Retirement Benefits of US Supreme Court Justices

Retirement Benefits of US Supreme Court Justices Retiring U.S. Supreme Court justices are entitled to a lifetime pension equal to their highest full salary. In order to qualify for a full pension, retiring justices must have served for a minimum of 10 years provided the sum of the justices age and years of Supreme Court service totals 80. As of 2018, Associate Justices of the Supreme Court earned an annual salary of $255,300, while the Chief Justice was paid $267,000. Supreme Court associate justices who decide to retire at age 70, after 10 years on the job, or at age 65 with 15 years of service is eligible to receive their full highest salary – usually their salary at retirement for the rest of their lives. In return for this lifetime pension, judges who retire in relatively good health with no disabilities are required to remain active in the legal community, performing a minimum specified amount of judicial obligations every year. Why a Lifetime Full Salary? The United States Congress established the retirement for Supreme Court justices at full salary in the Judiciary Act of 1869, the same law that settled the number of justices at nine. Congress felt that since Supreme Court justices, like all federal judges, are well paid and appointed for life; a lifetime pension at full salary would encourage judges to retire rather than attempting to serve during extended periods of poor health and potential senility. Indeed, fear of death and decreased mental capacity are often cited as motivating factors in judges decisions to retire. President Franklin Roosevelt summed Congress reasoning up in his Fireside Chat of March 9, 1937, when he stated, We think it so much in the public interest to maintain a vigorous judiciary that we encourage the retirement of elderly judges by offering them a life pension at full salary. Other Benefits A good salary with an exceptionally good retirement plan is far from the only benefit to being appointed the Supreme Court. Among the others are: Health Care Federal judges are covered by the Federal Employee Health Benefits system. Federal judges are also free to acquire private health and long-term care insurance. Job Security All Supreme Court justices are appointed by the President of the United States, with the approval of the U.S. Senate, for a lifetime term. As specified on Article III, Section 1 of the U.S. Constitution, Supreme Court Justices â€Å"shall hold their Offices during good Behaviour,† meaning they can only be removed from the Court if they are impeached by the House of Representatives and removed if convicted in a trial held in the Senate. To date, only one Supreme Court justice has been impeached by the House. Justice Samuel Chase was impeached by the House in 1805 based on charges of allowing political partisanship to influence his decisions. Chase was subsequently acquitted by the Senate. Due to the security of their lifetime terms, Supreme Court justices, unlike any of the other presidentially-appointed, high-level federal bureaucrats, a free to make decisions without fear that doing so will cost them their jobs. Vacation Time and Workload Help How does three months per year off with full salary sound to you? The Supreme Court’s annual term includes a three-month recess, typically from July 1 through September 30. Justices receive the annual recess as vacation, with no judicial obligations and may use the free time as they see fit. When the Supreme Court is in session actively accepting, hearing, and deciding cases, the Justices receive extensive assistance from law clerks that read and prepare detailed summaries for the justices of the massive volume of material sent to the Court by other judges, lower courts, and lawyers. The clerks – whose jobs are highly prized and sought-after, also help the justices write their opinions on cases. Besides the highly technical writing, this job alone requires days of detailed legal research. Prestige, Power, and Fame For American judges and lawyers, there can be no more prestigious role in the legal profession than serving on the Supreme Court. Through their written decisions and statements on landmark cases, they become known worldwide, often with their names becoming household words. In possessing the power to overturn the actions of Congress and the President of the United States through their decisions, Supreme Court justices directly impact American history, as well as the day-to-day lives of the people. For example, landmark Supreme Court decisions like Brown v. Board of Education, which ended racial segregation in public schools or Roe v. Wade, which recognized that the constitutional right to privacy extends to a woman’s right to have an abortion, will continue to affect American society for decades.

35 Synonyms for Rain and Snow

35 Synonyms for Rain and Snow 35 Synonyms for Rain and Snow 35 Synonyms for Rain and Snow By Mark Nichol A rich variety of words and phrases are available to describe an array of wet weather conditions. Here are nearly three dozen terms for rain and snow events and their definitions (some accompanied by other meanings). 1. blizzard: a long, severe snowstorm (also, a sudden burst of something that comes in a large amount) 2. cloudburst: a brief, sudden, hard rain 3. condensation: conversion of vapor to a liquid or solid state, such as of cloud vapor into rain (also, the process of making something shorter) 4. deluge: a sudden large amount of rain (also refers to flooding or an inundation of anything, such as mail delivered to a destination) 5. downfall: a sudden and or heavy rain 6. downpour: a sudden, heavy, continuous burst of rain 7. driving rain: rain pushed by a strong wind 8. drizzle: a light rain of small drops 9. flurry: a brief, light fall of snow (also, a sudden appearance or occurrence, or a brief period of activity or excitement) 10. hail: small balls or lumps of ice and snow (also, something that suggests the impact of hail, such as a hail of bullets) 11. hailstorm: a storm that produces hail 12. ice storm: a freezing rain that leaves ice deposits 13. mist: very small drops of floating or falling moisture (also, a spray of moisture or something that obscures understanding) 14. mizzle: a very fine rain 15. monsoon: very heavy rain associated with a wind that periodically appears throughout the Indian Ocean and Southeast Asia, or the season during which this occurs 16. northeaster (or nor’easter): a rain storm or snowstorm occurring in New England that originates in the northeast 17. precipitation: water in the form of rain or snow; also abbreviated colloquially as precip (also, the process of separating a solid from a liquid) 18. rainfall: the amount of rain that falls in a particular area 19. rainstorm: a storm that produces rain 20. Scotch mist: a mixture of mist and light rain 21. scud: a slight, sudden shower, especially one driven by wind 22. sheet: a moving expanse of rain (also, various other meanings pertaining to broad, thin objects) 23. shower: a short rain of precipitation (also, a fall of meteors or something figuratively resembling a shower, such as an outpouring of support, or a party given for a woman about to marry or give birth, or a bath of water showered on the body or the apparatus for such a bath) 24. sleet: frozen or partly frozen rain 25. snow: ice crystals that fall as precipitation (also, something resembling snow) 26. snowstorm: a storm that produces snow 27. spit: a brief, slight, and perhaps intermittent fall of rain or snow (also, saliva or a similar excretion) 28. sprinkle: a light rain (also, something dropped in small amounts, such as candy sprinkles) 29. squall: a heavy rain with wind 30. sun shower: a short rain that occurs during partial cloud cover 31. tempest: a violent rainstorm 32. thundershower: a brief storm accompanied by lightning and thunder 33. thunderstorm: a storm accompanied by lightning and thunder 34. torrent: a large amount of rain (also, a large amount of water or of anything that flows suddenly) 35. virga: streaks of rain that evaporate before they reach the ground Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a Sentence225 Foreign Phrases to Inspire YouKn- Words in English

Girls and women in children's fiction Essay Example | Topics and Well Written Essays - 1250 words - 1

Girls and women in children's fiction - Essay Example and motherhood that run counter to the mainstream views of their time, but that the earlier book uses distancing narrative techniques to disguise this fact while the later book uses intimate narrative techniques to celebrate it. The difference in approach is due to the social pressures, or absence of them, which had an effect upon the authors in their respective historical situation. The three children labelled â€Å"the railway children† are introduced as part of a prosperous middle class English family who have fallen on hard times due to the mysterious removal of their father, Mr Waterbury. It emerges later that he was imprisoned on a false charge of spying. The father is therefore absent, and the children’s mother removes herself also for much of the time in order to write and presumably earn a living for the family. This leaves the three children Roberta, Peter and Phyllis, free to roam around the railway area and get to know Mr Perks, a working class station porter and and old gentleman who travels on the trains. The story is in many ways typical of Victorian children’s fiction because it is highly didactic and promotes moral behaviour and adherence to the rather stiff and formal rules of society. What is unusual about the book for its time is the way that the railway children switch social class for a time, and in a spell of relative freedom from middle class observation and control, experiment with autonomy, devising their own amusements and coming face to face with harsh economic realities and the limitations of conventional society. The children confront class prejudice in the episode of coal stealing with Mr Perks, race prejudice in the encounter with Mr Sczepansky and gender prejudice particularly in the character of Bobbie. The main character Goggle Eyes is a primary school child called Kitty whose parents are divorced, and who consoles a distressed classmate by telling her about the experience of having parents who divorce. The book shows how

Accounting and taxation Essay Example | Topics and Well Written Essays - 1000 words

Accounting and taxation - Essay Example The employment status of an employee has been categorized as employed or self-employed.This categorization is based upon the terms and conditions of the relevant association.It is important to mention that such classification is important as separate rules have been promulgated which are applicable to specific conditions of employment in special circumstances. It is important for an employee to realise that he/she should be aware of her job description along with lists of the designated authorities to whom he/she is responsible. It is significant to evaluate the capacity of your designation, which shall be verified against the standard classification of employed or self-employed, "it is important to know whether you are working for that person in an employed capacity or in a self-employed capacity as an independent contractor". This classification is significant in terms of imposition of tax bracket, the employment status is crucial to determine "the charge to tax on income from that employment or self-employment, and determines the class of NICs, which are to be paid" (Helen, 2000).The differentiation between the self-employed and employed is possible after evaluation of "contract of service or under a contract for services". It is important with reference to tax and NIC that "there is no statutory definition of a contract of service or of a contract for services", it is indeed the relationship towards the institution which is significant in assessment. The application of common law principles is critical for the determination of the nature of a contact. The courts have developed specific factors and assessment, the affirmative response towards series of factors helps in the classification of employed personnel. The questions includes, "do they have to do the work themselves; can someone tell them at any time what to do, where to carry out the work or when and how to do it; can they work a set amount of hours; can someone move them from task to task; are they paid by the hour, week, or month; can they get overtime pay or bonus payment". The affirmative response towards following suggest the strong possibility of self-employed personnel, "can they hire someone to do the work or engage helpers at their own expense; do they risk their own money; do they provide the main items of equipment they need to do their job, not just the small tools that many employees provide for themselves; do they agree to do a job for a fixed price regardless of how long the job may take; can they decide what work to do, how and when to do the work and where to provide the services; do they regularly work for a number of different people; do they have to correct unsatisfactory work in their own time and at their own expense" (Helen, 2000). As per legal regulations, contract has been regarded as oral and/or implied agreement between minimum two parties. The common elements of valid contract service and contract for services include, "the intention to enter into le gal relations; an offer (usually of work) and its acceptance (an agreement); consideration (for example, in return for performing work the worker receives payment)". The establishment of contact is essential, it is also important to settle the terms and conditions of the contract against "case law laid down by the courts over the years" (Greg, 2006). Issues The legal requirement envisaged by the courts include "basic approach to identify the factors present; weigh those that point to self-employment against those that point the other way; and then stand back and consider the picture that emerges" (Helen, 2000). The contract shall include the discussed features, which shall essentially reflect the nature of employment and will assist in differentiation of employment status. The understanding and interpretation of relationship between the parties is not of significant interest, "it is the reality of the relationship that matters, the intention of the parties has to be taken into account and can be decisive where the relationship is ambiguous

Critical analysis of the Lottery Essay Example for Free

Critical analysis of the Lottery Essay Overall Shirley Jackson discusses the movement of the setting, the unusual foreshadowing, and the outermost symbolism in The Lottery to give an overall point of view of the story. Even though a small village made seem peaceful, and a good place to raise a family, it is not always what it seems to be. The reader is about to enter a world with ritualistic ceremony and religious orthodoxy in The Lottery. The Lottery takes place on a clear and sunny summer morning around June 27 in a small village with about three hundred villagers gathering together in the central square for the annual lottery. As a child Shirley Jackson was interested in writing; she won a poetry prize at age twelve, and in high school she keeps a diary to record her writing progress. In 1937 she entered Syracuse University, where she published stories in the student literary magazine. Despite her busy life as a wife and a mother of four children, she wrote every day on a disciplined schedule. The Lottery is one of Jacksons best-known works. In The Lottery Shirley Jackson will discusses the movement of the setting, unusual foreshadowing and outermost symbolism to give us an overall point of view from the story. When one thinks of a lottery, one imagines winning a large sum of money. Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. The peaceful and tranquil town described in this story has an annual lottery every June 27 early part of 1800s in a small village with 300 people (456). Setting is to describe time and place of the story. The story occurs around ten oclock (456). This is an unusual time because in most towns all the adults would be working during mid-morning. In the lottery an ironic ending is also foretold by the towns setting being described as one of normalcy. The town square is described as being between the post office and the bank (456). Every normal town has these buildings, which are essential for day-to-day functioning. Throughout the story little parts of setting are being told, to give a clearer picture for a better understanding of the story. Jackson foreshadows a surprise ending. Foreshadowing is to hint of something  that would follow with the story. As the story continues the reader is told that school has let out for the summer, and yet the feeling of liberty sits uneasily with the children (456), which is strange, for no normal kid would be anything less than ecstatic over summer break. Finally, the children are said to be building a pile of stones in one corner of the square (456), which is a very strange game for children to play. All of these hints indicate that something strange and unexpected is going to happen, and they all will make sense once we discuss the storys final outcome. Symbolism is also a strong element of the story. The introduction of the black box carried by Mr. Summer (456) is a key turning point showing symbolism, which is anything in a story that represents something else, giving the awful ominous answers to all those foreshadowing hints. When the black box is brought in, its said to be a tradition that no one liked to upset. The villagers kept their distance from the box, as though they feared it (461). More and more the towns peculiarity begins to become apparent. For an example, the names of certain residents hit at the irony and unfavorable events to come. From the authors extravagant detailing of the town, one would expect this lottery to be a chance for one lucky family to win some money. Instead, the winners prize is death-by stoning In the story Tessie won the prize when Bill, her husband, forced the paper out of her hand (461). The portrayal of the residents at the end of the story is disturbingthey go about killing the winner ritualistically, trying to finish quickly. (461). They show no empathy at alltheyre simply following an ancient ritual. Overall Shirley Jackson discusses the movement of the setting, the unusual foreshadowing, and the outermost symbolism in The Lottery. The lesson in this story hits pretty hard. The Lotterys relationship to real life is that sometimes we are presented with traditions that have been adhered to for as long as anyone can remember, and we forget the reason these customs were created in the first place. The problem is that circumstances can change and make these traditions outdated, useless, and even harmful. Overall the main point of the story is that ignorant and indulgent believers can bring death to an innocent person, so therefore we must re-evaluate our traditions; otherwise were just letting ourselves be stoned.

Street Violence and the Media Essay example -- Argumentative Persuasiv

Violence Imitates the Media    In this essay we explore the increasingly apparent connection between the violence brutalizing teachers and kids in our schools, and the violence which the media regularly serves us through films, TV shows, shock jocks, and other supposedly innocuous outlets. Is it any wonder that reporters and journalists are picking up the John Paul II phrase "culture of death" to refer to America's culture? In the anxious hours following the Columbine High School shootings, America's television screens repeatedly showed a slow-motion film clip in which a black-clad, shotgun-toting boy bursts into a classroom and fills his fellow students full of buckshot. The gunman was teen idol Leonardo DiCaprio, the star of Titanic, and the clip came not from a surveillance camera but from Scott Kalvert's The Basketball Diaries, the 1995 movie said to have been a favorite of Eric Harris and Dylan Klebold, the black-clad, shotgun-toting boys who strolled into their school one bright April morning and murdered a teacher, twelve of their classmates, and themselves, leaving behind 51 homemade bombs for the police to defuse. (Basketball) Though The Basketball Diaries was promptly pulled from video stores by the studio that released it, the long-simmering debate over graphic portrayals of violence in the media had long since boiled over. Not that anything new was said-the only difference was the glib immediacy conferred by the shedding of blood. The argument itself remains as agonizingly familiar as a family quarrel: Did movies and television make us what we are today, or do they merely show us what we have become? In the case of The Basketball Diaries, the thing speaks for itself. To watch that horrific clip is to... ...philosophically trained pope is not given to shallow sound bites, and when he speaks of the culture of death, he has in mind a deep-seated, collective nihilism of which illegal drugs, idiot shock jocks, and mindlessly violent movies are mere symptoms. How to break its stranglehold? We all know the answer, but rarely is the question put so starkly to any of us as it was to 17-year-old Cassie Bernall. Trapped at gunpoint in the library of Columbine High School, she was asked by one of her attackers whether she believed in God. "Yes, I believe in God," she replied, and then he shot her dead. It is hard to imagine a more dramatic scene-and harder still to imagine that anyone in Hollywood, least of all Doug Liman, would dare to put it into a movie. Sources Consulted: The Basketball Diaries  Ã‚  Ã‚   http://www.suntimes.com/ebert/ebert_reviews/1995/04/975715.html

Are Boys in Crisis in Our Schools? Essay

Introduction There are many issues that concerns education that all educators should be aware of. One of those issue happens to be are boys in crisis. This is important for all early childhood educators to know because in their classroom they are going to have a class full of children and almost half of them will be boys. As teachers we should know how to help all of our students to succeed and grow up to be productive members of society. Our job as teachers is to insure that we are teaching the state standards and that the students are meeting those standards in order to move up in their education. John Dewey believed that all children learn differently and that education should not be resolved around curriculum, but it should be revolved around the abilities of the student. In the following pages I will be discussing both sides of the debate on boys’ crisis and my belief on the issue. First there are a couple articles and a book that support that boys are indeed in crisis. In each of these sources, they talk about how times have changed. It used to be known that girls were considered in crisis, but after a drastic change in the ways school are ran boys are now suffering and being place as the ones in crisis. Then there are a few articles that disagree with boys’ crisis. Most of the articles talk about how boys are doing fine and they are only a little behind academically. Also one of the articles talks boys scoring higher than girls in almost every subject. Lastly, I will reveal my beliefs on the issue as well as how I plan to implement my beliefs in my practices as and early childhood educator. The Debate There are many people in the United States whom agree with the statement boys in crisis. One article talk about how boys are getting left behind girls academically. There is a news article that talks about the gender gap and how boys are lagging. Also there is a book that discusses how boys are in crisis not girls. In the article written by Dan Haley, he talks about how girls are scoring higher than bays in almost every subject and some it is more obvious like reading and writing. He discusses how in 1992, there were study that showed that girls were being short changed by the school and how behind they were in math and science. After the media took a hold of the story of girls lagging academically, school started to change. But, instead of just catching up to the boys, they achieved higher than the boys. â€Å"A new gender gap is widening, this time in reading and writing, and boys are on the bottom end. † (Haley, 2009) Haley believes that there should be a movement for the men, just like they had for the girls. Test score showed even more how girls are better academically in many areas such as reading. â€Å"As a public policy issue, this has barely made its way into radar screen of policy makers. † (Haley, 2009) He thinks that the boys’ crisis has to do with not a how boys are being taught, but more about schools not trying to teach the children the way they learn best. â€Å"Unless k-12 leaders get serious about changing the way they teach boys, we’ll all suffer. † (Haley, 2009) Next in the news article written by David Kohn, he talks about how girls are leaving the boys behind academically in school. He starts off talking about how girls use to become nurses and teacher, but nothing high than that. After the equal opportunity laws were passed girls we able to become doctors and principal. Now a days the boys are the ones that need a little more help in school because they are lagging behind. â€Å"Far more boys than girls are found at the very bottom of the academic rank. † (Kohn, 2003) Many states have reported that boys are getting out of school and the girls taking over. It has been proven that â€Å"Girls outperform boys in elementary school, middle school, high school, and college, and graduate school. † (Kohn, 2003) He believes that boys are getting mixed message on what will make them good students and what will make them good men. Kohn talks about how boys are expected to be athletes and don’t get supported for doing well in school. â€Å"Boys are falling further behind girls in reading and writing, and still, there’s no public outcry the way there was for girls, and we wanted to find out why. †(Kohn, 2003) Boys’ crisis will not end unless people stand up for them as they once did for girls. Lastly, in the book written by Christina Hoff Sommers which talks about how the tables have turn from girls in crisis to boys. â€Å"Students who dominate the drop out list, the suspension list, the failure list and other negative indices of non-achievement in school are males at a wide ratio. †(Sommers, 2000) She talks about how boys rather rush through their homework to be able to go outside and play unlike girls who take their time to prefect their work. Boys are suffering in education more than ever because everyone believe that girls were in crisis and teachers started to focus on their needs and stop focusing on the boys needs to succeed. â€Å"Studies showing the existence of a serious educational gender gap adverse to boys began to surface. † (Sommers, 2000) The boys’ crisis also has to deal with boys not having enough contact with their teachers because they â€Å"believe that there is no one they can turn to for help† (Sommers, 2000) Sommers believes that â€Å"we should raise boys like we raise girls. † (Sommers, 2000) That way we can get them out of crisis. However, there are people that disagree with the statement boys in crisis. There are many articles that talk about boys having trouble in school, but it doesn’t mark them in crisis. There are articles that talk about how schools focus more on girl needs than on boys. Also there is a study that says that boys are scoring higher than girls in some areas. Deborah Perkins-Gough wrote an article that discussed why boy are falling behind girls in school. She believed there were many reason and one was, â€Å"today’s classrooms are too structured, ignoring boys’ energetic natures and their need for physical movement. † (Perkins-Gough, 2006) Most schools want the children to sit still and be quite in order to learn. For boys they need to be able to move around. It isn’t easy for them to be in a quite environment and that is why they are always being disciplined. In the last decade it is proven that boys are scoring higher than they did before according to the National Assessment of Educational Progress. They even say that in some areas boys are achieving higher scores then girls, but other areas they are scoring less than girls. In her article she does admit that there is a â€Å"gender gap in education attainment in the areas of grade promotion, high school graduation rates, and college attendance. †(Perkins-Gough, 2006) She talks about how education policymakers should not focus on boy crisis, but rather look at the gaps among students of different races and class. They should also take in concentration that, â€Å"In the past 30 years, the numbers of boys labeled as learning disabled or as having ADHD has â€Å"exploded†; boys now make up two-thirds of students in special education. † (Perkins-Gough, 2006) she believes that policymakers, educators, and parents should not worry about boys being in crisis because they are doing just fine. They need to be more concerned finding more reach on how to help all children learn through their learning styles. The next article discusses that boys and girls are different and that many schools are too girl friendly. In this article it talks about the point of view of Michael Gurian. He â€Å"believes that boys are not being well-served by what he calls our â€Å"girl-friendly† schools. † (It’s a male thing, 2006) 70 to 90 percent of boys are receiving grades that are no higher than D’s and F’s, that boys are 90 percent of the discipline problems and are 80 percent of the high school drops out. They also make up less than half of a college campus. In Gurian believes this has to do with the fact that schools are more girl-friendly. When he says girl friendly he means, â€Å"success in school comes more readily for students who can read and write well-areas in which girls tend to do better than boys. †(It’s a male thing, 2006) Gurian say that boys work better and learn better when they are allowed to move around. The reason they are more likely to be in trouble is because they have to sit still. He also finds single-sex classrooms beneficial because it can focus on a gender based instructions where as other look at the reduction of distraction in the classroom that you have when both boys and girls are in the same class. Gurian’s solutions for boy to be at the same level as girl is to â€Å"address the needs of boys include some physical changes in classrooms, as well as modifications in curriculum and learning materials. † (It’s a male thing, 2006) Many would not agree, but more research is being done to prove that Gurian is right. Boys are not in crisis, but need their learning styles met in order to succeed. Lastly, we have an article written by Muna Husain and Daniel Milliment talking about how boy crisis is a myth. They discuss how they â€Å"step back and assess the validity of â€Å"The boy crisis† in US primary schools by analyzing the gender gap in math and reading. †(Husain, 2009) In figuring out their conclusion that boy crisis is a myth they did a nationwide test on students from kindergarten to third grade. This test let them see if boys have gained or lost ground in the first four years of their academic careers. Even though this test is similar to how other people figure out the racial achievement gap, Husain and Millment did not just focus on the average achievement gap, but they also focused on the differences across the distribution. Conducting their test this way they end with the result that â€Å"boys outperform girls in math across virtually the entire distribution by the end of third grade, and gain ground across the entire distribution over the first 4 years of school. † (Husain, 2009) This proves that the conceptionof boy crisis in the United States is indeed unclear do to the fact boys are better in math. ? Advocacy for one side of the Debate I disagree with the statement boys in crisis for the following reasons, schools are more girl-friendly rather than boy, boys learn in a different way than girls, and depending on how a child is raised can affect how they do academically. It is true that boys are having trouble in school, but that doesn’t quite mean that it is a crisis. That just shows that boys have needs that are different to girls. When it is saying that boys are in crisis, it is actually saying that boys are in an uncertain and painful period of time that must be addressed in a timely matter in order to avoid disaster. In my opinion that does not sound like what boys are in crisis. They do need helped academically and behaviorally, but in each article I read that disagreed with boys in crisis talk about how boys are a little behind or are scoring higher in subject compared to the girls. To me this proves that boys are not in crisis. Ethical standards are always thrown around when policy makers are making new policy. What is the best way to handle certain situations? The ethical standard I believe that would best support my given position of boys’ are not in crisis would be the principal of fairness. I believe that it is unfair for schools to only meet the needs of the girls’ population leaving the boys to having trouble behaviorally. If schools were fair they would try to adapt the way students are taught to fit the needs of both the boys and girls. The UN rights of a child states in article 3 â€Å"The best interests of children must be the primary concern in making decisions that may affect them. †(UNICEF, Factsheet) I believe this support my debate because it is not in the best interest to title boys in crisis. Boys need teachers to teach them in the best way that will help them learn instead of teaching the boys like they teach the girls. Another right that the UN gives children is talked about in article 28 the right to an education. This is because boys are still learning and are benefitting from the education even though girls in some case are doing better academically. People need to realize that education means to acquire knowledge in a school type of setting and both boys and girls are doing so even at different rates. As an early child care provider I will take into consideration that boys and girls are different when it comes to the way they learn. In my classroom I will meet the needs of all my students by having times where it is quite and the students must listen to lectures. Also I will have times where students can talk to each other and move around the room doing hands on activities. This will help all of my students succeed and be on the same page. There are many leadership roles a teacher may find themselves using in their teaching career. In my practices I will be using transformational leadership because I am creating an environment that will help all of my students. Also I want to be able to inspire my students to adapt to learning together that fit everyone learning style and maybe help the students to succeed no matter how they are taught. Using this leadership in my class will help not only the students, but it will help my fellow teachers that might have my students in years to come. Also I will be providing a servant leadership because I will focus on the needs and goals of my students to achieve their potential success and above. These are the best leadership skill to enhance the way my classroom will be run and how it will benefit the students in the long run. This will also help to keep both the boys and girls falling into the category of being in crisis. References Anonymous (2006). It’s a male thing. American Teacher, Vol:90 Issue 4. From http://wilsontxt. hwwilson. com. ezproxy1. lib. asu. edu/pdffull/04575/168yt/dsv. pdf Haley, D. (2004) Leaving our boys behind. The Denver Post. Pg. B-07 From http://www. lexisnexis. com. ezproxy1. lib. asu. edu/hottopics/lnacademic/?. shr=t&csi=144565&sr=HLEAD(Leaving+our+boys+behind)+and+date+is+August,+2004 Husain, M. and Millimet, D. L. (2009). The mythical ‘boy crisis’? Economics of Education Reviewer, vol:28 Issue1 38-48. From http://www. sciencedirect. com. ezproxy1. lib. asu. edu/science? _ob=ArticleURL&_udi=B6VB9-4S7J5M1-2&_user=56861&_coverDate=02%2F28%2F2009&_rdoc=1& _fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000059542&_version=1&_urlVersion=0&_userid=56861&md5=969cbbac9b77650ac70954fdfbd2bfe7&searchtype=a#sec1 Kohn, D. (2003). The gender gap: boys lagging. CBS.

Holden Account Management

efox Account Plan Account: ANZ Operations and Technology Pvt Ltd Total WSP Revenue: $40,000 Total CDSP Revenue: $0 Sales Professional: Amit D Bhattacharya 29/11/2010 Page 1 of 12 efox by Holden International www. holdenintl. com efox Account Plan Corporate Goals & Initiatives Corporate Goals: undefined Corporate Initiatives: undefined 29/11/2010 ANZ Operations and Technology Pvt Ltd Page 2 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Account: ANZ Operations and Technology Pvt Ltd Opportunity: NPLC Bangalore-Mumbai Value: $40,000 Close Date: May 11 2010 Sales Professional: Amit D Bhattacharya Sales Prediction Opportunity is closed 29/11/2010 Page 3 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Discovery Expanded Opportunity Analysis Solid Emerging Weak Non-existent Excellent Good At parity Marginal Bad Disadvantaged Tentative Disconnected Severely at Risk Strong Growing At Risk Nov 29 2010 Dominant Secure Value Premise Business Quality Competitive Strength Political Alignment Summary Can We Add Value? – Value Premise Client Involvement in Value Discovery Business Impact -11 0 Driving Mechanism Measurability -3 -4 -3 0 -3 0 -15 -4 Should We Pursue? – Business Quality Geography/Resourceable Funding Risk Assessment Future Value to Us 0 0 0 Time frame Client Competence Profitability to Us 0 Can We Compete? – Competitive Strength Solution Compatibility Client History Philosophical Alignment 0 0 Competitor's Solution Compatibility Competitor's Client History -4 -3 -4 -27 -4 -3 -56 Competitor's Philosophical Alignment -4 Are We Politically Aligned To Win? – Political Alignment Decision-Making Process Leverage Political Leverage Appropriate Executive Sponsorship Established Momentum -4 -4 -4 0 Competitor's Decision Process Leverage -4 Competitor's Political Leverage Competitor's Approp. Exec. Sponsorship -4 Competitor's Established Momentum Total Score 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 4 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Establish Value Value Statements Sharath S, Lead – Technology, O We can provide the ethernet link as needed by you to reduce the choking and proper running of the applications as the current bandwidth is choked. Critical Business Issues Traffic is very high on the existing link which leads to choking Area of Improvement Upgrading of the bandwidth capability in the existing link Business Impact Credibility Need to release the choking and Track record of having provided the IT applications will run more similar links to Sonata Software, smoothly IBM etc Value Proposition Beginning April 28th 2010 as a result of the new link from TTSL, ANZ Operations and Technology Pvt Ltd will be able to effectively increase the bandwidth on the existing link resulting in effective removal of the choking for proper running of the IT applications with the economic payback of increased productivity of employees. We will document our delivered value by **. 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 5 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Competitive Strategy Differentiation Analysis Our Strategy Competitor Strategy for Strategy Coaching Prompt 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 6 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Political Support Support Base Map MV VM RP SS VB RP Ravi Pangal, Head – Transitions, E Agenda: Contribution: VM Viswas M, Head – IT strategic Sourcing and asset Management, M Agenda: Contribution: VB Vaidyanathan B, Manager Facilities, O Agenda: Contribution: MV Mahendran V, Head – IT Infrastructure, M Agenda: Contribution: SS Sharath S, Lead – Technology, O Agenda: Contribution: 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 7 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Ravi Pangal, Head – Transitions, E Agenda: Contribution: Fox Evaluator 2 3 4 5 6 7 8 9 10 Ravi Pangal has exerted influence outside of his or her organizational authority Ravi Pangal has knowledge of his or her company's mission and business goals, as evidenced in his or her working to directly or indirectly advance them Ravi Pangal is an effective risk taker, in terms of his or her ability to assess and manage risk Ravi Pangal demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Ravi Pangal is a good listener Ravi Pangal can appropriately and successfully work in exception to company policy Ravi Pangal influences important decisions before they are formally made Ravi Pangal has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Ravi Pangal is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Ravi Pangal is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Don't Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true Contact Evaluator 1 2 3 4 5 6 7 8 9 10 My discussions with Ravi Pangal touch upon potential opportunities beyond the curre nt business opportunity Ravi Pangal utilizes e or my company as a nontraditional resource through which value can be derived Ravi Pangal makes an effort to assist me in cost-justifying the value that we can contribute Ravi Pangal introduces or references me to influential people in the account Ravi Pangal has a clear strategy for establishing us as the preferred supplier Ravi Pangal utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Ravi Pangal openly discusses his or her company's plans, projects, and personnel with me Ravi Pangal can articulate my personal or company's long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Ravi Pangal takes the initiative in assisting me in the current business development opportunity I feel my relationship with Ravi Pangal transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Som etimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 8 of 12 efox by Holden International www. oldenintl. com efox Winning Sales Plan Viswas M, Head – IT strategic Sourcing and asset Management, M Agenda: Contribution: Fox Evaluator 1 2 3 4 5 6 7 8 9 10 Viswas M has exerted influence outside of his or her organizational authority Viswas M has knowledge of his or her company's mission and business goals, as evidenced in his or her working to directly or indirectly advance them Viswas M is an effective risk taker, in terms of his or her ability to assess and manage risk Viswas M demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Viswas M is a good listener Viswas M can appropriately and successfully work in exception to company policy Viswas M influences important decisions before they are formally made Viswas M has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Viswas M is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Viswas M is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Don't Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Viswas M touch upon potential opportunities beyond the current business opportunity Viswas M utilizes me or my company as a nontraditional resource through which value can be derived Viswas M makes an effort to assist me in cost-justifying the value that we can contribute Viswas M introduces or references me to influential people in the account Viswas M has a clear strategy for establishing us as the preferred supplier Viswas M utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Viswas M openly discusses his or her company's plans, projects, and personnel with me Viswas M can articulate my personal or company's long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Viswas M takes the initiative in assisting me in the current business development opportunity I feel my relationship with Viswas M transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 9 of 12 efox by Holden Internation al www. holdenintl. com efox Winning Sales Plan Vaidyanathan B, Manager Facilities, O Agenda: Contribution: Fox Evaluator 2 3 4 5 6 7 8 9 10 Vaidyanathan B has exerted influence outside of his or her organizational authority Vaidyanathan B has knowledge of his or her company's mission and business goals, as evidenced in his or her working to directly or indirectly advance them Vaidyanathan B is an effective risk taker, in terms of his or her ability to assess and manage risk Vaidyanathan B demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Vaidyanathan B is a good listener Vaidyanathan B can appropriately and successfully work in exception to company policy Vaidyanathan B influences important decisions before they are formally made Vaidyanathan B has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Vai dyanathan B is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Vaidyanathan B is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Don't Know -1-Doubt this is true -1 0 0 -1 1 0 1 0 -2 0 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Vaidyanathan B touch upon potential opportunities beyond the current business opportunity Vaidyanathan B utilizes me or my company as a nontraditional resource through which value can be derived Vaidyanathan B makes an effort to assist me in cost-justifying the value that we can contribute Vaidyanathan B introduces or references me to influential people in the account Vaidyanathan B has a clear strategy for establishing us as the preferred supplier Vaidyanathan B utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Vaidyanathan B openly discusses his or her company's plans, projects, and personnel with me Vaidyanathan B can articulate my personal or company's long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Vaidyanathan B takes the initiative in assisting me in the current business development opportunity I feel my relationship with Vaidyanathan B transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never 0 -1 0 0 1 -2 -1 0 -1 -1 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 10 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Mahendran V, Head – IT Infrastructure, M Agenda: Contribution: Fox Evaluator 1 2 3 4 5 6 7 8 9 10 Mahendran V has exerted influence outside of his or her organizational authority Mahendran V has know ledge of his or her company's ission and business goals, as evidenced in his or her working to directly or indirectly advance them Mahendran V is an effective risk taker, in terms of his or her ability to assess and manage risk Mahendran V demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Mahendran V is a good listener Mahendran V can appropriately and successfully work in exception to company policy Mahendran V influences important decisions before they are formally made Mahendran V has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Mahendran V is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Mahendran V is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confr ontational manner 1-Most Likely True 0-Don't Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Mahendran V touch upon potential opportunities beyond the current business opportunity Mahendran V utilizes me or my company as a nontraditional resource through which value can be derived Mahendran V makes an effort to assist me in cost-justifying the value that we can contribute Mahendran V introduces or references me to influential people in the account Mahendran V has a clear strategy for establishing us as the preferred supplier Mahendran V utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Mahendran V openly discusses his or her company's plans, projects, and personnel with me Mahendran V can articulate my personal or company's long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Mahendran V takes the initiative in assisting me in the current business development opportunity I feel my relationship with Mahendran V transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 11 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Sharath S, Lead – Technology, O Agenda: Contribution: Fox Evaluator 2 3 4 5 6 7 8 9 10 Sharath S has exerted influence outside of his or her organizational authority Sharath S has knowledge of his or her company's mission and business goals, as evidenced in his or her working to directly or indirectly advance them Sharath S is an effective risk taker, in terms of his or her ability to assess and manage risk Sharath S demonstrates integrity, in terms of not being willing to compromise h is or her company or individuals within the Power Base to advance his or her own aspirations Sharath S is a good listener Sharath S can appropriately and successfully work in exception to company policy Sharath S influences important decisions before they are formally made Sharath S has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Sharath S is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Sharath S is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Don't Know -1-Doubt this is true -2 0 -1 0 1 -2 1 1 -2 1 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Sharath S touch upon potential opportunities beyond the current business opportunity Sharath S utilizes me or my company as a nontraditional resource through which value can be derived Sharath S makes an effort to assist me in cost-justifying the value that we can contribute Sharath S introduces or references me to influential people in the account Sharath S has a clear strategy for establishing us as the preferred supplier Sharath S utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Sharath S openly discusses his or her company's plans, projects, and personnel with me Sharath S can articulate my personal or company's long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Sharath S takes the initiative in assisting me in the current business development opportunity I feel my relationship with Sharath S transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -1 -2 -2 -2 -2 0 0 29/11/20 10 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 12 of 12 efox by Holden International www. holdenintl. com

E

E E-Business Essay School of Computing and Communications Spring 2010 32120 Introduction to e-Business Technology Assessment Item 2 Research Project - Report and Presentation WORTH: 30% (Research report 20% & presentation: 10%) Due date: 19 October 2010 OVERVIEW In groups of 2, select an industry you would like to concentrate your e-Business research report. In your research report and presentation you will detail how to get this business ready for ecommerce. You could look at either selling services or physical goods. Your selection could be based on an actual 'bricks-and-mortar' retail business that you know, or the business may already have an existing e-commerce website that you would like to improve or the business you have in your mind that you would like to work on. You can make up a business that does not exist. Prior to commencing your project please discuss it with your tutor in the earlier weeks. You will describe the model and strategies applied to make it a successful e-commerce business, addressing all the points listed below (in bold). You also need to provide the rationale behind your decisions. This can be partly based on the material from the textbook and classes (that still needs to be acknowledged) but you also need to conduct in-depth research using additional resources (books on e-commerce, journal articles, reports etc). The report and presentation need to cover: An overview of the industry and the company detailing the trends A description of key elements of the business model and strategy Details of the technology infrastructure chosen Decisions concerning payment systems and security Marketing strategies 32120 – Introduction to e-Business Technology 1|Page Please refer to the corresponding chapters in the textbook to see what concepts should be included within each topic. In your report you may use drawings and diagrams to illustrate some concepts, or you can create an actual website prototype and include the URL in your report. RESEARCH REPORT The report must be word processed and include a signed declaration that the work you are handing in is your own (group members). It is due on 19th October 2010 (Week 11). The soft copy should be submitted via email by 6 pm to your tutor (preferably designate one group member to submit the report, but please CC: the other team member). When emailing the assignment, please save the message in your Sent folder as a proof of submission in case it does not get through. You also need to hand in the hard copy of the research report to the tutor at the beginning of the Tutorial class. The copy must be identical to the soft copy submitted earlier. PRESENTATION You will need to present the main points of your research report to your tutorial group using a PowerPoint Presentation (15-20 minutes per presentation). Please remember that in this presentation you will be marked both on the content and on your presentation skills. Each team member must take part in the presentation. Your presentation should follow the headings of your report. Its aim is to demonstrate to your audience the decisions and strategies you chose, and the rationale behind them. You still need to use in-text references in the presentation (author, year), and include a list of e e-reader3 Essay 1. The British Parliament passed the Stamp Act in 1765 to meet the costs of army and the empire. It required formal documents such as bills, deeds, diplomas and newspapers to be stamped in order to make sure that the designated taxes were paid. 2. It raised questions about the limits and legitimacy of imperial rule. 3. The artisans and shop-keepers of Boston who were against the Stamp Act were known as the Loyal Nine or the Sons of Liberty. 4. The effigy was hanging with a boot along with a young impersonation of the Devil that was peeking out from the top. It had a label on its breast that read ‘In Praise of Liberty’. And found beneath the effigy were the following words: â€Å"He that takes this down is an enemy to his country.† The owner of the tree decided to take effigy down, however, after seeing the amount of people who gathered near the effigy, he abstained from his decision. It was because every single person that passed the effigy was required to get his articles stamped by it. 5. The crowd of thousands met up at their assigned place and took down the pageantry surrounding the effigy. They took the effigy along the main street, through Tilby Street and Oliver’s Dock, towards a newly built building which they thought to be an office for stamps and demolished it in half an hour. They burned the effigy with timber and set fire to several things like stables, coach houses etc. They demolished a summer house, broke its furniture along with an expensive looking

Dependent Variable Definition and Examples

Dependent Variable Definition and Examples A dependent variable is the variable being tested in a scientific experiment. The dependent variable is dependent on the independent variable. As the experimenter changes the independent variable, the change in the dependent variable is observed and recorded. When you take data in an experiment, the dependent variable is the one being measured. Common Misspellings: dependant variable Dependent Variable Examples A scientist is testing the effect of light and dark on the behavior of moths by turning a light on and off. The independent variable is the amount of light and the moths reaction is the dependent variable.  A change in the independent variable (amount of light) directly causes a change in the dependent variable (moth behavior).You are interested in learning which kind of chicken produces the largest eggs. The size of the eggs depends on the breed of chicken, so breed is the independent variable and egg size is the dependent variable.You want to know whether or not stress affects heart rate. Your independent variable is the stress, while the dependent variable would be the heart rate. To perform an experiment, you would provide stress and measure the subjects heartbeat. Note in a good experiment, youd want to choose a stress you could control and quantify. Your choice could lead you to perform additional experiments since it might turn out the change in heart rate after exposure to a decrease in temperature 40 degrees (physical stress) might be different from the heart rate after failing a test (psychological stress). Even though your independent variable might be a number that you measure, its one you control, so its not dependent. Distinguishing Between Dependent and Independent Variables Sometimes its easy to tell the two types of variables apart, but if you get confused, here are tips to help keep them straight: If you change one variable, which is affected? If youre studying the rate of growth of plants using different fertilizers, can you identify the variables? Start by thinking about what you are controlling and what you will be measuring. The type of fertilizer is the independent variable. The rate of growth is the dependent variable. So, to perform an experiment, you would fertilize plants with one fertilizer and measure the change in height of the plant over time, then switch fertilizers and measure the height of plants over the same span of time. You might be tempted to identify time or height as your variable, not the rate of growth (distance per time). It may help to look at your hypothesis or purpose to remember your goal.Write out your variables as a sentence stating cause and effect. The (independent variable) causes a change in the (dependent variable). Usually, the sentence wont make sense if you get them wrong. For example:(Taking vitamins) affects the numbers of (birth defec ts). makes sense(Birth defects) affects the number of (vitamins). probably not so much Graphing the Dependent Variable When you graph data, the independent variable is on the x-axis, while the dependent variable is on the y-axis. You can use the DRY MIX acronym to remember this: D - dependent variableR - responds to changeY - Y-axis M - manipulated variable (one you change)I - independent variableX - X-axis

Tourism Demand to the Portfolio of a Developing and Developed Country Research Paper

Tourism Demand to the Portfolio of a Developing and Developed Country - Research Paper Example Tourism is defined as travel for the purpose of business, leisure or recreation. However, tourism is a very important sector for several economies because of the resultant inflows of huge amounts of money in business activities as well as creation of employment opportunities in services associated with tourism such as hospitality services, cruise ships, entertainment, airlines and transport. This paper has examined the different aspects of tourism demand and after having defined the concepts and models of tourism, a detailed analysis has been made of the demand for tourism in Switzerland and Indonesia. In arriving at the different conclusions, this paper has mainly relied on journals, magazines and books that are available on the internet. Tourism is understood as the activity related to people moving away from their normal environments for reasons that are diverse from their work or profession. Tourism is not a new phenomenon and was favored with individuals that wished to enhance t heir education while the wealthy class traveled largely for pleasure, for socializing or to personally visit destinations that were widely described in the literature or reported by travelers. With the improvement of transport systems in terms of speed and comfort, the flow of visitors increased even to far flung areas. In recent times the traveling habits of people have increased considerably primarily because of: Fast, secure and comparatively cheap modes of transport Increasing interests relative to knowing of new cultures Widespread information about the attractiveness of different places Increasing disposable incomes and leisure time in several parts of the world The earliest attempts to study tourism were made by Ogilvie (1933) who held that the word tourism was the result of the curiosity of language because till that time there was no such word in the English language. He wrote that it can be used to describe an individual that simply leaves his home or country with the obje ctive of coming back to his home after some time. His definition of tourists was, â€Å"all people who satisfy two conditions, that they are away from home for any period of less than a year and second, that while they are away they spend money in the place they visit without earning it there† (Ogilvie, 1933, p.5). In considering Ogilvie’s definition, Burkart and Medlik (1981) identified four major characteristics of tourism: They are people who undertake journeys to stay in various destinations (Burkart and Medlik, 1981, p.42). Their destinations are distinct from their normal place of residence and work so that their activities are not the same as those of the residents and working populations of their destinations (Burkart and Medlik, 1981, p.42). Their intention is to return within a few days or months, so the journey is of a temporary and short term nature (Burkart and Medlik, 1981, p.42). Their purpose for undertaking the journey is other than to take up permanen t residence or employment remunerated from within the destinations (Burkart and Medlik, 1981, p.42). A socialist approach has been adopted by Cohen (1974) in defining a tourist as, â€Å"a voluntary, temperory traveler traveling in the expectation of