Ap Us History Outline Essay Example for Free

Ap Us History Outline Essay General Information: Use your review text, other history text books, and/or reliable internet sources to complete each of the five (5) outlines over U.S. history from exploration through the Civil War. Be sure that all terms are defined and specific information is added under each topic. We will use this work in class over the first several weeks of school. All of this work should be placed in a folder and turned in by the designated date. This should be typed. You will need much more space than provided below. Adjust the spacing when you type your work. Native Cultures Early Exploration Do you remember this topic from elementary or middle school? Brainstorm any information that you remember. In 1492 Columbus sailed the ocean blue The first people to discover the land were the nomads that traveled over the â€Å"land bridge† from Asia The Mayflower brought the first British pilgrims The Native Americans showed the pilgrims how to grow maize Pilgrims introduced the plague to Native American When/where for first arrivals— Christopher Columbus and his crew landed on the Canary Islands on October 12, 1492. List regions of North America and the Native groups living in each— Southeast- Cherokee,Seminole, Apalachee, Catawba Chickasaw, Choctow, Coushatta, Creek, Houma, Lumbee, Miccoukee, Timacu Mid Atlantic/Northeast- Piscataway, Lenape, Powhatan, Yaocamico, Algonquin, Iroquios, Narrangansett, Nipmuc, Peqet, Pokanoket, Wampanog Great Lakes- Cippewa, Fox, Shawnee, Huron, Kickapoo, Menominee, Miami, Oneida, Onondaga, Ottowa, Potawatomi, Winnebago Great Plains- Sioux, Blackfeet, Cheyenne, Comanche, Arapoho, Crow, Dakota, Kiowa, Mandan, Osage, Pawnee, Wichta Califrornia/Mountains- Paiute, Shoshone, Cahuilla, Chemihuevi, Chumash, Costanoan, Diegueno, Hupa, Luiseno, Maidu, Pomo, Ute Pacific Northwest- Spokane, Aleut, Athabascan, Chinook, Colville, Coos, Nez Perce, Puget Sound Salish, Quileute, Quinault, Tlihgit, Tulalip Southwest- Navajo, Apache, Pueblo, Hopi, Keres, Maricopa, Mojave, Tohono Oodham, Pima, Yaqui,Yuma, Zuni Columbus the Columbian exchange- The Columbian Exchange refers to the transcontinental movement of animals, foods, plants, and diseases after 1492. II.Age of Exploration (1420 – 1620) What developments/changes BEFORE this time that had an impact on exploration? Political—the unification of small states into larger ones with centralized political power Technological— compass, astrolabe, cross staff, hour glass, the Spanish galleon Religious— the Protestant Reformation as a result of The Renaissance Military— The change in the way people payed for wars and the sudden need for a strong military was western Europe’s response to the challenges of warfare in the new age of gunpowder weapons Economic—The rise of capitalism created a largely urban middle class committed to expanding markets. As more people looked to buy products and goods, national and international trade interests grew . Nations/ Their explorer(s)/Major Reasons Motives for Exploration/Location/Success Portugal— Treaty of Tordesillas Ferdinand Magellan- first voyage around the world Christopher Columbus- discovered the New World; landed in Bahamas on first voyage Bartholomeu Dias- lead voyage around Cape of Good Hope (southern tip of South Africa) Pedro Alvarez Cabral- first European to see Brazil The Treaty of Tordesillas was created to settle disputes between Spain and Portugal over land discovered by Columbus. Motives: Wealth gold, silver and spices Power Increasing opportunities for Portuguese trade Spreading the Catholic Religion Spain— Christopher Columbus- financed by Spain and claimed much of the New World in the name of Spain Vasco Nunez de Balboa- crossed the Isthmus of Panama and claimed the Pacific Ocean for Spain Juan Diaz de Solis- landed in Uruguay Hernan Cortes- founds Veracruz in Mexico Motives: Wealth Power Prestige Increasing opportunities for Spanish trade Spreading the Catholic religion Building a Spanish Empire France— Jaques Cartier- landed in Newfoundland Samuel de Champlain- established Port Royal in present day Nova Scotia, founded Quebec Sieur de Bienville- founded New Orleans Motives: Gold Expand French Empire To capture and sell American animals furs in France 4. England— Sir Frances Drake- circumnavigates the world Sir Walter Raleigh- The Discovery of Guiana and establishing the Virginia colony of Roanoke Island Sir Humphrey Gilbert- established St. Johns, Newfoundland Motives: Wealth (failed) Competition with Spain and France Spreading Christianity C. Other European powers exploring the New World/Areas Claimed/Goals of Colonies Dutch- Henry Hudson was an Englishman who was sent by the Dutch; he landed in Labrador and headed south, down the coast. Colonized New Netherlands and New Amsterdam II.English Colonization in North America 1 Motives of English immigrants: escape religious prosecution  economic (business investments overseas)  place to work for unemployed  more political freedom 2 Types of Colonial organization Royal- owned by the King Proprietary- land grants from British Government to colonists Self-governing- set up ongovernment seperate of the crown (King at any time could revoke  privillage and declare the colony a Royal Colony) Thirteen English Colonies (complete chart in detail) Be able to compare/contrast. The Thirteen English Colonies |Region |Date of Founding|Founder or People associated with Early History of Colony |Environment, Economy, and Labor of the Region;| | | |Notes on the Early History of the Colony: Why it was founded, |the role of religion in these colonies | | | |significant characteristics, terms, and/or laws | | |New England | |Plymouth and |Plymouth – 1620 |101 colonists left England to head for the Virginia Colony in 1620. |It was very cold in the New England colonies, | |Massachusetts |Mass. Bay – 1630 |However, the Mayflower was blown off course and landed in |but this helped prevent the spread of deadly | | | |present-day Cape Cod and the town they established on December 21, |diseases (although it did not stop it). The | | | |1620 was named Plymouth. |harsh winters killed many. The land was | | | | |covered in hills and rocky soil. There was a | | | | |short growing season, so the natural resources| | | | |such as fish, whales, trees, and fur became | | | | |the most reliable so urces for survival. The | | | | |towns were to support the religion of the | | | | |Puritans, who did not tolerate other religious| | | | |views. | |Connecticut |1636 |John Winthrop, Thomas Dudley, and other non-separatist Puritans | | | | |founded the colony. The first Governor, John Endecott, was a staunch| | | | |Puritan who percecuted anyone with opposing views. | | |Rhode Island |1636 |Roger Williams was a Protestant minister who sought separation from | | | | |the Church of England. Eventually he was tried in Salem and banished| | | | |for his views. He purchased land from the Narragansett Indians and | | | | |founded Providence, Rhode Island. | | |New Hampshire |1623 |In 1623, under the authority of an English land-grant, Captain John | | | | |Mason sent David Thomson, a Scotsman, and Edward and Thomas Hilton, | | | | |fish-merchants of London, with a number of other people in two | | | | |divisions to establish a fishing colony in what is now New | | | | |Hampshire, at the mouth of the Piscataqua River | | |Middle Colonies | |New York |1625 |Originally call ed New Netherlands, was so named in honor of the Duke|These colonies are politically, socially, and| | | |of York to whom the territory was granted on its conquest from its |economically diverse. The rich land in | | | |first settlers, the Dutch who came for trade and furs. |Pennsylvania and the easy access to the ports | | | | |are the reason the Middle Colonies are | | | | |agricultural and industrial. This region | | | | |experienced the most religious pluralism. | |New Jersey |1664 |New Jersey was sold by the Duke of York to George Carteret and Lord | | | | |Berkley. It was colonized majorly for farming and trade. | | |Pennsylvania |1681 |The King granted the land to William Penn, who set sail from England| | | | |August of 1682 with Captain Greenway and the soon-to-be colonists, | | | | |who were mostly Quakers. | | |Delaware |1638 |Peter Minuit was Dutch and formed New Sweden as part of New | | | | |Netherland. When Charles II, King of England gave his brother James,| | | | |the Duke of York, New Netherland, James demanded and received its | | | | |surrender. He renamed New Sweden to Delaware | | |Southern Colonies | |Maryland |1632 |The territory was named Maryland in honor of Henrietta Maria, the |The founders of the se colonies came for the | | | |queen consort of Charles I. It was founded by Lord Baltimore, |sole purpose of making money. The area is | | | |because he had attempted to settle in Virginia and was rejected for |almost entirely agricultural, so there was a | | | |being a Catholic. |high need for slaves due to the increasing | | | | |demand for labor. The most common religion was| | | | |Anglican. | | Jamestown and Virginia |1607 |Virginia was founded by John Smith, who is remembered for his role | | | | |of establishing the first permanent English settlement in America, | | | | |Jamestown. This was the first successful English colony, which did | | | | |very well. With all of its exports and imports, it was able to | | | | |sustain itself very easily | | | | | | | |North Carolina |Carolinas – 1663 |The Carolinas were settled by proprietors, who were successful due | | | |NC – 1712 |to the rich soil for farming and the available wildlife for fur | | | | |trading. | | |South Carolina |Carolinas – 1663 |The Carolinas eventually split into the modern day North and South | | | |SC 1712 |Carolinas because of general cultural differences. | | |Georgia |1732 |James Oglethorpe was a British general from London, who joined the | | | | |army when he was 18, in 1714. After he had become successful in the | | | | |army, he was assigned to establish a new colony, Georgia, in 1732. | | | | |This was the last English colony to be founded in America. | | | | | | | General Social/Cultural Information Problems of early settlement – Jamestown, Plymouth, and Massachusetts Bay: Jamestown- difficult to produce harvest in the virginian soil spent all of their time looking for gold when they should have been preparing for survival had disputes with natives over land Plymouth- the settlers arrived at the very beginning of winter there was such a severity of food shortage that people resorted to cannibalism. Massachusetts Bay- most succumbed to disease or starvation Religion – ideas, important people and events: The colonies were mostly that of Puritans, Quakers, and Anglicans. Social ideas: If a man was absent from church, he would not be given his provisions for the week. For multiple offenses he could be whipped, or even hanged. Major cities: Philadelphia, New Amsterdam (changed to New York in 1674), Albany, Boston, Newport, Jamestown, Williamsburg, Annapolis, Charleston, Savannah, Providence, Baltimore, and Alexandria Labor: Law/politics/major steps toward democracy: Economic issues/relations with Britain: (define mercantilism) Problems a.Health: people often died of starvation or malnourishment. Disease also spread rapidly in the colonies. b.Cities: settlers had to develop their own form of government that was acceptable to the people of the colony. Indians (New England Indian Wars of 17th century): Both the Europeans and the Native Americans had a sense of superiority over  each other. This of course resulted in many disputes over things such as land. The New England Indian Wars of the 17th century include the French and Indian War of 1688-1763. These battles were a struggle for land and power, and resulted in the near-death of the indigenous tribes of eastern North America. Rebellions against authority: (Bacons, Leislers, Paxton Boys, Regulators, Popes) Bacon: In the New England Indian Wars of the 17th century, Nathaniel Bacon, Jr. rebelled against the authority of Governor of Virginia Sir William Berkley. After Bacon began his own group of volunteer Indian fighters and raiding a couple Indian camps, he was taken by Berkleys men and made to appologize to Berkley and the council for his actions. After immediately being pardonned, Bacon demanded to be named a General in the forces against the â€Å"hostile natives†. Reluctantly, Berkley gave in. The Enlightenment/Great Awakening: French and Indian War/Seven Years War (1754 – 1763)—For any war that we study, you should gather the following information. This will NOT be repeated on each outline. Major cause(s) (incl. â€Å"spark†): The French and Indian War resulted from ongoing frontier tensions in North America as both French and British imperial officials and colonists sought to extend each countrys sphere of influence in frontier regions. Major people/heroes (and what they did): William Johnson- He was one of the most successful negotiators with the Native Americans. Later he would lead the British to victory in the Battle of Lake George in 1755. William Pitt- Pitt assumed leadership of the British ministry in December 1756. His aggressive new policies for the war were a crucial part of turning the tide in Britains favor in the latter half of the war. James Wolfe- Major British general who led the British to victory in the Battle of Quebec. Major events (incl. turning point concluding battles): May 28, 1754 George Washington lead a successful surprise attack on the French. His troops retreat and establish Fort Necessity. July 3, 1754 The French take Fort Necessity June 17, 1755 The British seize Acadia May 8, 1756 Britain declares war on France August 8, 1757 The commander-in-chief of the French forces, Louis-Joseph de Montcalm takes Fort William Henry. The infamous massacre occurs. The turning point began when William Pitt took over wartime operations Advantages/disadvantages of each side: France had the support of most of the Native American tribes. New Frances government was more uniform, and was able to communicate to different areas more efficiently. While the colonies were more separate and had issues with communication, their navy was much stronger and had a population 15 times that of New France, so it was easier for the British to defend attack. Major strategies/plans: The French kept most of their forces in Europe, hoping a victory closer to home would be more beneficial. They sent barely any troops or supplies to their colonies. The British were almost always able to effectively blockade ports and prevent the trade and distribution of French trade and supplies. Costs (casualties/financial): In The French and Indian War there were 13,000 casualties and 40 million Pounds were spent. G. Results (treaties, land changes, PERMITS): The French and Indian War resulted in The Treaty of Paris.

Violent Crimes and Attacks on American Campuses Essay -- Criminal Just

In the last decade, concern has grown about the number of violent crimes and attacks taking place on American campuses. The increase in youth violent behavior in the United States is an insidious crisis of epidemic magnitude (Satcher, 2002). This statement demonstrates the increasing concern with youth aggression and violence. Of greater concern in recent years has been the violent and aggressive offenses seen among female students (Ness, 2004). Recently, school districts have been plagued by youth violence and aggression. For years, studies of aggressive behavior have focused on the explicit, offensive, physical aggressive behaviors displayed primarily in males (Jones, 2008). However, youth violence and aggression perpetrated by adolescent girls has been on the rise in recent years (Jones, 2008). These concerns have given rise to a new body of research focused on the aggressive nature of girls. Researchers suggest that girls who engage in aggression have many other social and academ ic problems. They also suggest that relational aggression is the equivalent to physical aggression, violence, and bullying (Chesney-Lind, Morash, Irwin, 2007). With the onset of many new rules and zero-tolerance programs, students are immediately taken out of the classroom for disruptive and inappropriate behavior (Adams, 2000). This causes students to lose valuable instructional time. In turn, aggressive behavior has been linked to subordinate academic outcomes, an increase in absenteeism, and lower graduation rates (Loveland, Lounsbury, Welsh, & Buboltz, 2007). Statement of the Problem Recent research has seen an increase in female aggressiveness (Jones, 2008). Much of the research on aggression has focused on relational aggression, a form of agg... ...in, Tobin, Sprague, Sugai, & Vincent, 2004). Suspensions: â€Å"A disciplinary sanction that requires the student to be excluded from the school building for a specified period of time† (Christle, Nelson, & Jolivette, 2004, p. 1). Expulsions: form of discipline that removes the student completely from the school system. Students have the opportunity to go through a hearing and have due process (Skiba & Sprague, 2008). Preparatory Academy: program designed to offer high school students who are overage for grade the opportunity to advance their studies in order to complete high school (Henry, 2008). E-school: program designed to allow students to meet the necessary requirements for high school by completing online courses after school (Henry, 2008). Zero-tolerance: policies that punish all offenses severely, no matter how minor the offense (Skiba & Peterson, 2000).

An Eerie Object

Gemma, Sam and Emma were three friends destined to have a good time. Emma was the daring one, who was never frightened to try anything and always spoke her mind, where as Gemma was shy and was a bit reluctant to try daring and exciting things. Sam; she was a bit of both, anything suited her. On this particular night, the three friends had decided to go on to the beach for a walk. Knowing it was cold and foggy outside they wore their scarves tight around their necks and their gloves covering every inch of their hands. They had decided to meet at the fair, so they could head straight for the beach and begin to have a good time. As Sam walked alone, to the designated meeting place, the sky darkened, the breeze sent shivers down her spine but the thought of meeting up with her friends gave Sam a secure feeling. The Wind howled viciously, as Sam spotted her friends at the fair gates, behind the hazy mist. â€Å"Hey Girls! Is that you?† Sam shouted in hesitation. Sam kept on walking in the direction of her friends, until they seen her. â€Å"Hi Sam, what took you so long?† questioned Emma, with a shiver in her voice. â€Å"What do you mean ‘What took you so long' I'm early, like usual† Sam argued to her friends. â€Å"Oh well, we must be even earlier, Emma† Gemma turned and said to her friend. Without saying another word, they began to walk through the fair, arm in arm, to protect their fears. An eerie feeling sprung upon the three friends and none of them liked it. Clinching each other tightly, they could smell fear was near. Sam being brave spoke about her feelings † Girls, I really don't like this, would it be o.k if we went for a walk another night?† â€Å"Oh do we have to? The night is young and adventures are approaching, I sense it,† Emma spoke, sounding disappointed by Sam's question. â€Å"The only thing you sense, Emma, is fear like the rest of us!† screamed Sam bitterly. Shocked by her friends attempt to start an argument, Emma spilled questions and ideas out of her big mouth. â€Å"What if I do, What if I sense both? Fear and adventure, doesn't it appeal to you?† Sam and Gemma looked at each other terrifyingly. Emma wasn't sure which of them would voice their answer first. A minute passed by and silence fell among the trio of girls. â€Å"No it doesn't! Do you realise you sound crazy saying that? Emma it didn't even appeal to you before now, did it?† Gemma shyly admitted, questioning her friend angrily. â€Å"Maybe not, but it does now, so if you don't want to come on an adventure that is your choice but I am no matter what!† Emma decided, giving her friends a choice. As Emma bravely walked off, the fear was back and she was petrified. The wind blew her long brown hair into her face and she struggled to see the view ahead. The fair rides cast a large shadow over the ground and Emma realised she was in the darkness, ALONE! Footsteps crept up behind Emma, but Emma vowed to herself not to look back. This was so she didn't look afraid, if her friends happened to still be standing there and saw her. â€Å"You didn't think we'd just let you go alone, anything could happen to you and if it did, we wouldn't forgive ourselves for leaving you† Gemma announced, speaking for herself and Sam. Emma was stunned by her friends' actions, but secretly knew they would follow on. Once again they were arm in arm, taking big strides, so they would reach the beach quicker. Light peaked out from the exit of the fairground and a smile mounted on the friend's faces. The Beach was now in front of the girls; it's golden grains of sand being thrown around by the vicious wind. Unlinking their arms, they all sat down on the edge of the sand and proceeded to take their socks and shoes off; so they could feel the golden sand beneath their feet. â€Å"Come on girls, this is where our adventure beings† Emma signalled for the girls to follow her. Gemma and Sam couldn't believe what they had let themselves in for, Emma wasn't one for little adventures, they always had to be big where she was concerned. Traipsing behind, Gemma and Sam were bored, already! â€Å"Arghhhhh!† Emma screamed at the top of her voice. â€Å"Emma, Emma, are you aright?† Shouted Emma's friends as they ran over to where she was situated. As Gemma and Sam approached Emma she was slumped on the sand with her head down, laughing uncontrollably. As she lifted her head up, her laughter turned into seriousness and the smile was wiped from her, as the look on Gemma and Sam's faces wasn't one Emma would want to mess with. â€Å"We thought you were in danger, I can't believe you were only joking on1† Sam screamed in an angry tone. Sam stomped off and Gemma followed. They weren't at all impressed with Emma's actions and they regretted agreeing to go on an adventure. â€Å"Girls, wait for me!† Emma called out to her friends as she attempted to get he balance when standing up. Emma was alone now and her friends were just shadows in the distance, if only she hadn't of screamed, she didn't even know why she did it! Kicking the sand as she walked, Emma heard voices, were these voices the ones of Gemma and Sam or was there someone else on the beach? Emma thought. â€Å"Emma, quick! Over here!† Voices shrieked Emma ran as fast as she could in the direction she heard the voices from. Being a curious person, she couldn't wait to find out what was going on. Reaching her destination, Emma saw Gemma and Sam standing firmly in the sand, admiring a strange object. â€Å"Oh, its you two† sighed Emma â€Å"What's that?† â€Å"Yes its us two and we thought you would know what it was† Exclaimed Gemma. The object they were looking at was a star shape; it was not very big and had, what looked like, inscriptions carved into it. Kneeling down, Sam took a closer look at the mysterious object, which lay in front of them. Now closer, Sam seen that he object was some sort of a box, maybe it held an object inside, Sam thought to herself. â€Å"Aren't you going to pick it up and give us a closer look? We want to see it as well†, Emma whined. Being cautious about touching it, Sam reached over and placed her hands on each side of the object, preparing to pick it up and hand it to her friends. Beginning to lift it up, Sam suddenly felt her hands starting to burn and immediately dropped it! Cries of pain were heard from Sam! â€Å"What's happened? Are you alright, Sam?† Emma and Gemma asked their friend, who appeared to be in tremendous amounts of pain. â€Å"My hands, they're really hurting! The box, it burnt them, as I picked it up!† Sam stated. â€Å"Maybe, the box didn't want to be found, what if it's powers haunt us, forever?† Emma asked rhetorically. â€Å"Sam, Emma might be right, although I don't believe in secret powers and all that malarkey like she does† Gem said with a thinking look upon her face. â€Å"What are we going to do with it then? We could bury it?† Sam suggested. â€Å"Yeah, good idea but there is one slight problem† Gemma announced, â€Å"Someone else might find it†. â€Å"That's the risk we have to take, Gemma† Sam told her friend. Agreeing to the idea of burying it, Gemma and Emma knelt down and the three friends began to dig a hole to put the star-shaped object in. Ten minutes later, the sky had got darker and the hole was now deep enough for the object. Emma, being brave, stood up and kicked the object into the hole. It fell to the bottom and then girls wearily filled the hole with sand. â€Å"Phew, I'm glad that is over, Can we just go straight home now?† Sam sighed with relief and wanted so badly to go home, where she would be safe. â€Å"Come on let's go† Emma said, as she pulled Sam up from her kneeling position. â€Å"Ouch, be careful, my hands are still sore!† Sam moaned at Emma. Once again they were arm in arm and they started their journey home. â€Å"I hope our next adventure is not as painful as this one† Sam laughed. â€Å"And I think we should make a promise to stay together at all times and never to tell anyone about ‘The Object' â€Å"Emma suggested with a smile. â€Å"We promise we won't leave you Emma and Promise we won't tell† Gemma and Sam promised, in a ‘forgive us please tone'. When they reached the fair gates, they said their goodbyes and wished each other a safe journey home.

Marketing Plan for an Airline - 1254 Words

Marketing Plan for Breeze Airlines 24 April 2010 Marketing Plan for Breeze Airlines Air has become the most preferred method of transportation for many people around the world and more travelers are looking for affordable ways to travel between destinations. Consequently, the increase in customer’s demand for cheaper fares has created an excellent business opportunity for low cost airlines to emerge. Low cost carriers have been successful satisfying customer’s demand for cheaper fares and reducing labor cost. â€Å"A high quality low-price entry strategy may seem very attractive at first glance. Obviously, an airline, or any startup firm for that matter, is likely to win a market if it can indeed provide a better product for a†¦show more content†¦Young college educated professionals and college or graduate students between 21 and 45 years old represent the perfect target market for the low cost fare airline because both groups share similar psychological and behavioral traits. They are meticulous with thei r money to the extent that price is important when they are purchasing an item or paying for a service because most of them are recent college graduates entering the workforce and others are still pursuing an education with a limited income. Even if they have limited income, they still want to satisfy their lifestyle preferences. They want to obtain maximum value for their money without sacrificing personal comfort. These groups will be targeted because they are open to new experiences and they are price sensitive. Low cost Breeze Airlines SWOT Analysis will provide direction to its marketing strategy. Strengths: Breeze Airline is a promising young airline offering ticket fares at discount price to popular college destinations. It has a team of young customer service that can relate to targeted customers. 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The Competitors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.3.1. Air Arabia†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.3.2. Etihad Airways†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2.3.3. RAK Airways†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.3.4. Competitive advantage of Emirates Airlines†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 3. 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