to specific circumstances. To elaborate further, â€Å"individuals differ in the power they can exercise over others and children need to learn not to abuse that power† (Rigby, 2003, p. 6). However, one must not try to align bullying with conflict between parties. This is because the idea here is that in bullying one exercises/has power over the other while in conflict both parties equally share an issue to argue about. It is through such interaction process that the playing field is levelled and therefore should not be mistaken for bullying. In essence, bullying does happen when students resort to misuse of their power, control, and influence towards others. Individuals commit to such actions because they believe they can while victims continue to be subjected to bullying because they continue to succumb to it (Findely, 2006). After looking at the definition of bullying, it is now crucial to identify specific ways on how such behaviour is carried out. Specifically, the main objective of any bullying behaviour is to have a specific target where individuals can utilize power and control over others. These actions can revolve from verbal abuse towards physical violence in small and frequent doses (Smith, 1999). Given the multiple ways that people can engage using verbal and physical bullying, it becomes rather difficult for educators and school administrators to point these issues accordingly unless students report such situations. What Australian Statistics Say Applying the elements of bullying in the educational system of Australia, it can be seen that considerable attention must be made to bridge gaps and develop strategies for change. In particular, several studies have noted the prevalence of the behaviour as early as preschool and continue to grow as the student progresses in his/her academic life. In particular, Rigby (2003) asserts that â€Å"assessing how often it happens is not easy, but research in Australia based on children’s reports suggests that about one child is bullied in one way or at least weekly† (p. 6). Similarly, statistics have also shown that both boys and girls do engage in bullying but illustrated using different means. For boys, they are most likely to commit physical actions and verbal abuse. On the other hand, girls tend to be more indirect and focus on ostracizing or excluding the individual from the rest of the group (Smith, 1999). This incidence greatly shows how each student is vulnerable to such threats and what different school administrators in Australia should focus on. By trying to point out and define the standards for appropriate behaviour, then the problem of bullying might be lessened. Identifying Reasons Looking closely at specific at the reasons why people engage into bullying behaviour, it can be seen that there are specific trends that illustrate behavioural and psychological conditions which hamper their ability to effectively respond according to school standards. On the behavioural perspective, different studies have argued that the main catalyst for students to practice bullying is their early exposure towards violence. They see their homes and environment they live as the norm and standard on how they should act and respond to others (Findley, 2006). Related to this process is the manner that educators showcase the bullying action themselves. Here, the practice of teacher violence emanates, either directly or indirectly, creates a mindset for students that the actions committed are valid (Riley, Lewis, and Brew, 2009). Through this, educators also serve as catalyst in expanding bullying due to their ability to influence and showcase a reality where one get what he/she wants provided that they coerce or overpower others to follow. On the other hand, there are also studies that tend to establish a psychological analysis of how bullying behaviour occurs. Specifically, it tries to argue how some children may have been suffering from conditions such as depression, ADD, or ADHD and brings about violent conduct towards other people (Ribgy, 2003). These dynamics in turn hinder the ability of a student to fully utilize their abilities and find it fearful to engage in classroom activities. Impact among bullied students Assessing the impact of bullying among students who have been subjected to it, it can be seen that these actions impede their ability to grow. In particular, students who have been subjected to such continuous behaviour often lose the ability and interest to study in schools (Banks, 1997). They see the location as threat and limit their ability to establish better means to coexist with their peers. In essence, this is one form of harassment that degrades the value of the individual and alienates them from participating in the educational endeavour and socialization (Findley, 2006). Looking closely at the specific effects of bullying, it can be seen that they revolve around the emotional as well as social levels. Particularly, students who been subjected to such harassment often lose their self-esteem and ability to isolate themselves from people at school (Smith, 1999). Since bullying may in turn correspond to a domino effect, the loss of self-esteem can lead towards the student feeling depressed and lonely. This in turn can result towards having limited motivation to go to school or engage in frequent absences (Findley, 2006). These elements are just examples of the short term effects of bullying. On the other hand, bullying can also induce negative effects in the long run. Here, an individual’s feeling of self-worth would be low and would result to accepting inadequacy as answer to this problem. Likewise, one would continue to isolate and feel powerless as they continue to tread their professional life. In addition, depression and psychological problems may also be present among students who have been bullied. More often than not, students who have been subjected to bullying behaviour have problems handling issues as they move towards their adult life (Rigby, 2003). Impact among those who Bully Analysing the impact of those who bully others, it can be seen that their actions correspond to the creation of uncertainty and insecurity within the school grounds. This especially applies for students who have not been subjected to such acts. Here, they feel that they can become victimized and create fear in the process (Rigby, 2003). These directions in turn serve to establish a bully’s ability to control the environment he/she is in. Another impact relevant effect of bullying revolves around creating opportunities for more bullies and continued disruptive behaviour. Given the idea that students do not tell teachers and administrators of what is going on in school, students feel they are powerful and can control the people around them. This then gives them the luxury to persist in abusing their power and likewise create opportunities to also influence others as well. With this environment, bullies are given the leverage to exercise what they want with limited possibility of being penalized or subjected to disciplinary measures. In the long run, bullies also are a problem for society if not addressed appropriately. Here, they can commit crime and limit their ability to engage in long term positive relationships towards other people. The threat then of criminal conviction alongside the development of specific problems on handling conflict issues with others are just some of the problems that bullies can experience in the future. Identifying Potential Risks of Bullying Student/Individual In determining the risks of bullying among students, it is important to note that since they are the ones who either engage in such behaviour or recipients of it, students are the most prone to experience the hurdle of responding and aligning their behaviour to survive such. That is why different effects, both emotionally and socially, can be seen among students and generates problems as it then relates with other potential risks such as academic achievement, teachers, and parents. Given the dynamics related to this approach, it is then essential to redefine programs that are focused on both victims of bullying and those who commit such acts. Academic Achievement Bullying also poses a risk in a student’s academic achievement. This remains to be seen especially among students who have been subject to continuous bullying and resulted to lack of motivation to go to school or partake in activities. Since some of these areas are important variables to get a good mark, academic achievement is comprised and sacrificed (Rigby, 2003). In particular, the ability to meet these standards becomes burdensome for students because they had to set the balance of adapting to bullies and the stress related to fulfilling the requirements of their subjects. Likewise, academic achievement is also at risk for bullies also because it gives them the leverage to abuse their power and gain opportunities to coerce people to follow their lead. Given that bullies have this ability, they can then ask others to do their assignment and submit specific projects or otherwise be beaten up. This then defeats the purpose of the educational process as bullies don’t learn anything and the bulk of the workload is provided to bullied students. Overall, bullying becomes a risk for academic achievement because it hinders students the ability to concentrate on their studies. Though the socialization process also is a significant precept in one’s academic life, the instance of bullying complicates the problem and leaves students the capacity to balance each of these tasks according to how they see it fit. Such reactions in turn limit students to reach their full potential and hamper their abilities to utilize their skills in academic activities (Smith, 1999). Parents and Intervention Parental intervention is also another risk that bullying creates. Under this process, parents are often clueless of what is happening to their children. Expecting that they do well in school, it can tarnish a child’s relationship with their parents especially if a student tells their parent’s they don’t want to go to school anymore or learns from their teachers that their child often absents. The basic assumption here is that since parents can exercise control, bullying hampers effective communication among parents because students feel that this can only worsen the issue they’re facing. Here, Banks (1997) point out, â€Å"students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies† (p. 1). Likewise, if bullying transpires within a student-teacher relationship, then it is also another difficult aspect for students to balance. Allowing their parents to intervene would only result towards educators putting the blame on students or become intimidated further in class. The aspect then of defining misbehavior and what is the boundary between the process of ‘disciplining’ and bullying becomes an issue to consider (Lewis, Romi, Katz, and Qui, 2008). Similarly, since students find it difficult to establish and determine these boundaries accordingly, they are often left succumbing to intimidation, coercion or at times reprimand that crosses the line of how discipline should be provided. Indeed, it has always been the interests of parents to see to it that their child gets the most out of school. However, bullying impedes these expectations and at the same time serves as a barrier for students to communicate to their parents effectively. By understanding the dynamics related to the role of the parents in this issue, better means for intervention can be made available for students to use (Lewis, 2001). Teachers and Administrators Lastly, the prevalence of bullying within schools also becomes a risk among educators and administrators because it illustrates their inability to control the issue. Since both actors are valuable stakeholders in the maintenance of an effective learning environment among students, the increased incidence of bullying in schools makes them accountable to these children’s parents. Likewise, both educators and administrators need to realize that their role encompasses the insides of the classroom. They must see to it that the school environment is responsive to students need and assesses potential risks and providing solutions to these issues (Lewis and McCann, 2009). Applying this precept in the realm of student-teacher relationship, bullying also poses a risk among teachers and administrators because the incidence of such behaviour violates their roles and responsibilities within the classroom. Given that there are certain parameters that educators can use to discipline students, it must not cross the line and induce traces of intimidation, coercive action, or physical violence among students (Lewis, Romi, Qui, Katz, 2005). Seeing this, bullying makes a difficult process to develop since establishing a proper means to discipline and sanction students for misbehaviour would appear to be compromised or construed in a different way. Opening up Opportunities for Change Given the potential risks and effects that bullying does, it is then crucial to devise specific measures that can infuse changes and increase responsibility among actors involved. Here, it takes into account the role of each stakeholder in the educational process and finds means to integrate ideas and inputs to generate a facilitative response to the issue. That is why change must not come from the educational sector alone, rather it must try to reach out and allow parents, students, and the community to get involved. The purpose of this not mainly revolves around limiting the occurrence of bullying in classrooms but also generate an appropriate response on how to prepare students to effectively respond to democratic ideals and values (Lewis, 1999). Evaluation, Experience, and Education The first step in establishing providing change revolves around evaluating the current school environment. Here, educators and administrators may need to ask whether or not bullying is rampant on campus or not. Here, it is important to note that the ability to apply real change in the process involves not disregarding the realities that are happening and simply seek out to know the truth (Smith, 1999). Through such mindset, administrators can have a clear picture of what is happening in the school environment and understand the dynamics related to how students interact and respond to the issue of bullying. The next stage involves gathering experiences from students and observing what really happened. Through this, administrators can then realize how rampant the situation is and what possible strategies can be used to alleviate the issue. Seeing this, experiences matter in resolving the issue because it helps observers learn from it and gain specific insights on how to respond accordingly (Findley, 2006). Likewise, experiences also highlight the shortcomings and mistakes of the school in how they had addressed the bullying issue before. In essence, these facets can serve as useful tenets that administrators can use to define and plan out the next strategies to be used (Banks, 1997). The last part revolves around education. Under this process, administrators now provides specific inputs on what needs to be done and lays it out for educators to apply and use. Here, specific importance is given towards communicating to stakeholders about the issue that is happening, its gravity, and how it is affecting students from academics to their personal life. This remains to be important because this serves as the crucial precept in determining what actions need to be made and how different actors would respond in accordance to the issue of bullying. Likewise, education seeks to bridge inputs and policies together. This stage serves as the application phase where behaviour is patterned according to the observations and inputs gained from experience. By synchronising these inputs altogether, it helps create a dynamic process and further the ability of promoting sustainable and long term growth (Rigby, 2003). Diversifying the Anti-Bullying Campaign Given the inputs gained from experience and observation, the next step to address bullying would be to create an Ant-Bullying campaign in schools. Here, it must entail a collaboration of actors involved in the educational process and establish specific norms and responses in addressing specific cases. If an educational institution already has particular rules concerning bullying, it would be best to diversify options available. To diversify means that the scope, application, and analysis of cases must come from different actors. The purpose of this is to enrich communication patterns among stakeholders and generate new inputs on how bullying can be addressed within and outside the classroom (Rigby, 2003). The attempt to diversify must also seek to promote the aspect of inclusion. This means that decision making processes must not come from the school administration alone. Rather, it must try to include and introduce this principle to the community and parents. This is particularly relevant because it can showcase transcendence and capacity to align specific policies and behavioural changes according to the values and principles provided by the school (Banks, 1997). This then can become a good strategy for success because it merges common interests altogether and justifies what inputs need to be considered and applied. In essence, diversification entails creating a shared responsibility among actors involved in the educational process. The ability to include parents and the community within the dynamics of change, it can create better responses among students. This process can also serve to complement an educator and administrator’s increasing tasks by providing an assistive strategy related to implementation of educational goals and objectives (Findley, 2006). Opening Patterns for Communication Another crucial step to address bullying revolves around the process of infusing communication among students. The idea here is to develop the ability to track down cases of bullying and providing appropriate disciplinary measures to culprits and protection amongst victims. Here, educators, parents, and the community must work hand-in-hand to ensure that appropriate means are created to open lines of communication among students regardless of the possibility of threats from bullies (Smith, 1999). The value of communication then is to help ascertain the degree of bullying happening in school and determine what actions need to be made in order to accomplish these directives. Strengthening Disciplinary and Protection Measures Alongside the development of openness in communication patterns, educators and administrators should also contribute their part in providing concrete and available means to exercise disciplinary and assistive measures for bullying. The main reason why many students don’t complain about this issue is the fear of retaliation and the ability to distrust how the overall process works (Banks, 1997). Due to this, the capacity to strengthen strategies and instruments related to the process discipline can then motivate students to take part in the initiative to stand up against bullying. At the same time, inducing means for protection and counselling would also complement the ability to limit the occurrence of bullying. By providing specific and goal-oriented strategies, educators and administrators can align behaviour according to the needs of a student. Allowing students to take part in this endeavour also justifies that the school administration is committed in putting an end to bullying rather than just trying to control. Thus, redefining the rules and regulations to meet these requirements can induce positive outcomes and carry out means to shape students for the better (Lewis, 1999). Reinforcing Accountability and Responsibility among Educators Given the idea that bullying can also transpire in a student-teacher relationship, it also crucial to reinforce accountability and responsibility among educators. Here, it revolves around facilitating the value of openness and professionalism of practice. Under this process, specific rules can be modified and changed to adapt to the trends of 21st century education. By doing this process, it can allow educators to become more responsive and address the increasing needs of students in the classroom. Arguing further on the need to redefine rules, it is also crucial for administrators to take into consideration defining the boundaries of what the aspect of ‘discipline’ and bullying diverge. Since educators can also be subjected to stress, pressure, and emotional conditions that distracts them from achieving their purpose, it is then essential to outline specific strategies that can help handle misbehaviour and occurrences of bullying inside the classroom. By redefining and aligning these principles with respect to educational norms and the needs of educators, the idea of reinforcing discipline and sanctions would become constructive and induce better means for addressing student behaviour (Lewis, Romi, Qui, and Katz, 2005). In essence, the increasing roles and responsibilities sometimes limit the educator to function to his/her optimum capacity. By trying to align and create changes in the way educators operate, it can help induce greater means for educators to effectively facilitate classroom management and diversify opportunities to address bullying. Conclusion To conclude, bullying is a huge issue in classroom management that educators and other relevant stakeholders need to consider. This is because it takes into account the ability of both educator and student to use their power and position to promote intimidation and coercion to other people. Similarly, it creates negative consequences on the bully and those bullied in terms of their ability to respond to the environment, motivation, to study, and other behavioural long term effects. Bullying also creates risks on different facets shaping learning and professional development among educators. Given these challenges, it is then crucial to outline policies for change. It is important to note that the ability to transcend in this type of environment inside and outside the classroom corresponds to the recognition and redefinition of student behaviour. At the same time, it must also try to incorporate openness in communication and value inputs gained from experiences in the past. Fundamentally, the basis for managing and preventing bullying from happening circumvents from the recognition of each member’s role and aligning these ideas within policies and rules. In the end, as the current educational system continues to undergo changes that affects the role of students, educators, administrators, and other stakeholders, classroom management issues such as bullying would always be existent. The challenge then is to ensure that appropriate mechanisms are in place to address the situation and effectively carry out patterns to make appropriate changes and models suitable to meet the demands of today’s 21st century educational environment. List of References Banks, R (1997), ‘Bullying in Schools’, ERIC Digest, viewed 29 Jul. 2010, http://www. ericdigests. org/1997-4/bullying. htm Findley, I (2006) Shared Responsibility: Beating Bullying in Australian Schools, Australian Council for Educational Research, Australia. Lewis, P (1999), ‘Preparing students for democratic citizenship: Codes of conduct in Victoria’s ‘Schools of the Future’’, Educational Research and Evaluation, vol. 5 no. 1, pp. 41-61 Lewis, R (2001), ‘Student Responsibility and Classroom Discipline: The Students View’, Teaching and Teacher Education, vol. 17 no. 1, pp 307-319 Lewis, R and McCann, Tricia (2009), ‘Teaching â€Å"At Risk† Students: Meeting Their Needs’, International Handbook of Research on Teachers and Teaching. LJ Saha and AG Dworkin (eds), Springer Science + Business Media LLC, US Lewis, R, Romi, S, Katz, Y, and Qui, X (2008) ‘Student’ reaction to classroom discipline in Australia, Israel, and China, Teaching and Teacher Education, vol. 24 no. 1, pp. 715-724 Lewis, R, Romi, S, Qui, X, and Katz, YJ (2005), ‘Teachers’ classroom discipline and student misbehavior in Australia, China and Israel’ Teaching and Teacher Education, vol. 21 no. 1, pp. 729-741 Rigby, K (2003), Bullying among young children: a guide for teachers and careers, Commonwealth of Australia, viewed 29 Jul 2010, http://www. ag. gov. au/agd/WWW/rwpattach. nsf/VAP/(1E76C1D5D1A37992F0B0C1C4DB87942E)~Bullying+Teachers. pdf/$file/Bullying+Teachers. pdf Riley, P, Lewis, R, and Brew, C (2009), ‘Why did you do that ? Teachers explain the use of illegal aggression in the classroom, Teaching and Teacher Education, pp. 1-8 Smith, PK (1999) The nature of school bullying: a cross-national perspective, Routledege, US

Fasb Accounting Standards Codification And The Hierarchy...

ACCT540 Statement No. 168 (superseded) The FASB Accounting Standards Codification ® and the Hierarchy of Generally Accepted Accounting Principles is FASB Statement No.162’s replacement that was created in Jun, 2009 The Hierarchy of Generally Accepted Accounting Principles. Statement 168 that replaced Statement No. 162 is now the base of the U.S. GAAP authoritative that been accepted by the FASB to be controlled by non-governmental entities. The recent reporting standards and non-SEC accounting are replaced by this Codification as of the actual date. It is successful for financial statements matters for annual periods and interim ending after September 15, 2009. Therefore, the FASB will not create new standards in the form of†¦show more content†¦However, this Statement maintains the scope of Interpretation 46(R) with the previous additional entities treated as special qualifying entities for purposes. The concept of these entities was eliminated in Statement No. 166. Therefore, the statement No. 167 also superseded the risks of quantitative-based and calculation of rewards to determine which enterprise, if any, provided a financial interest that controls an entity variable interest because the expectation of an access of the basic qualitative will be more efficient to identify which company has a financial interest of controlling in an entity variable interest. However, this is the way the FASB admitted to upgrade the financial reporting standards. Other additional necessity is an additional review event when deciding whether a company is a variable entity interest when there are any occurring circumstances and changes in facts. Fo r instinct, the owner of the equity investment at risk, as a group, lose the power from voting rights to direct the activities of the entity that some characteristic impacts the economic entity’s performance. 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The Malaysian Airlines MH17 Incident and Relevant Legislation - Free Essay Example

Sample details Pages: 10 Words: 3077 Downloads: 1 Date added: 2017/06/26 Category Law Essay Type Cause and effect essay Did you like this example? Executive Summary The accident of Malaysian Airlines MH17 is considered one of the worst in the history of Ukrainian aviation history and more so in the history of aircraft destructions. The death of 280-odd civilians flying from Amsterdam to Kuala Lumpur on 17th July, has been horrific and has shocked the entire world. The crash took place in Ukraine in an area where political instability had been a concern for few months prior to the date of accident. Don’t waste time! Our writers will create an original "The Malaysian Airlines MH17 Incident and Relevant Legislation" essay for you Create order After the accident, there were serious implications and it has led to political tensions between Russia and Ukraine. The Dutch Safety Board was the body that is the main investigator for the crash and they have brought out a preliminary report on 9 September 2014, which will be discussed in the report. The final report by the same safety board is expected to come in 2015. The major legislations and annexes relating to the accident in respect of the ICAO Convention is mentioned in the report and also the role of non-ICAO agencies. Introduction Malaysian Airline flight MH17 carrying 283 passengers and 15 crew, was flying from Amsterdam to Kuala Lumpur on 17 July 2014 and was presumably shot down killing all passengers and the crew on board. It is considered as one of the worst air disasters in the history of Ukraine, and also the Dutch history owing to the large number of these passengers being Dutch and it was the third air crash of a Boeing 777, a year after the crash that h appened on the way to Kuala Lumpur from Amsterdam. The flight crashed near an area in Ukraine over an area where political tensions had been fuming for quite a period. It was reported by the US Intelligence sources that pro-Russian separatists shot down the plane using a surface-to-air missile from the territory which was controlled by them. However, the Ukrainian Government was blamed for the accident by the Russian government. The Dutch Safety Board is the main investigation board for the accident and they issued a preliminary report on 9 September, the details of which will be discussed in this report. Furthermore, this report deals with the issues faced after the downing of the aircraft and brings out the associated Annexes and documents relating to the accident and the role of non-ICAO agencies. The aftermath of the accident which has caused tensions between Ukraine and Russia reaching new heights has been explained in the report. History of the flight Malaysian Airlin es flight Boeing 777-2H6ER with its operating name MH17 was scheduled to fly to Malaysia from Netherlands on 17 July 2014. It departed from Amsterdam Airport in Netherlands at 10.31 hrs. The flight plan for MH17 was filed by the Airlines and it was approved by air traffic control centres in all regions and according to it, MH17 was to fly at an altitude of 33,000 feet (FL 330) above Ukraine until it reached Dnipropetrovsk where it was to change to an altitude of 35,000 feet (FL 340). As it reached Dnipropetrovsk according to plans, at 12.53 hrs, the air control at that area asked MH17 whether it was able to be at the specified altitude of FL 350 and also avoid collision with another Boeing 777 flight flying at FL 330. The crew wanted to remain at FL 330 and the request was agreed to by the air traffic control by pushing the other flight above. At 13.00 hrs, the flight crew requested for a diversion 20 NM to the left because of the weather conditions, and this request was also approv ed. The crew were told by the ATC that FL 340 was not available when that was asked for and hence they maintained at FL 330 for a short period. At 13.19 hrs, the ATC data showed that there was a deviation of 3.6 NM north from the centreline of the approved airway and the crew were directed to change the route. The flight was then transferred to the Russian air control in Rostov-on-Don (RND) and they tried to inform the flight crew about the airfield track at RND, but there was no response from them at 13.20 hrs. Seconds after that, the data from digital cockpit voice recorder and flight data recorder stopped and RND confirmed the disappearance of the flight after it couldn’t be located on the radar. Investigation Investigation is currently done by an international group to understand the reasons for the aircraft crash. The lead has been taken by the Netherlands in conjunction with the co-operation of the Ukrainian government. The international investigation group compri ses 24 investigators including member countries like Australia, the UK, the US, Germany, Malaysia, Russia and Ukraine. Additionally, the Dutch Safety Board (DSB) will independently investigate the choice of the flight route. The investigation was delegated to the DSB by the National Bureau of Air Accidents Investigation of Ukraine (NBAII) because of the fact that the majority of passengers in the flight were Dutch and also due to the reason that the flight’s departure was from Amsterdam Airport. The International Civil Aviation Organisation (ICAO) has supported the DSB in procedures that comply with the standards and recommended practices (SARPs) mentioned in Annex 13. Basically, Annex 13 deals with the Aircraft Accident and Incident Investigation – to the Convention of International Civil Aviation, SARPS are explained to conduct the accident investigation in civil aviation. The area where the accident took place about 500km from Kiev, has been constantly under the radar and monitoring of all NOTAMs and pilots were warned of the risks flying in the region. The UK NOTAM issued several warnings to their pilots such as the possibility of dangerous situations in Ukraine airspace, especially in the regions of the Black Sea, Crimea, and the Sea of Azov. They warned the UK aircraft operators that Russian and Ukrainian authorities could potentially provide conflicting instructions with respect to air traffic control and that it would be advisable to be avoiding the areas until further notice. As far as Ukraine was concerned, a unilateral course of action covering both International High Seas airspace and its own sovereign airspace, contradicted the ICAO Annex 11 standards. It continued to provide Air Traffic Services (ATS) in the designated airspace and Russia also provided ATS in the same airspace. Hence, Ukraine NOTAM issued messages and prohibited the area over the Crimean peninsula for operations below FL290 and closed various routes, and Russian NOTAM directly conflicted with them. In effect, confusions and conflicting attitudes by sending the ATC instructions, had occurred in the particular airspace. In accordance with paragraph 7.1 of ICAO Annex 13, a preliminary report was presented by the Safety Board on 9 September. This preliminary report provides an overview of the initial, provisional facts. The report has been sent to ICAO for consideration. ICAO president Aliu remarked that ICAO is encouraged to see that the MH17 investigation is proceeding with the productive collaboration of accredited international representatives. Investigations into the circumstances of the accident will be co-ordinated by Netherlands and they will be in charge for the conduct of the investigation in accordance with the laws of Chapter 5 of Annex 13 to the Chicago Convention. The Netherlands will ensure the participation of other parties concerned, in particular Ukraine as the State of Occurrence, Malaysia as the State of Registry, the Uni ted States of America as State of Manufacture and the International Civil Aviation Organization (ICAO). The Netherlands will communicate the report and findings to the concerned states. Ukraine will use every means available to facilitate the investigation The paragraph 7.1 of Annex 13 also states the need for the State doing the investigation to send the preliminary to the other main parties that are involved such as the State where the airline operator is from, the State where the aircraft is registered, or the State where design and manufacturing of the aircraft were made. Annex 13 mentions that the States of operator, registry, design and manufacture all have the right to appoint an Accredited Representative to the investigation. All the facets of the investigation shall be participated in by the Accredited Representative with assistance from their investigators or advisers. The Accredited Representatives of the Sates that participate in the MH17 are Australia, the United States of America, the United Kingdom, Malaysia, the Russian Federation and Ukraine and the preliminary report was submitted to these investigators for review. The suggestions of all the representatives were assessed by the Dutch Safety Board and appropriate amendments were made to the report. In Article 1 of the Chicago Convention, it is defined that the States are sovereign in the airspace over their territory and article 28 obliges them to provide air navigation facilities to account for air navigation at the international level. Article 9 of the Convention describes the airspace over a country which can be made â€Å"controlled† or â€Å"restricted† or â€Å"prohibited†. With respect to Ukraine, there were restrictions placed on its territorial airspace in order to satisfy conditions of the military and to safeguard the safety of the public, which required civil aircraft to fly above the three dimensional airspace area. Malaysian Airlines has not changed their view that they flew lawfully above the airspace restricted by Ukraine. It could still be argued that the flight was inside the restricted area or above the that was reasonable or not but the main discussion is that the dangers of flying within or anywhere near that zone was still known in advance and MH17 should have been more proactive in dealing with such warnings. Currently, airlines’ decision to fly rests with themselves after receiving risk assessments owing to loopholes in the international laws and agreements. Recently, airline regulators under ICAO have called for taking control of the informing airlines about the potential warnings about dangerous airspace but this is highly unlikely to happen in the near future given the inadequacies of the law permits under the Chicago Convention. According to the paragraph 3.1 of ICAO Annex 13, â€Å"The sole objective of the investigation of an accident or incident shall be the prevention of accidents and incidents. It is not the purpose of this activity to apportion blame or liability†. The preliminary reports released by the DSB only describe the factual details of the accident and it does not analyse the larger picture that explains the contributing causes. An accident reporting database system is maintained by ICAO known as Accident/Incident Reporting or â€Å"ADREP† system through which details analysed from investigations conducted and those which are of absolute importance to prevent accidents in the future, are shared among the worldwide Contracting States. The European Union â€Å"ECCAIRS† (the European Co-ordination Centre for Aviation Incident Reporting System) designed the program platform that is used in ADREP system. As per the SARPs, in the case of criminal activities, the inferences from a technical investigation report is not deemed to be used. It is required that an independent judicial investigation be held by the competent prosecution and police and it is possible that this could prove to be an important factor during trials where the investigations by the board could lead to an expert witness at the hearing in the court. The European Counsel proposed EU Directive 94/56 through which it is required for all member states to form an independent accident investigation board so that the board is not partial and so not to compromise on the findings of the board. This was done so as to eradicate any chance of conflicting interests that may occur when a government body is the investigation board. Article 26 of the Chicago Convention puts Ukraine with the responsibility to conduct the crash investigation .Paragraph 5.1 of Annex 13 states the rule for the State where the accident occurs, to be responsible for conducting the investigation of the accident but it also mentions that either a part or the entire investigation to be conducted may be delegated to another State through mutual co-operation and agreement. Ukraine, being the State of Occurrence, was actually required to be taking responsibility for the accident investigation, but it filed a written petition to the ICAO requesting them to delegate the responsibility to the DSB and a team of technical advisers and accredited representatives under them. This agreement took place on 23 July 2014. The international team consisted of representatives of the State where the accident occurred (Ukraine), State where the aircraft design and manufacture took place (the United States of America), the State of Registry and Operator (Malaysia), State where the engine design and manufacture was done (the United Kingdom), State that provided information on request (Australia, Russia) and the ICAO. AFTERMATH OF MH17 The Ukrainian government’s attitude of not seriously following the obligations of the Chicago Convention and the ICAO regulation DOC 9554/932, led to the MH17 crash. Article 3bis of the Convention states that the signatories â€Å"refrain from resorting to the use of weapons against civil aircraft in flight† as this kind of behaviour deviates from the required norms and standards that regulate cross country interactions. As a result, no country has the right to use ongoing military confrontation on its territory to attack any civil or commercial aircraft. In addition to this, ICAO in its Safety Measures manual, defines â€Å"the responsibility for initiating the co-ordination process rests with the States whose military forces are engaged in the conflict,† in accordance with paragraph 10.2 of the respective international agreement. Hence the safe journey of the MH17 flight could have been achieved if it was co-ordinated properly as per the manual. FINDINGS FROM THE REPORT There were no controversies regarding the choice of flight level and the flight plan description set to be used by the corresponding ATC authorities for MH17 and this was confirmed from aeronautical sources that the aircraft was flying in an un restricted area outside the restricted airspace mentioned by the Ukrainian NOTAMs. The report also indicated that there was no question of the qualifications and experience of the flight crew as they had proper licensing and medical certifications to operate the flight. The airworthiness requirement of the aircraft had also been through a maintenance overhaul in 2013 and an inspection in the following year, so that was also discarded as a cause of the accident. As per the report, there was no evidence of cockpit voice and flight data recorders being manipulated or any malfunctioning of these found by the DSB. Furthermore, there were no engine issues and the last known altitude, flight path and the cruise settings of the engine were understood to have progressed without any problems. The main cause of the accident was found to be objects of high energy impacting and penetrating the aircraft. Aftermath of the accident The United States said that the plane was brought down by a g round-to-ait missile fired by the rebels armed by Russia. Russian President Vladimir Putin blamed the Ukrainian Government for the loss of the innocent civilians. He was of the view that the political tensions in Ukraine had been the major cause of this tragedy. This accusation led to both Putin and Sergei Lavrov, who is the foreign minister for Russia, to put steps forward for a thorough international investigation. At the present situation, it appears that the plane was shot down by a missile fired by a system designated â€Å"Buk† in the Soviet Union which are now co-owned by Ukraine and Russia. Ukrainian armed forces is bearing the brunt of the Russian defence ministry because they believe that the Buk systems were used in parts of Donbass controlled by Kiev. Tensions have soared high between Russia and Ukraine after that with the prediction of Russian experts that Ukraine possibly prepared to gun down a Russian aircraft if war occurs. Role of non-ICAO agencies Ukra inian State Air Traffic Service Enterprise (UkSATSE) issued NOTAMs adding a restricted area over the current one from FL320 to an unlimited altitude on 17 July 2014. On the next day, it issued another NOTAM to increase the restricted area size and also put a limit from the surface to an unlimited altitude. A meeting was arranged on 29 July 2014 and ICAO along with Civil Air Navigation Services Organisation (CANSO), Airports Council International (ACI) and International Air Transport Association and the outcomes were discussed with regard to risks associated with civil aviation due to various conflict zones and that ICAO along with its partners decided to: set up a task force at the senior-level comprising industry and state experts in order to resolve the issues relating to national security and civil aviation in general and also gather and disseminate information in an effective way. submit the findings of the task force immediately to a special meeting of the ICAO Council for action. A high level conference along with all 191 member states of ICAO will be convened by ICAO in February 2015. IATA has asked ICAO to address two main tasks. Firstly, it is required to ensure that necessary and relevant information be provided to the airlines by the government in order to assess the risks posed by various threats in an efficient way. It is absolutely important to pass accurate data or information as the risks associated with this is time-critical. One such example of information that was not provided properly was that flights going above Ukraine’s airspace above 32,000 feet would not create problems. This guidance proved to be wrong and so threats to aircraft, crew and passengers need to be minimised by the State by passing consistent and accurate information to the airlines. Secondly, it is required to control the design, manufacture and usage of anti-aircraft weapons. These powerful weapons are in the hands of non-State entities and international conventio n or law does not account for such form of ammunitions and MH17 brings out the limitations in the international system that must be rectified. Conclusion The MH17 accident was the worst incident in the history of Ukraine with a large number of passengers killed. It has posed serious questions on the future of the airlines especially because it happened just few months past the disappearance of the other MH370 flight. The initial part of the report focussed on how the crash occurred and detailed information about the timeline of the entire crash episode was provided. The various inferences and conclusions derived from the investigations carried out by the Dutch Safety Board were then analysed. The findings from the preliminary report were explained and the various circumstances that lead to the accident and its aftermath, in respect of the ICAO Convention and all the legislations covering the accident such as Annexes and Articles of the Chicago Convention were explained in d etail. The role of non-ICAO agencies is also important in disseminating quality information after risk assessment so that accidents could be prevented in the future.

The Leadership Style Of Steve Jobs - 1426 Words

Steve Jobs was a computer designer, executive and innovator, as well as an all-around role model for many people in both their businesses and their personal lives. As the cofounder of Apple Computers and former CEO of Pixar Animation Studios, he revolutionized the computer and animation industries, amassing a fortune worth $10.2 billion at the time of his death. Jobs intuitively understood the power of cultural influence in sustaining the strategic capabilities implicit in his perpetual vision of creating. Describe the overall leadership style(s) of your chosen senior executive. Job s was said to have servant leadership. Servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better†¦show more content†¦An organization that supports human captial management provides employees with clearly defined and consistently communicated performance expectations. Managers are responsible for rating, rewarding and holding employees accountable for achieving specific business goals, creating innovation and supporting continuous improvement.Apple is an incredibly collaborative company. A collaborative business structure is designed to bring parties together in a long-term relationship to achieve a common goal. In a collaborative work environment professionals’ work together to achieve goals independent of their location, and such practices enables an efficient and effective collaboration among different talents. Apples collaborative structure is a key part of how the organization is designed. Apple famously ch ose its management personnel based on the strengths they had already developed before joining the company. The collaboration of members of the company helps determines what best design and strategy needs to be elaborated to achieve the goals, reach more customers and increase profits. 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As the cofounder of Apple Computers and former CEO of Pixar Animation Studios, he revolutionized the computer and animation industries, amassing a fortune worth $10.2 billion at the time of his death. Jobs intuitively understood the power of cultural infl uence in sustaining the strategic capabilities implicit in his perpetual vision ofRead MoreThe Leadership Style Of Steve Jobs Essay1717 Words   |  7 Pages â€Å"Steve Jobs was a computer designer, executive and innovator, as well as an all-around role model for many people in both their businesses and their personal lives. As the cofounder of Apple Computers and former CEO of Pixar Animation Studios, he revolutionized the computer and animation industries, amassing a fortune worth $10.2 billion at the time of his death.†(Hom , 2013) Jobs intuitively understood the power of cultural influence in sustaining the strategic capabilities implicit in his perpetualRead MoreThe Leadership Style Of Steve Jobs Essay1721 Words   |  7 Pages Steve Jobs was a computer designer, executive and innovator, as well as an all-around role model for many people in both their businesses and their personal lives. As the cofounder of Apple Computers and former CEO of Pixar Animation Studios, he revolutionized the computer and animation industries, amassing a fortune worth $10.2 billion at the time of his death. Jobs intuitively understood the power of cultural influence in sustaining the strategic capabilities implicit in his perpetual vision ofRead MoreCharismatic Leadership Style Of Steve Jobs1100 Words   |  5 PagesCharismatic leadership style of Steve Jobs The word ‘charisma’ means   Ã¢â‚¬Ëœgift’ or ‘divine favor’, referring to an innate and indescribable charm found in an ‘exclusive few’ that, when wielded, is a source of great power and influence over others.   In the 1940s, renowned German sociologist Max Weber explained charisma as a form of influence independent of tradition and formal authority, based on follower perceptions of the leader’s extraordinary qualities.   While Weber regarded charisma as a ‘divinelyRead MoreSteve Jobs And His Leadership Style2256 Words   |  10 Pages The report is about Steve Jobs and his leadership style in the contemporary world. He is the founder of Apple and later again rejoined the company in 1997 and led to the massive turnaround of Apple to become the technology giant. During his tenure, he made the company into the most profitable technology company of the world. Organisations which began their operations before Apple were left behind. This happened due to the charismatic and transformational leadership of Jobs which made the companyRead Moresteve jobs leadership style Essay1105 Words   |  5 Pages Steve Job’s Leadership Style. Hoang Vu Dang Ha Bristol University Steve Job’s Leadership Style. Leadership style is a leaders style of providing direction, implementing plans, and motivating people. There are many different leadership styles such as leaders in the political, business or other fields. 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Analysis of 2 Translations of Beowulf Free Essays

Grendel’s Description Comparative Analysis Beowulf is a great piece of Anglo-Saxon literature that can be, and has been, translated in multiple ways. Of the many outstanding translations, two of which are by Burton Raffel and Seamus Heaney, different ways of writing are portrayed. Grendel’s description is written quite differently in both translations. We will write a custom essay sample on Analysis of 2 Translations of Beowulf or any similar topic only for you Order Now Heaney’s translation is more similar to the Anglo-Saxon style of writing than Raffel’s translation. In Heaney’s translation, he uses a kenning to describe the Danes whereas Raffel uses simple wording to get the same story across. Heaney calls The Danish people â€Å"Ring-Danes† to get his translation to be closer to the Anglo-Saxon’s style of literature. This use of a kenning causes the reader to be more familiarized and to better understand how the story was originally written or, rather, originally composed. Raffel, on the other hand, plainly calls the Danes â€Å"warriors† to make the passage clear and easy to read. By translating Beowulf this way, Raffel is simplifying the writing and turning it into a more modern style of writing by not using kennings, therefore, taking away from the original story’s metaphorical aspect and straying way from the Anglo-Saxon style of literature but making it more understandable to the less than advanced reader. Another way Heaney nears the Anglo-Saxon style of writing and Raffel digresses from it is the use of poetry and poetic devices in the translations. Heaney uses alliteration in nearly every line of his translation. For example, in line twenty five, â€Å"blundering back with the butchered corpses,† repeats the letter â€Å"B† three times. He translated Beowulf by making sure the same meaning is transferred into the new language, (English), and also made sure that the writing’s style was also transferred. This makes even the translation sound like a poem that can be sung just as Beowulf would have been many years ago. Raffel, on the contrary, does not use alliteration or other poetic devices as much. In line four, alliteration is present by repeating the â€Å"H† in â€Å"hall† and â€Å"harp’s,† however, this isn’t the case in many lines. An example would be, line one, â€Å"A powerful monster, living down. † By doing this, Raffel is turning what was initially a complex poem into a short story, setting it up in a way that is very similar to any modern novel. It is quite clear that Heaney’s choice of diction is far more complex and sophisticated than Raffel’s choice of diction, which is very simple. Heaney uses many words that may be hard to comprehend due to the fact that they are not often used in conversations or even in many other writings. An example of a word that Heaney uses in his translation that may not be understood right away is â€Å"prowler. † This word, which means stalker, is a word that may not be comprehended by someone with a weak vocabulary. It intensifies the story greatly, however, by allowing the reader to visualize Grendel sneaking up on his prey, showing that he has a deceitful personality. Raffel, on the other hand, simply describes Grendel’s actions. He skips from Grendel being a â€Å"powerful monster† to him growling due to the excessive noise from the hall. Grendel’s personality is not explained or stated as in Heaney’s translation. By Raffel missing this little piece of information about Grendel, the reader has an easier time comprehending what is currently occurring, though it is slightly less informative. Heaney and Raffel’s translations are both phenomenal works of literature. Heaney, however, concentrates more on how poetic and similar the translation is to the original writing to give the reader an idea as to how the original story was composed. Raffel strays slightly away from the poetic Anglo-Saxon writing style and simplifies Beowulf, making it easier to read. Both of the translations tell the same story, however, how the tale is told can impact the reader in different ways. How to cite Analysis of 2 Translations of Beowulf, Essay examples

Symbolism in Very Old Man with Enormous Wings free essay sample

Wings is a cruel and gripping tale that shows how compassion is made more startling and significant when it is highlighted against such an existence of cruelty, abuse, and horrors. There are many symbols present in, A Very Old Man with Enormous Wings. Wings are symbolic of unchecked freedom of motion and Angels and yet he chooses to stay with the family as an act of compassion to change their lives. The angel symbolizes the unfamiliar. The angel is not just a celestial body but a foreign body, someone who stands out because they are different from society. Consequently, the angel draws attention, which causes the townspeople to react negatively. Using the angel as a symbol, Marquez shows how ignorance reveals the vulnerability of human nature often leading to uncivilized behavior. Marquez tells this story in the magic realist style, combining the homely details of Pelayo and Elisenda’s life with fantastic elements such as a flying man and a spider woman to create a tone of equal parts and fairy tale. We will write a custom essay sample on Symbolism in Very Old Man with Enormous Wings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He uses the symbol of relentless rain to show the lifestyle in which everyone lived. From the beginning a negative atmosphere was symbolized. The story begins painting the setting and stating that, â€Å"the sea and the sky were a single ash grey† and â€Å"sands had become a stew of mud and rotten shellfish. † (Marquez 329). This picture of a negative atmosphere is painted and therefor a negative atmosphere is painted over the people. Another form of symbolism expressed throughout the story is through the contrast of the angel and the spider lady. The spider lady was a woman who had been changed into a spider for not listening to her parents. Although it never actually verifies the claim that the old man was an â€Å"angel†, he was a clear representation of a heavenly figure. He fell from the heavens, was misunderstood, and endured hardships on Earth.