Economic Business Strategies of Ryanair

Economic Business Strategies of Ryanair Ryanair Introduction The economics of business vary, both depending upon the industry where they operate and the style and strategy adopted by the management. Within this paper it is intended to assess those economic factors as they relate to the â€Å"low-cost† airlines. To assist with this assessment Ryanair, one of the leading â€Å"low-cost† airline operators in Europe, will be used as an example. Existing Corporate Strategy Following the liberalisation of the airline industry, the consumer demand for air travel began to increase. However, when operators such as Ryanair, an Irish based company, was one of the â€Å"first-movers† (Faulkner and Campbell 2006). in adopting a â€Å"low-cost† strategy for Europe, similar to the model successfully introduced by Southwest Airlines (2007) in the US, the levels of demand increased dramatically. As can be seen from the numbers of passengers using UK airports (see table 1). Table 1 Airline passengers Year Passengers (m) 1980 50 1990 90 2000 180 The demand for airline seats is also forecast to more than treble by 2030 to around five hundred million UK passengers. Ryanair is an Irish airline operator that commenced business in the mid 1980’s with one 15-seater aircraft, has grown to a business that now has a fleet of over 150 aircraft and carrying over two million passengers (About Us 2007). Since the beginning of the century, the company’s growth rate has improved substantially, to a position where it is now supplying air travel to around forty million passengers (see figure 1), with an expectation of this rising to seventy million within the next few years (Ryanair 2007). The company has achieved this growth by supplying consumers with consistently low prices. It maintained these low fares by creating a â€Å"no frills† price advantage (Pettigrew et al 2002), which differentiated its service from the established airline competitors (Porter 2004, p.207 and Kotler et al 2004, p.407). In other words Ryanair offered cheap fares with lower levels of service. For example, free in-flight meals were eliminated. At one stage the no-frills policy included not providing ice for in-flight drinks (Creaton 2004, p.169), although this was reintroduced following complaints. However, to sustain this position, as Lynch (2006) and Faulkner and Campbell (2005), who submitted that to achieve and maintain low price in the market place, the business itself had to be structured in a way that provided a limited cost base. Ryanair has achieved this situation by taking a number of measures, which include: Maximising use of resources by using one aricraft type, increasing employee roles and reducing airpot turnaround times. Ticketless and direct selling via the Internet or phone, which served to reduce administrative costs. Use of secondary rather than main airports. This move enabled the business to negotiate lower airport fees. Single class travel, elimatiion of free inflight services and seat reservation helped reduce business costs. All of these measure have given Ryanair the flexibility to be able to maintain a flexibility of price, from 99p owards, and service and helped it to react effectively to industry changes. In terms of profit and the financial contribution that Ryanair’s strategy has achieved, as can be seen from the following financial data taken from the relevant company’s website, shows how successful Ryanairs appraach was in 2003, when compared with its main competitors (See table 2 below). Table 2Net profit percentages Company Percentage Ryanair 17.81% Easyjet 7.98% British Airways 7.28% Challenges There are significant future challenges facing the low-cost airline industry in general, and Ryanair in particular, which will need to be addressed. Amongst these are the following: Competition It increased regional and global harmonisation and development of air travel; Ryanair is bound to face increasing competition within the next five years. This could materialise from developing nations within Europe, where there is significant scope for new entrants (see figure 2) It could also result from the recently signed â€Å"open skies† agreement between the EU and US (Milmo and Gow 2007). Both of these actions could result in loss of market share to new entrants, which would impact adversely upon Ryanair’s current level of success and financial results. Similarly, Ryanair’s own growth predictions could reduce its profitability levels. Whilst growth brings economies of scale, it can increase management costs, which is counter-productive to efficiency (Creaton 2004, p.250). Taxation At present the airline industry is heavily subsidised. As identified with the Bized (2004) report, this benefits the industry players by around  £6 billion annually. These benefits include zero VAT, capped landing charges and fuel tax exemption. It is anticipated the removal of these benefits, by introducing the relevant takes could reduce passenger levels by over 22% as a result of the increase in prices. Whilst it is not expected that all these subsidies will be eliminated at once, there is little doubt that for political, treasury and environmental reasons some adjustments will be seen in these areas will be seen within the next five years. Environment The major challenge facing Ryanair relates to its impact on climate change. Following recent IPCC, the EU are becoming increasingly concerned with the airline industries contribution to this global issue. As a result, these organisations have developed industry targets that are expected to be met within the next 5 years and beyond (see table 3). Unless Ryanair adapts its corporate strategy to take into account these targets, the result addition costs, or reduction in service will impact severely upon its ability to remain cost efficient and to maintain its present levels of profitability. Future Strategy As has been advised by a number of researchers (Lynch (2006) and Faulkner and Campbell (2006)) every business needs to review its corporate strategy to address future challenges. There are two ways that Ryanair can address the challenges that have been outlined in the previous section of this paper In terms of reducing the impact of competition, and making it more difficult for new entrants, the business needs to continue to seek ways to sustain its cost reduction programme. This not only means that it has to ensure that the internal management structure efficiency of the business needs to be as efficient as it has been in the past, but also that the business needs to seek new measures of cost reductions. For example, expanding its automatic check-in processes through all its locations would greatly reduce the business human resource cost. It can also sustain its lower price policy by transferring the cost of flying from ticket cost to other aspects of the travel, for example luggage. This specific action could also offset any potential airport cost increases. However, the most effective strategy to adopt in order to address all of the challenges is to develop a plan that increases the supply to meet anticipated demand, whilst at the same time reducing the cost of that supply and the effects of increased taxations and meeting its environmental commitment. The most effective plan for this achievement is the conversion of the current fleet to higher passenger capacity aircraft. For example, the introduction of a significant number of Airbus models would double capacity on those flights. From an economic viewpoint it would also reduce costs. For example the maintenance and servicing costs would remain the same because aircraft numbers have not been increased, but will reduce as a percentage of the ticket cost. Similarly, airport costs and other taxes, such as fuel tax would also be reduced per passenger capita. Finally, because of the increased load, and higher efficiency of these aircraft, the emissions level per passenger km would also see a reduction, thus helping the business to meet its environmental targets. Conclusion As has been seen from this research, over the past two decades the business economic strategies that Ryanair has employed have been successful in helping it maintain competitive advantage, achieve passenger growth and fulfil its objective of increasing business value. However, with the future challenges facing the business from increased competition, rising taxation and environmental concerns, the business will need to adopt a that is flexible to change, whilst at the same time enabling it to continue to sustain and achieve the successes of the past. This will mean combining cost reduction with a production and supply system that reduces the impact of potential tax increases, whilst at the same time enabling Ryanair to meet the increasing demands of reducing its environmental impact. Bibliography Bized (2004). Low Flying Fares: An End to Cheap, No Frills? Retrieved 27 July 2007 from http://www.bized.co.uk/current/leisure/2003_4/010304.htm Brassington Frances and Pettitt, Stephen (2006). Principles of Marketing, 4th edition, Pearson Education Ltd. London, UK Channel 4 News (2007). If you care about the environment, you should fly Easyjet. Really? Retrieved 16 May 2007 from http://www.channel4.com/news/articles/society/environment/factcheck+how+green+is+easyjet/509642 Creaton, Siobhan (2004). Ryanair: How a Small Irish Airline Conquered Europe. Aurum Press Ltd. London, UK. Faulkner, David and Campbell, Andrew (2006). The Oxford Book of Strategy: A Strategy Overview and Competitive Strategy. New ed. Oxford University Press. Oxford, UK. De Groote, P.D (2005). The Success Story of European Low-Cost Carriers in a Changing Airworld. GaWC Research Bulletin 174. Retrieved 27 July 2007 from http://www.lboro.ac.uk/gawc/rb/rb174.html Kotler, Philip. Wong, Veronica., Saunders John A and Armstrong, Gary (2004). Principles of Marketing, 4th European edition, Pearson Education Ltd. London, UK. Lynch Richard (2006). Corporate Strategy. 4th edition. Financial Times Prentice Hall. Harlow, UK. Milmo Dan and Gow David (2007). EU Open skies deal. The Guardian. London, UK. Pettigrew, Andrew M. Thomas, Howard and Whittington, Richard (2002). The Handbook of Strategy and Management. Sage Publications Ltd. London, UK. Porter, Michael E (2004). Competitive Strategy: Techniques for Analysing Industries and Competitors. The Free Press. New ed. The Free Press. New York, US. Report (2007). The Environmental Effects of Civil Aircraft in Flight. Royal Commission of Environmental Pollution. Retrieved 29 July 2007 from http://www.rcep.org.uk/avreport.htm Ryanair (2007). About us. Retrieved 14 May 2007 from http://www.ryanair.com Southwest Airlines (2007). About SWA. Retrieved 28 July 2007 from http://www.southwest.com/about_swa/airborne.html

Comparison of American Education and Asian Eduction

Joshua R Coleman Mrs. Kumler English 10 4-26-12 Comparison of American Education and Asian Education For many years, the United States has prided itself in producing the most intelligent people in the world. Much of the U. S. ’s advances have been through the contributions of many brilliant scientists, doctors and other professionals. However, recent studies have shown that America is losing this advantage to many Asian countries including Japan and South Korea. American education has fallen short of the education found in the countries of Asia due to the lack of the competitive culture in America.To show the competitiveness of a nation one can look at a country’s population, average wages, and the amount of time spent in school. When compared to countries such as Japan and South Korea, the U. S. has a much higher population. However, it is not the total population that would make a nation competitive, but the amount of people living in a certain area. According to the National Census of 2011, there are over 300 million people in the United States living in the 3,537,422 sq. iles of the country (â€Å"Profile†). According to the U. S. Department of State, country of South Korea has a population of 48,754,657 people in its 38,023 sq. mi. To put the population of South Korea in comparison to the U. S. , imagine about one sixth of America’s population in side of the state of Indiana. The population of Japan consists of about 126,457,664 people living inside of its 145,902 sq. mi. The population density of Japan is about half of the United States’ population inside of the state of California.The population density shows how many people are competing with each other for jobs and college acceptance. Since America has such a large amount of territory, the people are not as threatened with each other, thus lowering its competition levels. Americans were once thought of having the richest population in the world. In 2010 National Wage Index, the average wage was $41,673. 83. This beats the average wage in South Korea, which is the equivalent of $33,000 U. S. dollars, yet loses to the citizens of Japan, who make the equivalent of $46,800 U.S. dollars (â€Å"2012 Average Salary Survey†). The wages help us determine whether the average man has a well paying job, for him to get a well paying job, he would probably need a good education. The amount of time spent in the classroom also may improve the superiority of the students it produces. The average American student goes to school for 6. 5 hours a day, 180 days a year (O’Mara). In South Korea, the required amount of time for children to attend school is 220 days (Pellissier). In Japan a total of 240 days is required.Students must also pass an entry exam to get into high school, thereby increasing the level of competition even higher (â€Å"Daily Life†). The longer school year and the entry exams force a student to become more focused and competi tive. South Korea, Japan, and the U. S. A. are part of the PISA (Programme for International Student Assessment), which â€Å"evaluate[s] education systems worldwide by testing the skills and knowledge of 15-year-old students in participating countries/economies (PISA). † After the 2009 test scores were published, the U.S. fell below the average in the math section but remained only slightly above average in the reading portion of the test. Japan placed fourth in the mathematics section, and fifth in the reading section. South Korea, however, was the country that had the highest scoring in both mathematics and reading, ranking at the top of the list. These tests are proof that America is not producing the level of high scoring students as Asian Countries. This is yet another example of how a competitive culture can effect and improve an education system.From what the information suggests, the educational systems in Asian countries far exceed that of America. The level of comp etition in these countries plays a major factor in their success and will continue to allow only the best and brightest students to be selected in universities and jobs. If America is to retain her status as the world’s leading producer of brilliant minds, then it must somehow improve its educational systems in order to match not just the competition within her own borders, but across the globe.

About the Marie Short House, a First For Glenn Murcutt

The Effects Of Social Media On Children - 1671 Words

Over the years more and more students have joined the Social Media phenomenon, making students the largest age group that use it. It is estimated that young people aged between 16 and 24 spend more than 27 hours a week on the internet (Anderson, 2015). Spending this amount of time on the internet exposes users to health issues such as anxiety, sleeping problems and depression. Students often find themselves in a pressurised state, as a result of the demand of immediate replies to posts and comments on Social Media accounts. While the need to follow trending topics and conversations lead to lack of sleep and later anxiety problems. The suggested average hours of sleep is 9hours per night to allow the body and brain time to function again,†¦show more content†¦Social Media is one of the fastest ways to spread news and ideas. The recent increase of radicalisation has seen extremists and terrorist organisations targeting young people to recruit. This has been done through Soci al Media sites (Home Office) which have helped them to reach out to followers and potential followers, and spread their ideas and beliefs across. Social Media sites enable people to connect and interact with people all over the world, in doing so it becomes hard to distinguish between meaningful friendship and friendship phantom through Social Media (Strogatz). Students confide with one another as they share things in common, from degrees to favourite TV shows. As these relationships form the line between reality and Social Media friendship starts to fade, as users start to confide in one another about serious personal matters beyond university or collage life. As Social Media expands privacy declines. Baruh Soysal, (2010) state that ‘private and public are rapidly away’, this means that our private and public/social lives are being infused together. The line is blurring out. People can assess other users private information by looking them up in social outlets, this causes a sense of paranoia as it is unknown as to who and how many people are surveying your account, and what they are doing with the existing infor mation. Furthermore, Social Media sites have made it easier forShow MoreRelatedThe Effects Of Social Media On Children850 Words   |  4 PagesNegative Effects of Social Networking Social networks claim to connect us; however, connections have not gotten any better and are instead turning into anti-social networks; in which you decide to take control or be controlled. Children are using more technology now than they have ever used in the past. All of the negative effects that social media and television is having on adults are far greater when it comes to the developing minds of children. There is no way to know what long term effect technologyRead MoreThe Effects Of Social Media On Children1385 Words   |  6 Pagesfriends; the ones that help us gain followers. Or using it for the right reason of communicating with family all over the world and meeting new friends abroad. But don’t you think that users such as teenagers in specific take advantage of what social media is actually for. At times parents are confused because they think that their child is using Facebook for the connection of their loved ones, or even group chats that are meant for positive feedback. Realistically we all know that isn’t the caseRead MoreSocial Media And Its Effect On Children965 Words   |  4 Pageswith the volume of media consumption, social media usage, multi-screening behaviour, and when the individual adopted a technological lifestyle. As the use and consumption of technology increased, the ability to focus for a longer term decreased. Age was a variable heavily correlated with these metrics, however age alone cannot be tied to sustained attention. However, not all of the results were against using technology. Remarkably, early tech adopters and heavy users of social media showed an increaseRead MoreThe Effects Of Social Media On Children1592 Words   |  7 Pages and volunteering. Teens are so stressed out that they stay up and feel that it’s necessary to act like adults because that’s what see in their house hold. Teenagers are even affected by their social media. People are on; Facebook, Myspace, Twitter, and Instagram f or hours each and every day. Social media has been found to affect our mood and attitudes towards people. They even found that it affects our sleep patterns. In teenagers the littlest thing can set off a mood swing, sleep pattern and moreRead MoreSocial Media And Its Effects On Children1374 Words   |  6 Pagesthey remained in each other’s lives through the information they shared on Facebook. Numerous stories such as these show that social networking provides people with many ways to quickly connect with other people and spread ideas around the world. (FaceTime or FaceTime) A valid fear of social media comes from parents’ apprehension over privacy and protection for their children. Indeed in 2009 ninety thousand confirmable sex offenders lost their accounts on MySpace after the site discovered them (SexRead MoreThe Effects Of Social Media On Children2243 Words   |  9 PagesParents often warn their children not to post too much personal information on the internet. Common reasons for this include a parent’s fear that a child is giving out sensitive and personal information or that a child is opening themselves up to predators. In more recent years another reason has been added. With the invention of the internet, in the 90s, and with the rise of usage of social media, a parental fear is that their child will post the wrong thing and be denied a job or entrance intoRead MoreThe Effects Of Social Media On Children And Adolescents962 Words   |  4 PagesThe Effect of Social Media on Children and Adolescents Life at home is normally peaceful until my mother shouts â€Å"Switch of that television and do something more constructive†orâ€Å"No phones at the table,†orâ€Å"switch off that laptop and get some good night sleep.† My little brother is always watching cartoons on television or playing video games while I spend most of my time on the laptop or on my phone twitter, Facebook, MySpace, Instagram or on blogs, or Youtube or any other social media website havingRead MoreThe Effects Of Social Media On Children And Adolescents1545 Words   |  7 PagesSinsi English 1 June 1, 2015 The Effect of Social Media Using social media websites has become one of the most common activity of today s children and teenagers. A social media site is a website that enables social interaction. Some websites include Facebook, Instagram, Twitter, Pinterest, Snapchat, and YouTube. These sites present today s youth with entertainment and communication which have increased greatly. Unfortunately, some people who use social media can apply it in a negative way. ForRead MoreThe Effects Of Social Media On Children s Development1067 Words   |  5 PagesAbstract As children are exposed to more and more social media with the increase of technology, it is important that parents minimize the exposure of social media to their children. There are multiple extensive ways in which social media can influence a child’s well-being and development: An influence on their social ability with others, the content of the social media, and the activities that social media replaces such as exercise. Methods that could potentially improve the risk of a child’s well-beingRead MoreSocial Media And Its Effects On Children, Adolescents, And Adults1637 Words   |  7 PagesOver the past several years’ social media, television, and other collective communication outlets have increasingly been displaying children, adolescents, and adults who are gender nonconforming. In films such as the 1999 Boys Don’t Cry and now the popular television show I am Cait, more attention has been given to those with the current diagnosis of Gender Dysphoria (GD) and/or those who define themselves as â€Å"transgendered† (Zuker et al., 2008). Despite this new attention, there is evidence that

64577569 An Internship Report on Chartered Accountant Firm

An Internship Report On Chartered Accountant Firm TABLE OF CONTENTS CHAPTER # 1 Introduction ï â€  Some what about Chartered Accountant Firm ï â€  Organizational Structure ï â€  Geographical list of CA firms in Pakistan ï â€  CA firms abroad Chapter # 2 Institute of Chartered Accountants ofPakistan ( ICAP) ï â€  Introduction ï â€  Types of Chartered Accountants ï â€  Role of ICAP Chapter # 3 Services Rendered by a CA Firm ï â€  Auditing ï â€  Taxation ï â€  Management Consultancy ï â€  Professional consultancy ï â€  Corporate Services Chapter # 4 Auditing ï â€  Origin of Auditing ï â€  History of Auditing in Pakistan ï â€  Definition of Auditing ï â€  Objects of Auditing ï â€ Ã¢â‚¬ ¦show more content†¦GEOGRAPHICAL LIST OF CA FIRMS INPAKISTAN S.NO CITY CA FIRMS 01 02 03 04 05 06 07 08 09 10 11 12 13 14 Abottabad Faisalabad Gujranwala Hyderabad Islamabad Karachi Lahore Mirpur (A.J.K) Multan Peshawar Queta Raheem Yar Khan Rawalpindi Sialkot 01 25 09 06 40 198 186 01 12 21 02 02 12 03 Total 518 PAKISTANI CA FIRMS IN ABROAD S.No Country CA FIRMS 01 02 03 04 05 Canada Kuwait U.A.E U.K USA 08 20 202 142 103 Total 475 CHAPTER # 2 INSTITUTE OF CHARTERED ACCOUNTANTS OF PAKISTAN (ICAP) Introduction The Institute of Chartered Accountants of Pakistan (ICAP)was established on July 1, 1961 to regulate the profession of accountancy in the Country. It is a statutory autonomous body established under the Chartered Accountants Ordinance 1961.With the significant growth in the profession, the CA Ordinance and Bye-Laws were revised in 1983. In view of globalization of the accountancy profession, the Institute is in the process of updating the Ordinance and Bye-Laws once again. The head office of the Institute is in Clifton, Karachi in its own premises. The Institute also has regional offices at Lahore andIslamabad. The ICAP is a member of International Federation

U.S. Army 8 Person Funeral Detail Free Essays

string(18) " in front of him\." 8 SOLDIER FUNERAL DETAIL COMPOSITION OF DETAIL C-12. The 8 man funeral detail normally consists of an OIC or NCOIC (depending on the rank of the deceased veteran), an NCOIC of the firing party, a five or six soldier firing party (who also act as pallbearers) and a bugler, if available. For this description there is an OIC of the funeral detail and an NCOIC of the firing party/pallbearers. We will write a custom essay sample on U.S. Army 8 Person Funeral Detail or any similar topic only for you Order Now DETAIL, WEAPONS ARE IN PLACE C-13. Weapons are pre-stacked in an appropriate position, in plain view, and a good distance from the gravesite. The firing party, acting as pallbearers, is pre-positioned along the roadside; awaiting the arrival of the hearse. The OIC is located where the hearse will stop. RECEIVING THE CASKET C-14. As the hearse approaches, the NCOIC orders the detail to â€Å"ATTENTION† and â€Å"Present, ARMS. † Once the hearse has passed the detail, the NCOIC calls the detail to â€Å"Order, ARMS† and â€Å"Parade, REST. † The OIC comes to attention and present arms as the hearse approaches his position. The OIC terminates his salute when the hearse comes to a halt. C-15. After the vehicle has come to a halt, the driver gets out and opens the rear door. The driver prepares the casket for movement to the gravesite by removing the stock. The driver pulls the casket to the rear of the hearse. The OIC, with a nod of his head, signals the NCOIC to move the pallbearers to the end of the hearse, three on each side, to remove the casket. The NCOIC marches the pallbearers into place, then orders â€Å"Mark time, MARCH;† â€Å"Detail, HALT† and â€Å"Center, FACE. † After the pallbearers are facing inward, the individuals closest to the casket will grasp the handrails and pull the casket from the hearse. Each pallbearer, in turn, grasps a casket handle as it reaches him. The OIC will render a hand salute while the casket is being removed. Moving the Casket C-16. On the NCOIC’s command of â€Å"Ready, FACE,† the pallbearers will execute the appropriate facing movements so that they are all facing the feet of the casket. The NCOIC orders the detail to â€Å"Forward, MARCH. † Led by the OIC, the pallbearers incline to the proper direction to move to the gravesite, ensuring the casket is level and feet first. Once the casket is over the gravesite, the NCOIC commands â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † Once at the head of the gravesite, the OIC will come to render a hand salute until the casket is placed on the lowering device. To maintain uniformity the pallbearer NCOIC will command â€Å"Center, FACE. When pallbearers are facing center, the casket is set on the lowering device. After the casket is set down, the pallbearers come to attention and the OIC will drop his hand salute. MOVING TO THE WEAPONS C-17. On the command â€Å"Ready, FACE,† by the pallbearer NCOIC, the pallbearers all fa ce toward the head of the casket. The next command is â€Å"Forward, MARCH. † The pallbearers move from the gravesite to the location of the weapons. Just prior to reaching the stacked arms, the firing party NCOIC, and formerly the pallbearer NCOIC, gives â€Å"Mark Time, MARCH† and â€Å"Detail, HALT. The firing party NCOIC assumes their position and gives a â€Å"File from the Left, Forward, MARCH. † On the command â€Å"March† the firing party performs the proper movements to form a single file to the rear of the weapons. When the firing party are to the rear of the stacked arms, the NCOIC gives â€Å"Mark Time, MARCH† and â€Å"Detail HALT,† and the appropriate facing movement to face the rifles. Retrieving the Weapons and Conclusion of Religious Services C-18. The next command given is â€Å"Take, ARMS. † On the command of execution, the stack man secures the first two weapons. The left and right soldiers receive the weapons fro m the stack man. The left and right soldiers then pass the weapons to the outside soldiers. The stack man grasps his center weapon. The left and right soldiers step toward the stack and remove their weapons, returning to the position of Attention. Once the left and right soldiers retrieve their weapons, the stack man secures his weapon and comes to the position of Attention. Once all of the firing party is at Order Arms, the firing party NCOIC gives them â€Å"Parade, REST. † The firing party will remain at Parade Rest until the end of the religious services. Once the religious services are over, the Chaplain steps away from the casket. The OIC steps to the head of the casket and renders a hand salute. This is the signal for the firing party NCOIC to command the firing party â€Å"ATTENTION. † Firing of Honors C-19. After bringing the firing party to Attention, the NCOIC gives the command of â€Å"Ready. † At the command of Ready, each rifleman executes Port Arms, faces Half Right, and moves his right foot to the right ten inches. Each rifleman then chambers a round, places his weapon on Fire, and resumes Port Arms. When the firing party has completed the movements, the firing party NCOIC gives the command â€Å"Aim. On the command of Aim, the detail shoulders their weapons with the muzzles of the weapons at a 45-degree angle from the horizontal. When the NCOIC commands â€Å"FIRE,† the detail fires and returns to Port Arms. On the subsequent commands of â€Å"Ready,† each rifleman pulls and returns the charging handle of his weapon. After the third round is fired each rifleman resumes P ort Arms, and the firing party NCOIC commands â€Å"CEASE FIRE. † Each rifleman places his weapon on Safe, resumes the position of Order Arms, and faces Half Left. The firing party NCOIC then commands â€Å"Present, ARMS† for the playing of â€Å"Taps†. The bugler plays â€Å"Taps. † If a bugler is not available, one soldier is positioned to turn on the high quality recording (and is not part of the firing party). STACKING ARMS C-20. After â€Å"Taps†, the NCOIC brings the firing party to â€Å"Order, ARMS,† and then commands â€Å"Stack, ARMS. † On the command of execution, Arms, the stack man grasps the barrel of his rifle and places his rifle directly in front of him. You read "U.S. Army 8 Person Funeral Detail" in category "Papers" At the same time, the left and right soldiers grasp the barrels of their respective rifles, step toward the center and insert the muzzles through the sling loop of the stack man’s weapon. Both soldiers swing the butts of their rifles out and then down to the ground ensuring the stack is steady. The two outside weapons are then passed to the stack man, who adds them to the stack. RETURNING TO GRAVESITE OR SHELTER C-21. After Stack Arms is complete, the NCOIC moves the firing party two steps backward and gives the appropriate facing movement to have the firing party move back to the gravesite. From this position, the NCOIC will form the firing party in two columns by giving the command â€Å"Column of Two to the Right, MARCH. † Once in Column of Two formation, the NCOIC takes the last position, and gives â€Å"Forward, MARCH. The firing party marches to the gravesite along either side of the casket. Once at the gravesite the NCOIC gives â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † The NCOIC gives â€Å"Center, FACE,† to ensure that all of the pallbearers are facing the casket. FOLDING THE FLAG C-22. After the pallbearers have faced the casket, they use their peripheral vision to take their cues from the NCOIC. As a unit, the pallbearers reach down and secure the flag. Once flag is secured, the detail folds flag. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains. The flag margin is then tucked in and the flag is ready for presentation. PRESENTING THE FLAG. C-23. After the flag has been folded, it is passed down to the soldier closest to the right side of the OIC. This soldier executes a Half Left as the OIC executes a Half Right and the flag is then passed to the OIC at, chest level. After the pallbearer has passed the flag, he salutes the flag for three seconds then executes Order Arms. The soldier executes a Half Right as the OIC executes a Half Left and resumes their original position. At this time the pallbearers will leave the gravesite. The NCOIC commands â€Å"Outward, FACE,† (pallbearers face towards the head of the casket) and â€Å"Forward, MARCH. † Once the detail is out of the area, the OIC will present the flag to the next of kin or Chaplain, it next of kin is not available. The OIC recites the following passage: |†Ma’am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one’s | |honorable and faithful service. † | C-24. At the conclusion of the remarks and presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes marching movement and marches back towards the direction of the pallbearers. CONCLUDING THE CEREMONY C-25. The firing party returns to the location of the stacked arms in the same manner as before. When commanded to â€Å"Take, ARMS,† the party retrieves the rifles in the same manner as before. After retrieving the weapons, the NCOIC marches the detail away from the funeral site to clear and inspect the weapons. The firing party will police all of the brass after the service is over and the next of kin have left the area. The OIC is not required to escort the next of kin back to his/her vehicle. 2 SOLDIER FUNERAL DETAIL RECEIVING THE CASKET C-26. The OIC is located where the hearse will stop. The NCO is to the left of the OIC. As the hearse approaches, the OIC brings himself and the NCO to â€Å"ATTENTION† and â€Å"Present, ARMS. † The OIC gives the command of â€Å"Order, ARMS,† after the hearse has come to a halt. The funeral director is responsible for removing the casket from the hearse and placing it on the lowering device at the gravesite. When the casket is being removed from the hearse, the OIC commands â€Å"Present, ARMS. † Once the casket has cleared the peripheral vision of the OIC, then the OIC commands â€Å"Order, ARMS,† and â€Å"Parade, REST. † CONCLUSION OF RELIGIOUS SERVICES C-27. Once the religious services are over, the Chaplain steps away from the casket. The OIC commands â€Å"ATTENTION. † The OIC commands â€Å"Ready, FACE,† and the OIC and NCO face in the direction of the casket. OIC then commands â€Å"Forward, MARCH,† The OIC marches to the head of the casket, and faces the head of the casket, while the NCO marches to the foot of the casket facing the OIC. If a bugler is not available, the NCO moves to the device that will play the high quality recording of â€Å"Taps. † FOLDING THE FLAG C-28. The OIC gives the command to the NCO to secure flag. Once the flag is secure the bugler will play â€Å"Taps† and both the OIC and NCO execute Present, Arms. When â€Å"Taps† is complete, both the OIC and NCO execute Order, Arms. The OIC gives the command to side step march (just far enough to preclude the flag from touching the casket). Once the OIC and NCO have cleared the casket the OIC nods to begin folding the flag. NOTE: If a bugler is not available, once the casket is on the lowering device, the NCOIC will march to the recording device and wait for the Chaplain to conclude religious services. He will play â€Å"Taps† after the OIC is positioned at the head of the casket. When â€Å"Taps† is complete, the NCOIC will march to the foot of the casket and then assist in folding the flag. C-29. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains. While folding the flag the NCO moves towards the OIC. The flag margin is then tucked in by the OIC and the NCO presents the flag to the OIC. Once the NCO presents the flag to the OIC, the NCO renders the hand salute and holds the salute for three seconds then executes Order, Arms. The OIC is ready for presenting the flag to the next of kin. PRESENTING THE FLAG C-30. After the flag has been folded and passed to the OIC, the OIC then moves in the direction of the next of kin and presents the flag to the next of kin while the NCO marches away from the gravesite. The OIC will present the flag to the Chaplain if the next of kin is not available. The OIC recites the following passage: |†Ma’am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one’s | |honorable and faithful service. † | C-31. At the conclusion of the passage and the flag presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes a marching movement and marches away from the gravesite. CONCLUDING THE CEREMONY C-32. The OIC is not required to escort the next of kin back to his/her vehicle. NOTES C-33. The meaning of the word gravesite also includes a committal shelter. The meaning of the word casket also includes a receptacle containing the cremated remains of the deceased. On windy days, the flag should already be anchored to the casket by the funeral director. If the flag is not secured, the detail will fold the flag immediately after placing the casket on the lowering device, then hand the flag to the OIC. d How to cite U.S. Army 8 Person Funeral Detail, Papers

100.0% / 1026 words / In many cultures throughout hi Essay Example For Students

100.0% / 1026 words / In many cultures throughout hi Essay In many cultures throughout history, women have been viewed as the weaker sex. This status has constructed certain expectations of women. With women being viewed as lesser than, it justifies unfair behavior such as lower wages. This behavior elicits contradictory thoughts about women, claiming they should bare the world, but have no power within it. Unlike men, women are thought to expire quickly, as if they are wasted if not used. These thoughts are perfectly depicted in Anne Bradstreet’s poems â€Å"The Prologue† and â€Å"The Author to Her Book,† along with Maxine Kumin’s â€Å"Sonnets Uncorseted.† With these poems, we are able to witness women’s ability to find a voice through clever utilization of the female apology during a time of complete male domination. First, through Parini’s book â€Å"Why Poetry Matters,† we will be able to see the ways poets and their works have pushed boundaries and resisted against oppressors thr oughout time. In a time when philosophy was king, Parini explains how poetry was its greatest adversary; Plato warned against poets and their ideas out of fear that they would corrupt the youth of Athens (3). This left poets in fear of exposure, as the nature of a poet is to push boundaries. Plato would frequently refer to poets as â€Å"imitators of nature,† which would surely corrupt the young. However, not everyone felt this way; Aristotle agreed with Plato, but he did not see these â€Å"imitations† as damaging. Instead, he saw beauty and life within poets expression through figurative language. In the 18th-19th century, poetry transformed from this ancient perspective and began to take a new form. It became the defiant proclamation against authority as we are more familiar with today (4-11). With Bradstreet and Kumin’s poetry, we are able to see how these women are beyond their time, Bradstreet dating to the 17th century, and Kumin discussing the same time period. In Bradstreet’s poem â€Å"The Prologue,† she frequently discusses her writings, often comparing them to scholarly men during the colonial era. She admits she will never be considered among the greats, like Bartas and Demosthenes. However, she doesn’t aspire to write like them. She would rather her writing style remain simple and her own. With these references to famous poets, she admits she does aspire to be of that stature. However, she is quick to point out that all of the poets she has referenced are all men. In stanza three, she subtly blames her lack of artistic voice on her being a women, or rather, the fact that she is not a man. â€Å" alas, no art is able / ‘cause nature made it so irreparable† (The Prologue lines 17-18). She continues in stanza five, beginning to get more bold in her claims; she refutes those who tell her that her hand is meant for a needle and thread, not â€Å"a poet’s pen† (26-27). She fears that even if s he had the opportunity as a women to write freely, it would be thought that she stole her ideas from a man or it was sheer luck. â€Å"The Author to Her Book,† is written in response to her poems being published without her permission. She has a common theme among her poems, especially this one, using self-deprecating humor as a way to get her point across. For example, she begins with a very witty and quipped metaphor, comparing her writing to a child who had been birthed from her â€Å"feeble brain† (The Author to Her Book line 1). She is upset at her friends for publishing her book without allowing her the chance to correct the mistakes, eliciting another metaphor that compares her unpolished work to a washed face with dirt still remaining (12-14). Although, she is unhappy with her published work, she can’t help loving it, because it is her own. She does revert back to her tongue-and-cheek humor, asking her audience to excuse the flaws within her poems, as she was not raised by a man, only a women, and a poor one at that (22-23). The use of her metaphors relating her book to a child hel ps further her previous points that writing poetry is something a women can, and should do. Women were built by God to create, so why stifle the conception? Maxine Kumin further illustrates many of Bradstreet’s feelings. Although she is not of the same time period as her, she writes in â€Å"Sonnets Uncorseted† about Margaret Cavendish and her experiences in that time. Contradictory to Plato’s aforementioned opinions in Parini’s â€Å"Why Poetry Matters,† Cavendish was both a philosopher and poet (3). In Kumin’s first stanza, she illuminates the reality for women in the 1600s, excluding that of Cavendish. Women were thought of as property, and unless one married off, she would have no meaning. Their dowry equals their worth, and yet they are forbidden to own anything themselves. Only prized for their childbearing abilities, women suffered greatly for their trophy (Kumin lines 9-10, 14-16). However, Cavendish was relieved of her womanly duties, as she was barren, allowing her to pour her energy and love into her writing. Kumin continues by comparing Cavendish to her husband: him, writing proper bo oks on â€Å"the art of dressage,† and her, writing â€Å"goofy utopian fantas† and a vast variety of other subjects (30-33). Kumin applauds Cavendish’s ability to break through the barriers of her time, not caring about what others may say or think. She refused to let anyone or anything stifle her imagination and creativity. Women have been silenced for centuries, but through their art, these women have been able to overcome their boundaries in a time of male domination. As said by Parini,â€Å"poets are the wayward ones, the voices of protest against authority, the defenders of powerful feeling over fierce intellection, the abettors of all forms of disgusting and irreverent behavior† (4). These women have demonstrated the ability to not be limited by the limitations of their society. Through their clever use of the female apology and figurative language, they are able to have their voices heard. We must understand the expectations and pressures women have faced throughout history, and the ways they have broken free in hopes of fixing them in the future. .ud3e9bb5f1abe24b95e7e1253259651c7 , .ud3e9bb5f1abe24b95e7e1253259651c7 .postImageUrl , .ud3e9bb5f1abe24b95e7e1253259651c7 .centered-text-area { min-height: 80px; position: relative; } .ud3e9bb5f1abe24b95e7e1253259651c7 , .ud3e9bb5f1abe24b95e7e1253259651c7:hover , .ud3e9bb5f1abe24b95e7e1253259651c7:visited , .ud3e9bb5f1abe24b95e7e1253259651c7:active { border:0!important; } .ud3e9bb5f1abe24b95e7e1253259651c7 .clearfix:after { content: ""; display: table; clear: both; } .ud3e9bb5f1abe24b95e7e1253259651c7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud3e9bb5f1abe24b95e7e1253259651c7:active , .ud3e9bb5f1abe24b95e7e1253259651c7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud3e9bb5f1abe24b95e7e1253259651c7 .centered-text-area { width: 100%; position: relative ; } .ud3e9bb5f1abe24b95e7e1253259651c7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud3e9bb5f1abe24b95e7e1253259651c7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud3e9bb5f1abe24b95e7e1253259651c7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud3e9bb5f1abe24b95e7e1253259651c7:hover .ctaButton { background-color: #34495E!important; } .ud3e9bb5f1abe24b95e7e1253259651c7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud3e9bb5f1abe24b95e7e1253259651c7 .ud3e9bb5f1abe24b95e7e1253259651c7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud3e9bb5f1abe24b95e7e1253259651c7:after { content: ""; display: block; clear: both; } READ: An Unforgettable Day Essay