Motherhood and the Politics of Native Americans :: Culture Cultural Sociology Essays

Motherhood and the Politics of Native Americans Community, rituals, magical beliefs and practices are very important things to Native American people. Native American people live by these rituals and beliefs, they live around their community; their community isn’t just that, but their family as well. Parents don’t just raise their children but the whole community has a hand in raising all of the children. Family is a very important part of Native American people’s lives, they keep traditions going with their families, parents raise their children the same way that they were raised by their parents. â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community† is about a mother who is a Native American activist who has two children, she wants them to be raised and go to school in an Indian community. â€Å"I put my children in that school because I wanted them to be in the Indian community.† She explains that she is not sure if her children know what she is doing is common, but they know that what she is doing is right. â€Å"My children do have the sense that what I do is not necessarily common. Recently my daughter started asking me if I’m famous.† She has fought for her children to have a good life, full of community, ritual, and an understanding of who they are and where they come from. â€Å"Body Ritual Among the Nacirema† explains that magical beliefs and practices is a big part of being Native American. They feel that they must practice their rituals daily to get a sense of belonging in the community. Nacirema Indians have a shrine which they keep charms and magical potions. They believe without them, no member can live. They perform rituals with these potions to make the ill healthy again, once the potion has been used it is put in the shrine box to be kept; normally these boxes are full or overflowing with potions. There are so many that the Narcirema Indians normally don’t know what all of them are and what they do, so they don’t use them again. One of the most common rituals performed is the mouth-rite; this includes inserting a small bundle of hog hairs into the mouth, along with magical powders, and then moving the bundle around in the mouth in a highly formalized series of gestures.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

`` Some Thoughts On Mercy `` - 1607 Words

It is no secret that the United States of America has a problem with civil unrest, as that was essentially what the country was founded upon. As a sophisticated young individual living in modern times, one can see how the naà ¯ve public thought that the problems of the past would stay in the past. The only difference is the groups represented in each party. Police, skepticism, and fear are all still prevalent factors in today’s society, just the people being oppressed are not colonists, but minorities living fairly in this country. I personally feel disgusted by the fact that individuals have to live their lives consistently looking behind their backs, but I’m not the only one. Ross Gay, an African-American professor at Indiana University and author of â€Å"Some Thoughts on Mercy†, knows firsthand this feeling of paranoia and a mistrust in law enforcement. After reading his article â€Å"Some Thoughts on Mercy†, I really do believe it boils down to one s imple message. Growing skepticism and fear of the presence of an ever-looming police force is directly affecting the psychological and physical health of minorities who are unjustly racially profiled by law enforcement. Ross Gay conveys this through his own personal accounts, and encounters with law enforcement. Sadly, this is a prevalent issue in the United States, one that should not be overlooked. Now when talking about the psychological or physical health of anyone other than yourself, any piece of information is subjective to theShow MoreRelatedWar Was A Cruel And Dark Life For A Soldier1076 Words   |  5 PagesCommanding General speaking, â€Å"On the hill, Rebels.† â€Å"Captain put some sense into that thick skull of yours and get out there and kill ‘em.† â€Å"Right away sir† Author speaking, â€Å"Okay Ill go up the side with my troops and flank the west end of the army.† â€Å"Charge!† â€Å"Show no mercy.† As I slew my la st death a complication had aroused in my mind. 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Internal and External Assessment - China Eastern Air Holding Company - Free Essay Example

Sample details Pages: 7 Words: 2144 Downloads: 5 Date added: 2017/06/26 Category Marketing Essay Type Analytical essay Level High school Did you like this example? 1.0 Introduction China Eastern Air Holding Company (CEA) is one of the three major airline companies in China, which headquartered in Shanghai. At the end of September 2012, China Eastern owned total assets of about 108.5 billion RMB, which included more than 400 large and medium-sized and had over 60,000 employees. (CEA, 2014) As an official member of SkyTeam, CEA builds its flight network from Shanghai, which convergences with the Union, included 187 countries around the world and more than 1000 cities. CEA services the worlds 70 million passenger trips each year, which ranked among the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s top 5 passenger traffic. Since 2009, CEA with a new attitude usher in a new development, named Chinas civil aviation safety Five Star Award; topped the Fortune magazine Most Innovative Chinese Companies Top 25, was named the international brand agency WPP Top 50 most valuable brands in China. (Anon., n, d.) The major purpose of this report is to discuss the China Eastern Air Holding Company strategy, which included external analysis (PESTLE analysis), internal analysis (SWOT analysis), and so on. As a company, business strategy is playing an important role in firm development and success. In the report, it also will include in strategic options and recommended strategies. 2.0 External Analysis 2.1 PESTLE Analysis External analysis included in PESTLE and five forces. The PESTLE framework categories environmental influences into six main types: political, economic, social, technological, environmental and legal.(Johnson, et al., 2012, p. 21). Politics highlights the role of governments. The china political background is conducive to state-owned aviation company, which included in China Eastern. Aspects of domestic routes, no one aviation company except for three state-owned aviation companies can apply to a private airline to fly the main routes in 2005 to 2007, these routes are the all the high-quality airlines. Internationally route, national policies biased in favor of Air China, most of the international routes are concentrated in the hands of Air China. China Eastern Airlines and China Southern Airlines in this regard are at a disadvantage. The background to the rapid development of private aviation industry, but the China internal policy was biased in favor of oligopoly. And the development of private airlines has been almost impossible. Economics refers to macro-economic factors, which included world economy and domestic economy. The global economic growth sustained, global economic growth in 2014 of 3.7%, compared with 2013 growth of 0.7%. Advanced countries economies from 1.3% to 2.2%, which indicates that there will be new opportunities in advanced countries. ( World Economic Outlook, 2014) Chinas economy will maintain steady and rapid development in recent years, with GDP growth of around 8% and the consumer price index rose about 4.8%. Economic Development of the ent ire aviation industry is just beginning in China. In addition, world oil prices also affected the cost of flying. The cost of fuel is the biggest cost in CEA. Social influences include changing cultures and demographics. In this case, due to changing lifestyles and values, aircrafts have become one of indispensable transportation in China. More and more customers are choosing aircraft as transportation because it is efficient and convenient. The development of the aviation industry, especially the cheap airline industry, is a significant opportunity. More importantly, the air ticket is no long luxury, but also more civilians. Technological influences refer to innovation. The information technology makes it easier for passengers to buy tickets online reservation. This technological improvement helps firm to increase the number of air travelers. The aircraft manufacturers, airport facilities, information technology impact on aviation industry technical environmental. Impro ving airport facilities, such as a passenger check-in desk, luggage facilities, shuttle vehicles, etc., which increasing customer satisfaction and promoting the development of the entire industry. Environmental stands specifically for green issues. The company improved the aircraft type, flight routes and route optimization enhance DOC (direct operating costs) control and environment management, according to the flight plan accurate refueling and other means to save our fuel consumption. It not only reduced the fuel cost, but also reduced the carbon emission to protect the environment. Not only that, the CEA also cut down the disposable supplies and the number of magazines. (CEA, 2014) Legal embraces legislative constraints or changes. The main issues are preferential airport rights for some carriers and restrictions on mergers for the airline industry. For example, CEA hopes to establish bases in Beijing but there are multiple barriers from other airline company and local gov ernment. 2.2 Five Forces Analysis Porters five forces framework affecting the industry attractiveness is: the threat of entry, the threat of substitutes, the power of buyers, the power of suppliers and the extent of rivalry between competitors. Through the five forces, the company will know their external environment and understand which part needs to improve. The five forces indicate that the advantages and disadvantages in the whole environment. 3.0 Internal Analysis 3.1 Enterprise Resource Analysis CEA mainly engaged in public air transport, general aviation operations and sale of air transportation and related products and so on. (CEA, 2014). In addition, CEA also involved in a wide range of import and export of aviation, financial services, aviation food, travel ticketing, hotel, real estate property, advertising media, machinery manufacturing and other industries, has formed a new pattern diversify. CEA flights include Airbus A300, A320, A330, A340, Boeing 7 37, Boeing 767, MD-90 and CRJ-200, ERJ-145, a total of 238 aircraft, the main operating base for the Shanghai Hongqiao International airport and Shanghai Pudong International airport, there are other important base Kunming International airport, Xian Xianyang International Airport and so on. 3.2 Enterprise Capability Analysis The CEA as the hub of airlines main income comes from the passenger and freight transport, CEA began to focus on running the network routes. Currently, CEA has nearly 250 aircraft, 293 domestic routes and 80 direct international routes. Rely on network operators, CEA will direct route between the existing city criss-crossing associate, meet the transport needs of the market and travelers. CEA explore the potential and use of existing resources, which achieve maximum benefit. 3.3 VRIO Analysis The VRIO framework determines the competitive power of a companys resources and capabilities. The overall competitive power test is moderate for CEA because the resource and capability is the moderate value; the resource and capability are rare; the resource and capability is not hard to copy; the firms policies and procedures are organized to support the exploitation. The CEA resources are limited in China, other companies hard to get their resources, but the low-cost airline is impacting on the other airline companies and sharing the market shares. 4.0 SWOT Analysis SWOT summaries the strengths, weaknesses, opportunities and threats likely to impact on strategy development. Through the SWOT, it can clearly indicate that the strategys strengths, weaknesses, opportunities and threats, which will help companies to know themselves strategies. There are many strategic issues in CEA. The major issues are the cost is too high, and limited at domestic and international development, which is difficult to develop. 5.0 Strategic Options 5.1 Cooperative Strategy 5.1.1 Horizontal integration CEA and Shanghai Airlines comp leted merger in 2010. This is a successful procedure for CEA. It not only consolidated their stronghold of CEA, CEA also made them more competitive in the last years. The merger has two advantages. On the one hand, CEA can get local market share and build a base. On the other hand, CEA can get more resources in a short time and enhance its competitiveness. Thus, CEA can merge another lol airlines business, like as merge the Shanghai Airlines. 5.1.2 Vertical integration (Equity fuel supply companies) Fuel costs are a major component of airline costs, for example, 40% of the total fuel costs in CEA whole cost. If fuel prices continue to rise, it will further increase the cost of pressures airlines. The Chinas fuel supply companies are large state-owned enterprises, the CEA cannot merge the fuel supply. However, CEA can consider equity participation; it also can help CEA to reduce the fuel cost. Because CEA can enjoy discounts when CEA buy flight fuel. It will make the CEA mor e competitive in todays high fuel prices. In cooperative strategy, vertical integration will reduce cost and horizontal integration will help CEA to develop the domestic and international market. The cost of fuel is the biggest cost for an airline company, thus, reduce the cost of fuel is the most important in a company. If the CEA cooperate with the fuel supply, it will cut down more money on the cost of fuel. The merger is a good way to explore a new market and consolidate an old market. It will help companies to get more market shares and improve awareness. 5.2 Cost-leadership strategies Cost-leadership strategy involves becoming the low-cost organization in a domain of activity. (Johnson, et al., 2012, p. 112). Low-cost providers must have the resources and capabilities to keep costs below those of competitors. Input costs are important in cost leadership. For example, CEA reduce the types of aircraft. CEA has seven kinds of models, 1050 routes, which will inevitably lead to higher costs of the huge variety of aircrafts. Kinds of civil aviation fleet are the core of aviation hardware resources. Too many kinds of aircrafts will lead to high cost of maintenance. Complex models of aircrafts are the main cause of the high cost airlines. Thus, CEA should adopt a single model and short range, high-density routes, which provides adequate financial security. Chinas civil aviation aircraft utilization is very low, with an average aircraft utilization rate in the advanced world airlines around 9.8 hours. Improved aircraft utilization, it not only reduce the need for the number of aircraft, but also reduce the number of occupied capital in order to effectively reduce costs. In addition, the rational use of regional aircraft is important to the CEA route network improvement. CEA can use the mid-size aircraft as regional aircraft in order to guarantee adequate attendant circumstances and give full play to the small regional aircraft effect. In the cos t-leadership strategy, to reduce the kinds of aircraft will cut down the cost and to use the mid-size aircraft to fly regional airlines, which will get more profit for a company. These two strategies will make the CEA profitable. 5.3 Best-cost strategy Best-cost providers must have the resources and capabilities to incorporate upscale product or service attributes at a lower cost than rivals. CEA can provide the cheaper airline tickets and promotion tickets. Through this way, CEA could provide the same price tickets as the low cost airline, as well as provide the best service. The consumers must buy CEA tickets because it provides the best service with the low price. This strategy will improve attendance in each airline, it will get more profit. In the meanwhile, the cheaper tickets will help CEA get more market shares in their new routes because customers will be chose the cheaper tickets in the same routes. 6.0 Recommended Strategy For any company, it owns the limit ed resource and energy for a certain period, and it cannot choose more strategies to operate together. Therefore the implementation of the strategy should first be necessary to elect from alternative strategies. Thus, I consider that the cost-leadership strategy is the best strategy for CEA now. Cooperative Strategy is a perfect strategy, but merger need for a long time to operate. At the short time, it hard changes for anything for a company, and it needs to integrate for a long time. Best-cost strategy also is a good strategy, but it is not a long-term strategy. The cost-leadership strategy is to take advantage of the enterprise avoid or mitigate the impact of external threats. Through the merger, CEA received a huge of resources; however, these resources are not really playing a role. If CEA cannot full use of these resources, these resources will affect the development of enterprises. These resources as inside restricted need to become the outside strength. In addition, company staff mobility, and operational confusion, CEA has been to optimize the internal management of the development strategy. 7.0 Conclusion Chinas aviation market entered a rapid development period; the performance of the airline has been the turning point. With a high level of CEA actively promote strategic cooperation will help CEA and improve their management, operations and profitability. CEA is one of the three major airline company in China, which shouldering responsibility for the development of the aviation industry in China. Through this analysis, we can clearly see the CEA have strengths, weaknesses, opportunities and threats, as long as the Eastern able to choose the right strategy, I consider that China Eastern Airlines will be able to a leader in the Middle East aviation industry for a long time. 8.0 Reference List Anon., n.d., About China Eastern, China Eastern Airlines, [Online] Available at: https://easternmiles.ceair.com/about/zjdh/t2013812_11 832.html. [Accessed 14 April. 2014] Anon., 2014, China Eastern Social Responsibility Report on 2013. China Eastern Air Company, [Online] Available at: https://pdf.dfcfw.com/pdf/H2_AN201403260005322096_1.pdf. [Accessed 14 April. 2014] Johnson, G., Whittington, R. Scholes, K. (2012): Fundamentals of Strategy, 2nd edition, England: Pearson Education. World Economic Outlook, 2014, International Monetary Fund, [Online] Available at: https://www.imf.org/external/pubs/ft/weo/2014/update/01/pdf/infographic.pdf. [Accessed 14 April. 2014] Don’t waste time! Our writers will create an original "Internal and External Assessment China Eastern Air Holding Company" essay for you Create order

Different portrayals of women in Antigone and Lysistrata

The different portrayals of female characters Antigone and Lysistrata illustrate the fundamental nature of the proper Athenian woman. Sophocles Antigone allows the reader to see that outrage over social injustices does not give women the excuse to rebel against authority, while Aristophanes Lysistrata reveals that challenging authority in the polis becomes acceptable only when its faced with destruction through war. Sophocles and Aristophanes use different means to illustrate the same idea; the ideal Athenian womans ultimate loyalty lies with her polis. This Greek concept of the proper woman seems so vital when considering Athenian society because both a tragedy and comedy revolve around this concept. The differing roles accorded to†¦show more content†¦Lysistrata comes to the conclusion that the only way to save Athens from destruction in war comes with defiance of her husband. In her role of rebel within the family, Lysistrata decides to ...compel [her] husband to make pea ce by withholding sex from him until he stops his disastrous warring behavior (Lysistrata, 7). She concludes, ...there are a thousand ways of tormenting [him] that will lead to the ultimate safety of Athens (Lysistrata, 9). Unlike Antigone, Lysistrata realistically considers the possible consequences of her actions. She understands that the consequences of rebellion against her husband could be dire. Lysistrata recognizes that her husband might beat her or even rape her in order to get physical satisfaction, but she also realizes that her husband would, ...soon tire of the game theres no satisfaction for a man, unless a woman shares it (Lysistrata, 9). Lysistrata acknowledges that defying her husband will have consequences, but she chooses to realistically face those possible consequences, and continues knowing that her actions will benefit Athens. Aristophanes reveals that a womans greatest allegiance lies with her polis through Lysistratas role of rebel within her family to save A thens. Lysistrata takes the position of leader in her relationships with other women; she encourages her followers to fight for the betterment of their polis; thus, sheShow MoreRelatedComparison Of Euripides Antigone And Lysistrata1362 Words   |  6 Pagesduring the 5th century in ancient Athens. Antigone and Lysistrata both are two important, popular plays that contain a main character that was female. Although they can both be seen as very similar, they do differ in many ways. The most important difference between Antigone and Lysistrata is that Antigone has a community that does not approve of the main character’s plans and although they feel sympathy for her, they take the opposing side, while Lysistrata has a society of people that come togetherRead MoreEssay on The Lives of Athenian Women1880 Words   |  8 PagesWomen in classical Athens could not have had an extremely enjoyable experience, if we rely on literary sources concerning the roles of women within the Greek polis . The so-called Athenian democracy only benefited a fraction of the entire population. At least half of this population was female, yet women seem to have had very little influence and few official civic rights. `The position of women...is a subject which has provoked much controversy. (Lacey: 1968, 151). Studies concerning the