Management Accounting Essay Example | Topics and Well Written Essays - 2000 words - 2

Management Accounting - Essay Example Traditionally, Airlines did not charge for the initial two pieces of luggage unless it exceeded the weight limitations imposed by the company. However, in the contemporary environment there is an accelerating trend of charging the customers with baggage fees. American Airline became the first major airline to impose a $15 fee on checked luggage which was soon matched by other companies. United Airlines recently begin charging its passengers $50 to check a second bag. The same policy was adopted by US Airways just after three weeks when United Airlines implemented the policy. Currently, most of the major airlines charge $15 to check one bag, $25 for a second bag and as much as $ 125 for a third bag with only exceptions include Southwest Airlines, JetBlue Airways and Alaska Air Group which allow transporting one bag for free. The baggage-fee frenzy has made many airline passengers wonder: Isnt luggage part of the service you get when you buy a ticket? Customers are astonished that what it actually costs these airlines to fly the 40 pound suitcase. Airlines are cognizant of the negative reactions sparked among the customers due to charges related to baggage fees. The trend has caused great annoyance among the customers but according to government sources these baggage related fees have become a boon for airline industry by saving billions of dollars for these cash deficient airlines. According to the US Department of Transportation, only baggage related fees from the US Airline Industry accounted to $1.15 Billion in year 2008 (Smith, 2009). According to the recent data, the companies in US Airline Industry collected $670 million only in baggage fees in the second quarter of year 2009 which is also a growth of 18.2% from the last quarter. It is estimated that only United Airlines will be able to earn more than $100 million on baggage related fees (CAPA, 2009). There are several reasons behind the math of baggage related fees. Firstly, in the

What Is Eco-Social Market Economy Research Paper

What Is Eco-Social Market Economy - Research Paper Example Formulated as a network of individuals, organizations as well as groups, the Global Marshall Plan is aimed at achieving the eco-social market economy with a view to bringing in changes that can sustain the planet earth. This research will, therefore, provide an empirical insight into the Global Marshall Plan for the eco-social market economy.This project will attempt to provide a comprehensive analysis of the impact of the Global Marshall Plan for developing an eco-social market economy. This research study, therefore, will attempt to evaluate the ideas, debates, practical actions taken by the organizations as well as groups and individuals in achieving the desired objectives. What is also critical to understand that this research project will attempt to provide a sneak preview of how the implementation of the Global Marshall Plan can result in the creation of the eco-social market economy?This research study aims to address the following research objectives:- Whether implementation of the plan is practically possible?- What shall be strategic direction of the actions to be undertaken?- Whether there is a need for implementing new regulations to achieve the intended objectives of the Plan- Whether there must be an adaptation of a global approach to achieve the objectives?- What shall be the role of different stakeholders?The pace of economic development in the recent past, especially after World War 2 has been really quick which further allowed the organizations to exploit the resources at the speed that was really unprecedented in the human history. The increasing pace with which the forces of globalization took their place was something that has been relatively more quickly and with enormous consequences not for the economics as well as the social context of the economies but also the environment also.

Introduction To Jungle Warfare History Essay

Introduction To Jungle Warfare History Essay Jungle warfare is a military term used to define combinations of special techniques that are aimed in areas that are or similar to jungle terrains. Categorically considered as one of the most dangerous forms of warfare, the training for jungle warfare is usually specialized and separated from the traditional military education because of the differences in the approaches and tactics used. Initially, the United States was not too keen on having jungle warfare training for the military troops as they viewed jungles, as impenetrable and unsuitable for military operations. However, because of the successful attack of the Japanese Army to the British forces in 1942 through the Malaysian Jungles, this line of thinking was slowly erased, and jungle training was placed as an important form of military warfare training. Nevertheless, in a jungle environment, the combat operations of the US Army have met limited success and continue to be challenged. As evident in the 1965 to 1975 Vietnam War, the US Army faced significant challenges and struggles to be victorious. Highlighting on the Vietnam War, this paper will attempt to identify the challenges faced by the US Army. The paper will also discuss the kind of training needed for jungle warfare to address these challenges. Background on Jungle Warfare Training One of the most famous and successful jungle warfare training grounds of the United States military troops was found in Fort Sherman in Panama. Called the Jungle Warfare Training Center (JWTC), it produced about 19,845 graduates from the year 1953 to its last year of operation in 1999. It was considered as the most grueling training grounds and as John Smit, one of the products of the JWTC in 1967 put it, this training was so crucial to the militarys ability to wage war in Vietnam and short of going into actual combat situation, it was the best training warfare facility that could be established (Abel, 1999). The origins of JWTC can be traced back to April 1951, when then Commanding General received Training Memorandum 9, which later on established the Jungle Warfare Training Board (JWTB). The primary mission of the JWTB was to research, analyze and report on findings and recommend changes and additions to the established United States Army doctrine and techniques of jungle warfare and equipment designed for operations (Hudnall, 2004, p.58). JWTB emphasized and kept alive the spirit of jungle warfare in the military. The essentiality of the trainings being done in Fort Sherman was highlighted during the Vietnam War, because it was during this time that the need and importance for jungle warfare training was parallel to that of the army troops survival and victory. The results of the participation of the United States in the Vietnam War could not be thoroughly discussed without going into the condition of the troops jungle warfare training. Therefore, with this point in mind, this paper will be dealing with the results of the combat operations of the US Army in the jungle environment during the 1965 to 1975 Vietnam War, on why it has met limited success and continues to be challenged, and on the significant challenges and struggles for victory. In addition, this paper will also discuss the kind and quality of jungle warfare training, which the soldiers received in preparation for the Vietnam War and its impact to the problems encountered. The Vietnam War and the Challenges of Jungle Warfare The jungle warfare training of the United States Army in Panama held a significant but insufficient experience to the trainees especially during the onset of the Vietnam War. Swatrzlander (2002) noted that one of the biggest mistake that contributed to the loss of the United States during the war was not the type and quality of training they had to undergo before being sent off for war, although it plays a certain factor, but it was more on the sending off of sheltered American boys to fight in the guerilla or jungle war, which is by definition is an extremely strategic and deadly kind of warfare, and as such cannot be fully taught at only limited periods of time. The three-week training grueling and extensive as it may be was simply insufficient as compared to the experience and training of their Vietnamese counterparts, with the latter holding quite an advantage in jungle wars as they were practically raised in this type of environment and at young ages they were already trained to be hateful and merciless killers. It must also be pointed out that not all American soldiers who were on duty for the Vietnam War were born, trained and even liked to be soldiers. In fact, a considerable number of them were only into this situation because of the draft being put into play by the US government. All males during this time were required to sign up for the draft once they turned 18 and if they were drawn from the list, they were forced to join the military, and quite possibly be sent to a conflict or war zone with duties like that of the Vietnam War lasting for about a year. The Americans were given only a few weeks training to fight tough, experienced, hardcore guerilla fighters. The educational package provided by the JWTC included the use of weapons and tactical skills, through rigid trainings and exercises. It ran for ten three-week cycles annually, with reinforcement training exercises also occurring in addition to the ten regular cycles being promoted. The training cycle is usually composed of three steps: the training for individual soldier skills, small unit and company. Other trainings to help military troops prepare for the jungle wars and the survival in such environment included several patrols to the jungle terrains of Panama. This allowed them to experience the overall condition of being thrown into a jungle in preparation for Vietnam War. Individuals were exposed to different animals and vegetation, edible, non-edible, poisonous and non-poisonous. During this time, instructors repeatedly emphasized and stressed the various diseases and viruses which they may come in contact with in this type of environment. Shots like Gamma Globulin, a vaccine t o prevent contact of yellow fever which was quite common in central and South America, were given to the trainees (Protsch, 2004). Lindsay-Poland (2003) described the training for jungle warfare as one that served to test soldiers masculinity against savage nature and toughen them for the task of fighting civilizations Asian and Latin American enemies (p.196). Instructors taught the would-be fighters counterrevolutionary warfare with high specialized and complex tactics. Techniques designed to trap and smash enemy forces, as well as how to stage and repel ambush attacks, were just some of those items integrated into the curriculum. Afternoons were spent in the centers prized possessionthe zoo, where trainees hold and wrestle wild animals including the much-dreaded boa constrictors, just to practice dealing with the inhabitants of the jungle. Together with the curriculum being set out by the JWTC, the Jungle Operations Committee (JOC) also took certain initiatives to improve their mode and quality of instruction. Aside from conducting courses, the committee gathered questionnaires to officers and other military personnel who were assigned in Vietnam and asked for the reappraisal of the curriculum based on their experiences (Hudnall, 2004). This approach allowed them to acquire a more accurate detail on what is to be expected and therefore what is needed by the troops to prepare and survive in the jungle. It permitted the school to view its weaknesses and strengths especially in the improvement of their subjects making students more realistic to see the actual scenario in which they were about to face. A more concrete example of the improvements done through this practice can be traced back to October 1965, where instructors were able to observe a jungle-operations course in Hawaii, which was actually quite similar as to that in Panama but this time with an extra twist. The addition of the scene for a cordon and the search mock Vietnamese village was one point which the JWTC did not cover during their training. This theoretical enactment of possible scenes in Vietnam created a slight disadvantage to their trainees as compared to that of the other training. Such approach may help the trainees physically and mentally prepare more for the situation and believing in this as quite important to the students in training, the cadre or instructor added it into their curriculum. The condition in Vietnam was also a contributing reason why US military received minimal success. The environment was very harsh to the United States military; diseases like Dysentery, Malaria and Jungle Rot were very common and affected a lot of the soldiers. Jungles provide very little visibility with a few yards at most. Monsoon condition was also a factor as it rained straight for three to four months, making the troops wet, no matter how hard they try to keep themselves dry. Animal attacks, tigers and snakes were also situations which although were expected from the onset of their trainings were significantly different as compared to that in their training in Panama (Swartzlander, 2005). No experience in training would compensate for the actual scenario, especially when training and combat grounds differ in climatic conditions and natural resources and bounties. Aside from the lack of experience of the United States Army to jungle warfare, another item which may have caused the struggles and limited success during the Vietnam War was the training and actual stocks for the artillery. The United States and other Western countries depended on superior technology to defeat their opponents. However, in jungle warfare, the jungles erode to this blanket of superiority, making them more vulnerable (Kemp, Withington Keggler, 2008). Thick jungles can limit the use of vehicles and helicopters, which made surprise attacks, especially by those well-versed in the jungle terrain, easier. The close range battles and the barrier of trees and plants also made it more difficult to use support weapons and precision-guided ammunitions. Most of the weapons, uniforms and military ammunition used for training and actual combat during the Vietnam War were quite ill-suited for the type of fights and the tropical environment. Military issued uniforms were heavy and hot, and quite easily destroyed in the jungle environment. They were cheap, and they rot easily especially due to changes in weather condition. The high technology equipment and artillery used by the US army during the height of the Vietnam War also caused several problems for the troops on the ground. Take for example the M-14 rifle which was actually the type of armament used by the first batch of soldiers sent to Vietnam. With a weight of a little over eight pounds, it added to the sixty-five-pound weight survival kit brought by the soldier while away from camp. Furthermore, even if troops were trained in handling this equipment in jungle training centers, with shots either set to single or semi-automatic, they were not prepared for the different problems the weapons would actually pose during the actual encounter. Both the M-14 and its replacement the M-16, which although is much lighter at six pounds as compared to the former, jammed easily under wet and dry field conditions (Westheider, 2007). Grenades, which were also included in the individuals set of weapons, were still considered quite risky in the jungle environment. Fuse pins can be caught and removed by trees, shrubs, and some undergrowth resulting to possible unwarranted and unintentional deadly explosions. Another important point of jungle warfare, which added to the loss of the US to the Vietnam War, is their new strategy, which they used during the latter part of the war. Instead of following the search and destroy mission tactics to defeat the Viet Cong the more accurate name of their opponents they shifted their focus to also eliminating those that are supplying provisions to their enemy. However, with this new focus, new complications arose. Compared to US soldiers, the Viet Cong did not wear uniforms, and it was impossible to detect and identify them amongst the general public, especially together with the innocents. While US troops may have the best weapons and artillery or jungle warfare training, they were still unsuccessful because they had a difficult time identifying their opponents (Levy, 2004). This problem proved to be one of the strongest points of the Viet Cong in the Vietnam War. The US, in its desperation to end the dominance of the Viet Cong, resulted to two major search and destroy missions, the Operation Cedar Falls and the Operation Junction City, whose primary aim was to destroy the major strongholds and headquarters of the opponent. Nevertheless, in both occasions, the enemy left the targets before the American soldiers could attack and destroy the area. However, once the US military left these areas, the Viet Cong would make their way back and re-occupy the place. This was a continuous pattern all throughout the Vietnam War, resulting to difficulties for the US Army to concretely win the battles in Vietnam. The US government may have concluded these two missions as a success since they were able to take up the area but overall, it was still a negligible triumph because the degree of loss to the Vietnamese side was very small. The failure of the two major missions can also be credited to the different techniques and strategies that the Viet Cong used: they built underground tunnels to escape confrontation, questioning, and capture and with their knowledge of the jungle area; they also prepared plans, whether it was hiding behind trees and or shooting enemies from on-top. Conclusion The US army encountered many challenges during the Vietnam War. First was the lack of training and experience in jungle warfare. The three week period was simply not enough to instill the techniques and skills necessary for having a full-pledged jungle fighter. Second were the significant differences in climate and environmental conditions. Although initial training before the actual deployment to Vietnam was in a jungle terrain, the differences in seasons as well as climate, between Vietnam and Panama still held a big effect to the primary condition of the troops. Third, the weapons and equipment handed out to troops were unsuitable for jungle warfare conditions. Lastly, the tactics used by the troops were inappropriate for jungle wars. The fact that the enemies of the US during the Vietnam War were well-versed in jungle operations or warfare and that they had the support of local community was already a large challenge posed, as these are coupled together with the other four items presented above. It can be argued that the training, considering the limited time and resources, at the jungle warfare training school, was the best it had to offer. In terms of teaching basic information and letting soldiers initially feel the conditions of conducting wars, inside the terrain, the JWTC is assumed to have sufficiently and credibly spread the available information. Nevertheless, this still proved insufficient in the type of war that the US troops battled in Vietnam.

Henry James’ The Golden Bowl, The American Scene, and the New York Edition :: American Scene

Henry James’ The Golden Bowl, The American Scene, and the New York Edition In the letter he wrote to Scribner's in 1905 proposing that he "furnish" each volume of his forthcoming deluxe edition with a preface, Henry James portrayed his novels and stories as disenfranchised beings patiently awaiting a "chance" for their cause to be righted. James would be their advocate and the prefaces the texts with which he would demonstrate his novels' worth (367). In this paper I will argue that the writing of The Golden Bowl and The American Scene were essential precedents and complements to this project of self-vindication. Reading The Golden Bowl through its preface shows that beneath the narratives of familial and marital relations in the novel run stories of a writer's contention with a misapprehending audience--the same struggles out of which James spun creative autobiography and a theory of fiction in the prefaces to the New York Edition. Through his indirect critique of his readership in The Golden Bowl and the fierce challenges he delivered to his compatriots in The American Scene James laid essential groundwork for the lessons in reading and creative production he would later offer in the New York Edition. Paul Armstrong has argued that James's prefaces require the same "doubled reading" his novels require, that while the reader is absorbing James's account of his writing experience and his theory of writing, the reader is also responding to James as a centering consciousness whose "interpretive attitudes . . . are as much on display and as much an object for the reader's scrutiny as the impressions of a Lambert Strether or a Maggie Verver" (128). As comparable centering consciousnesses, James the preface-writer and his heroine Maggie Verver make common assertions. Both figures demonstrate the power of the creative deed. Paralleling James's affirmations about "doing" in the preface to The Golden Bowl is Maggie's discovery in the novel of her own brilliant capacity for action. After the assignation of the Prince with Charlotte in Gloucester, Maggie begins "to doubt of her wonderful little judgement of her wonderful little world" (307). She begins to "put" things both to herself and the people around her. She contrives gestures to effect a change in her "practically unattackable" situation. Henry James’ The Golden Bowl, The American Scene, and the New York Edition :: American Scene Henry James’ The Golden Bowl, The American Scene, and the New York Edition In the letter he wrote to Scribner's in 1905 proposing that he "furnish" each volume of his forthcoming deluxe edition with a preface, Henry James portrayed his novels and stories as disenfranchised beings patiently awaiting a "chance" for their cause to be righted. James would be their advocate and the prefaces the texts with which he would demonstrate his novels' worth (367). In this paper I will argue that the writing of The Golden Bowl and The American Scene were essential precedents and complements to this project of self-vindication. Reading The Golden Bowl through its preface shows that beneath the narratives of familial and marital relations in the novel run stories of a writer's contention with a misapprehending audience--the same struggles out of which James spun creative autobiography and a theory of fiction in the prefaces to the New York Edition. Through his indirect critique of his readership in The Golden Bowl and the fierce challenges he delivered to his compatriots in The American Scene James laid essential groundwork for the lessons in reading and creative production he would later offer in the New York Edition. Paul Armstrong has argued that James's prefaces require the same "doubled reading" his novels require, that while the reader is absorbing James's account of his writing experience and his theory of writing, the reader is also responding to James as a centering consciousness whose "interpretive attitudes . . . are as much on display and as much an object for the reader's scrutiny as the impressions of a Lambert Strether or a Maggie Verver" (128). As comparable centering consciousnesses, James the preface-writer and his heroine Maggie Verver make common assertions. Both figures demonstrate the power of the creative deed. Paralleling James's affirmations about "doing" in the preface to The Golden Bowl is Maggie's discovery in the novel of her own brilliant capacity for action. After the assignation of the Prince with Charlotte in Gloucester, Maggie begins "to doubt of her wonderful little judgement of her wonderful little world" (307). She begins to "put" things both to herself and the people around her. She contrives gestures to effect a change in her "practically unattackable" situation.

History of Muslim Essay

Elijah Muhammad was born in Sandersville in Georgia in a family of 13 children. He left home at the age of 16 and went around United States. He settled in Detroit Michigan in 1923 where he worked in an automobile factory. He later became an advocate for independence of black people, spearheaded for black operated institutions and religion. The Muslim community established various centers for worship while Mohammed established a newspaper, THE FINAL CALL OF ISLAM. During 1930s he came into contact with W. D. Fard. ho was a peddler and had already established an Islam temple in Detroit. In this temple much of the features were anti white. Fard proclaimed Islam to the collect religion for the African American thereby denouncing Christianity as religion for the slave masters. The teaching of this group was similar to orthodox Islam which included Sufism. Elijah Poole, together with his parents became very inspired by the master fard teachings which they received. This made them establish their own Muslim schools for their children. Because they felt that education in Michigan was not adequate. Mr Muhammad stance on Islamic education was firm and the religious community continued to resist placing of Muslim children under white Christian teachers In 1934 Michigan state education board disagreed with Muslims right to purse their own education agenda and the Muslim teachers together with temple secretary were jailed on a false charge. W. D. Fard renamed Elijah Poole to Elijah Muhamend. Elijah Mohammed then succeeded Fard of the Nation of Islam [N O I] and became the supreme minister. He settled in Chicago due to hostility he got from other Muslim functions in Detroit. Elijah Muhammad built what became the best and important center for the movement. They owned apartments, houses, grocery stores and restaurants. Many temples were opened in other cities and farms bought to grow ritually pure food for the members. The teaching of the Nation of Islam was that blacks should develop independence in economics, religion and nationhood. They had very strict rules. Where the following was prohibited drinking, smoking, gambling, physical abuse of the black women and inability to protect ones family from attacks by violent white America. Conservative good grooming ,neat clothing were required while some kind of personal behaviors like taking drugs, listening to music, dancing were prohibited. Self improvement was advocated, end of race hatred and separation of nationhood aspects. Elijah Mohamed was a divinely appointed prophet who changed the theological teaching of NOI which had been laid down by master Fard which proclaimed that Allah the Islam God had an earthly incarnation. In 1934 master Fard Mohamed disappeared mysteriously thus leaving behind Elijah Mohamed to lead the group. In 1942 Elijah Mohamed was arrested at Washington DC for conspiracy, sedition, and violation of draft laws, sympathizing with Japan during World War 2 and encouraging members to be against military draft He was then jailed for four years in Milan prison at Michigan. His teaching was seen to be black separist doctrine. This states that blacks were the original people on earth but were tricked out by Caucasian through global white supremacy. He demands freedom, equal justice, and law and constitution that would apply equally to all. Regardless of color, race and class He also stressed on equal membership on persons to members in society and organization of civilized society. Persecution and prosecution of the Muslim groups became life in Monroe, Los angeles, Calif and Michigan. Many followers of nation of Islam were jailed for being conscientious objectors of World War 2 White owned media and white operated publishers begun to circulate anti -nation of Islam propaganda on a massive scale. In 1959 Elijah Mohamed delivered a speech where he was accorded presidential treatment and escort. Later political leaders begun a denouncing and smear campaign against the Nation of Islam leaders and described it as being an anti America theories. Minister Farrakhan defended Elijah Mohammed and nation of Islam against these attacks. After would war two Mr. Muhammad was released from prison and he returned to Chicago which was a central point of Nation of islam. He worked very hard and expanded Islam membership. Among the new converts were Malcolm and his family. He came to influence Malcolm x who was the leader of New York Temple an ex convict. He had came from jail where he was serving a ten year jail term for theft . It is at this time when Nation of Islam teachings are introduced to him by a fellow inmate known as Beines. Malcom marries Betty Shabazz and preaches a doctrine of separation from the whites society. But a pilgrimage from Mecca teaches him that Muslim religion is for all races thus he softens his strict racial stand and breaks his free dogma on Nation of Islam. He later became very popular, speaking on politics gained roots highly on the Nation of Islam. In 1950s Mr. Mohammad promoted Malcolm x to the post of national spokes man and begun to write weekly newspaper column entitled Mr. Mohamed speaks which was A news paper for the blacks. The membership of the Nation of the Islam grew tremendously. Nation of Islam got a big brow when rumors’ went on about Elijah Mohammed had sex with various young Nation of Islam women who were working for him, whom he had gotten children with. The leakage and discovery of this information led to Malcolm being driven out of Nation of Islam. Although this was part of United States politics and counterintelligence plot to destroy the movement. Another reason of the split was a comment by Malcolm on assassination of John F. Kennedy which so Mohammed to suspend him from the society. Shortly Malcolm X founded his own movement on religious and political reasons; which was more Orthodox than Islam. Later he was assassinated on February 1965. The alternative too change the philosophy of the Nation of Islam is the destruction of the organization. This might be accomplished through generating factions among contenders for Elijah Mohammed leadership or through legal handles to probate court on his death. Thus Chicago should organize on how to generate the factionalism to destroy the Nation of Islam by splinting it into several functional groups. The United States government was accused of playing a big role in 1965 assassination against Malcolm and using secret police to meddle about with the affairs of the Nation of Islam and the black America. After the assassination the New York mosque was bombed. Mr, Mohamed sent minster Louis Farrakhan to New York City to take over the mosque there and begin the rebuilding mission. Later the following year he promoted him the post of national representative. During the late 1960s the greatly growing Muslim movement extended itself to more than sixty cities and settlement abroad in Ghana Mexico and Caribbean. A host of African government and Islamic government all over the world received Mr. Elijah Mohamed and donated generously towards his mission and effort. He went on HAJJ visits to Mecca the holy pilgrimage and pillar of Islam on many occasions during his life time. In addition to spread of Islam honorable Elijah Mohammed is credited for his contribution of an economically viable empire and his development programme. Under his leadership the nation of Islam showed signs of progress with the establishment of farms, export and import businesses, aviation, health care, administration offices, shipping on land, sea and air and his plans to start a modern university campus in Chicago. In 1975 he introduced mi minister Louis Farrakhan as his helper when they officiated the opening a multi- million dollar mosque and school. After the death of Elijah Mohamed 1975 Warith Deen Mohamed son to Elijah took over leadership and changed Nation of Islam membership allowing white members. Thus causing a major split in the organization Due to his drift from the black nationalists the splinter group under Warith changed its name to Muslim American Society. The other was lead by Louis Farrakhan who happened to be Elijah’s assistant. Things took another dimension later when Malcolm’s window accused Louis of her husband murder. Many members of the nation were disturbed at the movement’s new moderate direction and withdrew to form more traditionalist splinter groups. The most important of them retained the old names . the Nation of Islam and was led by Louis Farrakhan born Louis Eugene walcort of British west Indian parents of 1934. Farrakhan generary retained Elijah Mohammed ideas and practices including the strict behavior rules. He achieved prominence when he became a major adviser to Jesse Jackson during the latter presidential campaign in 1984 Conclusion Although the nation of Islam does not presently advocate for violence by its members the group preaches hatred of white race and racial separations. The membership of Nation of Islam is organized and poses areal threat. The Nation of Islam is responsible for the largest Black Nationalist newspaper which has been used by black extremists. It appears to be personal fiefdom of Elijah Muhammad . When he dies a power struggle emanates while Nation of Islam changes direction. While change in philosophy is seen and government intervention is seen to act as bureaucratic deletion destroy and reduce the activities of the group.

International Law Essay

International Organizations are attempting to target and eliminate child labour beginning by pinpointing the problem itself and understanding the reasons for it. UNICEF’s latest statistics from 2011 indicate that one in every six children aged five to fourteen are engaged in child labour in developing countries. The International Labour Organization (ILO) says there are over two hundred and fifteen million children working worldwide either part time or full time jobs. Furthermore, seventy percent of them work in dangerous environments. The ILO is leading the fight in eliminating child labour in an organized fashion. Their research suggests the damaging effects of child labour must be systematically eliminated beginning with the worst forms of child labour. The process begins with understanding the problem itself, the causes and consequences, socio-political aspects, and all the variables involved. The hard work of the ILO has helped create Treaties and Conventions banning child labour and â€Å"identifying concrete measures for Governments to take (UNICEF, 2011).† Through socio-legal challenges, the ILO is working tirelessly as they are at the forefront of the fight against child labour. This has resulted in various forms of success as they still have a long way to go. Using labour standards, Conventions, Recommendations, creating organizations, getting member states involved, raising awareness, and stressing basic human rights, the International Labour Organization has created a formula in the fight to end child labour. UNICEF- Convention on the Rights of the Child UNICEF, acronym of United Nations International Children’s Emergency Fund, has a mission to advocate for the protection of children’s rights, â€Å"to help meet their basic needs and to expand their opportunities to reach their full potential (UNICEF, 2011).† Just like the ILO, UNICEF is a special programme of the United Nations. This international organization relates to the ILO because of their devotion to aiding children internationally and aiding national efforts to improve health, nutrition, education, and general welfare of children (UNICEF, 2012). Although UNICEF’s goals are not based on targeting and eliminating child labour itself, they take a huge part in helping the cause. According to the Encyclopedia Britannica (2012), since 1996 UNICEF programmes have been guided by the â€Å"Convention on the Rights of the Child,† which affirms the right to all children to â€Å"the enjoyment of the highest attainable standard of health and to facili ties for the treatment of illness and rehabilitation of health (UNICEF 2012).† The Convention on the Rights of the Child is built on various international legal systems and cultural traditions. This Convention is a â€Å"universally agreed set of non-negotiable standards and obligations (UNICEF, 2011).† These are basic standards which are also referred to as human rights which set minimum entitlements and freedoms that are expected to be respected by all governments. UNICEF (2011) states that it is founded on respect for the dignity and worth of each individual, regardless of race, color, gender, language, religion, opinions, origins, wealth, birth status or ability. Therefore, they apply to every human being no matter where they are located. Not only are governments obligated to follow this Convention, but so are all individuals and employers regarding the rights of all humans. Furthermore, UNIFEC (2011) says that â€Å"we cannot ensure some rights without – or at the expense of – other rights.† Many countries including Canada have had to make changes to their common and civil law as a result of ratifying this Convention. However, this has been done for the better because local laws have been created to follow up with this Convention. For example, youth criminal laws in Canada underwent major changes resulting in the Youth Criminal Justice Act (YCJA) which defines Canada’s different commitments under the Convention. The Convention on the Rights of the Child is a legally binding instrument which is the first international instrument to incorporate the full range of human rights. This includes civil, cultural, economic, political and social rights. This is a special Convention, particularly for that reason that world leaders agreed on the fact that children under the age of eighteen years old often need the protection and care that adults do not. Furthermore, this would be a Convention for the world to recognize that children also have human rights. It sets out these human rights in 54 articles and two optional protocols. The first optional protocol restricts the involvement of children in military conflicts, and the second optional protocol prohibits the sale of children, child prostitution and child pornography. The articles identified by UNICEF (2011) spell out the basic human rights that children everywhere have: The right to survival; to develop to the fullest; protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life. The four core principles of the Convention are non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child. UNICEF (2011) states that â€Å"every right spelled out in the Convention is inherent to the human dignity and harmonious development of every child.† The Convention protects children’s rights by setting standards in health care; education; and legal, civil and social services. National governments have agreed to undertake the obligations of the Convention, therefore have committed themselves to protecting and ensuring children’s rights. They have also agreed to hold themselves accountable for this commitment before the international community. It is the governments’ obligation to make sure they do their part after signing or giving formal consent to the Convention, therefore treating it as a treaty, contract, or agreement and making it officially valid. Both the protocols have been ratified by a hundred and ninety four nations. These nations that have ratified this Convention are bound to it by international law. Furthermore, compliance is monitored by the United Nations committee on the Rights of the Child because it is important to make sure the member states are acting and complying according to the Convention. As far as the child labour topic goes, focusing on the International Labour Organization is far more important than focusing on UNIFIC. As suggested earlier, UNICEF’s focus is on advocating and paying attention to the general welfare of children globally. This includes children that do not work, whereas the ILO focuses on child labour issues among other labour issues of the world. The global importance of both of these international organizations is immeasurable. Therefore, understanding the fact that this topic is on child labour issues, it only makes sense to focus on the ILO. The ILO Structure The International Labour Organization’s work is based on encouraging and promoting the development of social and economic progress. It is important for governments, employers’, and workers’ organizations to cooperate in order for this structure to function. Furthermore, their aim is to ensure that it serves the needs of working men and woman by â€Å"bringing together governments, employers and workers to set labour standards, develop policies and devise programmes (International Labour Organization, 2012).† In other words, the ILO has created a form of a governing system for the international workforce to ensure safety and to protect all individuals. The ILO structure emphasizes equality where the workers and employers have equal voices with the governments. The ILO also encourages promoting a social dialogue between the trade unions and employers (International Labour Organization, 2012). Where appropriate, they implement national policy on social, economic, and other issues. There is no international organization that is like the ILO because it resulted in the tripartite organization, â€Å"the only one of its kind bringing together representatives of governments, employers, and workers in its executive bodies (International Labour Organization, 2012).† The ILO accomplishes its work through three main bodies which are â€Å"The International Labour Conference,† â€Å"The Governing Body,† and â€Å"The Office.† These main bodies oversee progress and changes in the global fight against child labour. This allows governments’, employers’, and workers’ representatives to settle disput es and reach agreements by mutual concessions. ILO Conventions and Recommendations Conventions and Recommendations are drawn up by representatives of governments, employers and workers and are adopted at the ILO’s annual International Labour Conference (International Labour Organization, 2012). The ILO has its own Constitution which gives them the authority required to eliminate child labour. Member States are required under this Constitution to submit them to their parliament for consideration. Once a Member State ratifies a Convention, it takes a year after the date of ratification for it to come into force. Therefore, there is a process involved and nothing happens overnight in the fight to eliminate child labour. After ratifying, nations must apply the Convention in their national law and practice. Furthermore, the countries must report on its application at regular intervals as required by the ILO. The ILO provides technical assistance if necessary. In addition, â€Å"representation and complaint procedures can be initiated against countries for violat ions of a convention they have ratified (International Labour Organization, 2012).† Fundamental & Governance Conventions The ILO’s Governing Body has identified eight Conventions as â€Å"fundamental,† covering subjects that are considered as fundamental principles and rights at work. The fundamental Conventions include â€Å"freedom of association and the effective recognition of the right to collective bargaining; the elimination of all forms of forced or compulsory labour; the effective abolition of child labour; and the elimination of discrimination in respect of employment and occupation (International Labour Organization, 2012).† They date back to 1930 and go to the latest Fundamental Convention that was issued in 1999. These principles are also covered in the ILO’s Declaration on Fundamental Principles and Rights at Work (1998). The ILO launched a campaign in 1995 to achieve a worldwide ratification of these eight Conventions. This would be a huge breakthrough in the fight to eliminate child labour as there would be worldwide support of at least the fundamental princi ples and rights of work. There are currently over 1,200 ratifications of these Conventions, representing 86% of the possible number of ratifications. The ILO’s Governing Body also came up with four Conventions as â€Å"priority† instruments, thereby encouraging member states to ratify them because of their importance for the functioning of the international labour standards system (International Labour Organization, 2012). Since 2008, they are referred to as Governance Conventions. These Conventions were identified by the ILO Declaration on Social Justice for a Fair Globalization as the standards that are the most significant from the viewpoint of governance. The Governance Conventions include â€Å"Labour Inspection Convention, 1947 (No. 81); Employment Policy Convention, 1964 (No. 122); Labour Inspection (Agriculture) Convention, 1969 (No. 129); Tripartite Consultation (International Labour Standards) Convention, 1976 (No. 144).† As the titles suggest, the ILO finds it is just as important to inspect what Member States are doing as it is to create laws. There is no sense in creating a law that is not monitor ed, inspected, or enforced. International Labour Standards International labour standards are â€Å"legal instruments drawn up by the ILO’s constituents and setting out basic principles and rights of work (International Labour Organization, 2012).† International labour standards refer to either Conventions or Recommendations. Conventions according to the ILO are legally binding international treaties which can be ratified by member states. Recommendations are non-binding guidelines. In many cases, a Convention lays down the basic principles to be implemented by ratifying countries. A related Recommendation completes the convention by providing more detailed guidelines on how it could be applied (International Labour Organization, 2012). The intent of labour standards is to establish a minimum level of protection from inhumane labour practices, basic rights, enhancing job security, and improving the terms of employment on a global scale. The workplace globally needs equal basic rights, which must be on ethical grounds according to the ILO. The International Labour Standards consist of twenty three subjects which are further broken down into more specific subtopics. Each topic and subtopic has its own Convention. A Convention is an agreement between states, governments, parties, or military forces, especially an international agreement dealing with specific subjects, such as child labour (Mifflin, 2000). International organizations use these Conventions as their weapons in order to fight child labour. It is their legal instrument to hold governments and partners who agree and consent to them liable if they fail to act according to the Convention. The twenty three international labour standards include freedom of association, collective bargaining, and industrial relations; forced labour; elimination of child labour and protection of children and young persons; equality of opportunity and treatment; tripartite consultation; labour administration and inspection; employment policy and promotion; vocational guidance and training; employment security; wages; working time; occupational safety and health; social security; maternity protection; social policy; migrant workers; HIV and AIDS; seafarers; fishermen; dockworkers; indigenous and tribal peoples; specific categories of workers; and final articles Conventions. Origins of ILO and its Conventions Conventions are a part of the international labour standards and all nations that accept them must apply them to their laws. Many of the Conventions date back to the beginning of the ILO. The ILO was created in 1919, â€Å"as part of the Treaty of Versailles that ended World War 1, to reflect the belief that universal and lasting peace can be accomplished only if it is based on social justice (International Labour Organization, 2012).† The term peace well describes their goals because they seek a peaceful global workforce where no one is exploited or put to work in dangerous circumstances. The Constitution was drafted in the same year the ILO was created by the Labour Commission set up by the Peace Conference. According to Encyclopedia Britannica (2012), the Constitution signifies â€Å"the body of doctrines and practices that form the fundamental organizing principle of a political state.† Furthermore, a treaty which establishes an international organization is also it s Constitution in that it would define how that organization is constituted. Advocacy for an international organization dealing with labour issues dates back to the nineteenth century. Therefore, the ILO is not the first and only organization who recognized the importance of dealing with worldwide labour issues. However, they are the first organization to take significant actions to make a change. The ILO formed after considering the security, humanitarian, political and economic problems of the world. The ILO Constitution’s Preamble says â€Å"the High Contracting Parties were moved by sentiments of justice and humanity as well as by desire to secure the permanent peace of the world (International Labour Organization, 2012).† The ILO’s mission has remained consistent as most of the areas of improvement listed in the Preamble remain relevant today. For example, regulations of the hours of work including the establishment of a maximum working day, dates back to the beginning of the ILO. International Labour Standards Directly Concerning Child Labour Some international labour standards deal with the issue of child labour directly, while others do indirectly. â€Å"Elimination of child labour and protection of children and young persons† deals directly with the issue of child labour as the title suggests. This is the labour standard number three which has four fundamental Conventions on child labour and related Recommendations. The four Conventions include the Minimum Age Convention created in 1973 (â€Å"No. 138†), Minimum Age Recommendation created in 1973 (â€Å"No. 146†), Worst Forms of Child Labour Convention created in 1999 (â€Å"No. 182†), and the Worst Forms of Child Labour Recommendation created in 1999 (â€Å"No.190†). The Minimum Age Convention is concerning the minimum age for admission to employment. Convention 138 (â€Å"C138†) was created on the fifty-eighth session of the Governing Body of the International Labour Office. The goal of this Convention was to establish a general instrument on the subject, which would gradually replace the existing ones applicable to limited economic sectors (International Labour Organization, 2012).† Previously there had been Minimum Age Conventions for certain industries and areas where people could work. For example, Minimum Age Sea Convention or the Minimum Age Non-Industrial Employment Convention. Instead of focusing on every sector individually, the Governing Body came up with a specific Minimum Age Convention concerning all children and all forms of work. This Convention includes eighteen judicial articles in which the nations that ratify this Convention must follow. The Minimum Age Recommendations include fourteen national policies for which nations can follow but are not bound to by law. The Recommendations mostly explain what countries should do to follow the articles of the Convention itself. For example, national policy one says â€Å"high priority should be given to planning for and meeting the needs of children and youth in national development policies and programmes†¦Ã¢â‚¬  This Convention is regarded as being of high importance because in the past, children as young as five years old became child labourers. The Worst Forms of Child Labour Convention concerning the prohibition and immediate action for the elimination of the worst forms of child labour. Convention 182 (â€Å"C182†) was created at the eighty-seventh Session of the Governing Body of the International Labour Office. The goal of this Convention and its sixteen articles is in a sense created to compliment the Convention and Recommendation concerning Minimum Age for Admission to Employment. The Governing Body was â€Å"considering the need to adopt new instruments for the prohibition and elimination of the worst forms of child labour, as the main priority for national and international action (International Labour Organization, 2012).† In other words, they needed solutions to the problem and recognizing that child labour is to an extent caused by poverty. Therefore, â€Å"long-term solution lies in sustained economic growth leading to social progress, in particular poverty alleviation and universal education (International Labour Organization, 1973).† This Convention really pushes nations that ratify it to take actions in eliminating the worst forms of child labour. The most notable articles state â€Å"the term child shall apply to all persons under the age of 18,† and â€Å"each Member shall, after consultation with employers’ and workers’ organizations, establish or designate appropriate mechanisms to monitor the implementation of the provisions giving effect to this Convention.† Overall, all the articles of this Convention are instructing the members about what they must do in detail and the processes for these actions are to begin immediately. The second part to the Elimination of Child Labour and Protection of Children and Young Persons labour standard is â€Å"Protection of Children and Young Persons.† This is mostly â€Å"Up-to-date instruments† which means these Conventions were created between 1919 and 1965 and therefore needed to be revised and updated. These Conventions include the Medical Examination of Young Persons, Minimum Age, and Night Work of Young Persons. It is important for the Governing Body to go over previous Conventions and address the changes that need to be made or have been made in order to monitor the progress. Nearly all international labour standards have an impact on child labour in one way or another. For example, â€Å"Equality of Opportunity and Treatment† is an international labour standard that concerns all individuals. If an adult is treated with equality, gets the opportunities and treatment that they deserve, their children will not have to earn a living and can pursue an education. This opens up doors for the following generations of children where they can receive education because their parents have good jobs. Relatively, this connects to the international labour standard of â€Å"Forced Labour† because the ILO’s evidence suggests that children and families as a whole are often forced into labour. The reasons can include unpaid debts, poverty, or any other reason from the list of causes of child labour. Therefore, these individuals face mistreatment and are often neglected from their basic human rights. Since these international labour standards connect wi th one another, it helps the cause because even if one of them is accepted by a Member State, it automatically helps another problem that we may be unaware of.