The Horrific Duration Of The Holocaust - 1780 Words

The horrendous duration of the Holocaust was a dark time in human history. Millions of Jewish people died along with African-Americans, disabled people, and anyone who did not fit into the Nazi regime. During this time of persecution, there were people who did not take action to help their fellow neighbors and decided to be bystanders. But in the midst of terrified silence, a Capuchin priest resolved to break the silence. Pà ¨re Marie-Benoà ®t was a member of the Catholic Church when Jews were being taken to concentration camps to face a dreadful demise. Unlike many of his fellow church members, he decided to take action and help as many people as he could. A concise review of Pà ¨re Marie-Benoà ®t’s life will help show the amazing effects†¦show more content†¦He was raised during a time where French leaders were very prejudiced against Catholic establishments, which included schools (Picker 152). This did not deter him evidently, as he discovered he wanted to become a priest at the young age of 12 (Zuccotti 54). Pà ©re Paulin, a Capuchin friar at the time, mentored young Pà ¨re on Catholic duties (Zuccotti 20). When he got older, Pà ¨re moved to Bruest-Esyden in the Netherlands to study theology at a Capuchin school (Zuccotti 22). He did not stay at home because of the French ban forbidding members of religious orders to teach at schools (Zuccotti 54). He was still living in the Netherlands in 1914 when World War 1 broke out. Abandoning his studies, Pà ¨re moved back to France to join the military where he served as a medic and a stretcher-bearer (Zuccotti 54). During this time, he would often send letters to his spiritual leader and mentor, presumably for guidance and encouragement (Picker 152). He received numerous citations for his time in service actions such as tending to soldiers and rescuing people on the field (Zuccotti 27). Unfortunately, he had to be hospitalized for a few months due to a leg wound he received while in service (Zuccotti 54). After the war, he returned back to Netherlands in 1919 to continue his studies. As his professors watched him pass his classes with flying colors, he was chosen to transfer to the International College of Saint Lawrence of Brindisi in Rome (Zuccotti 38). When he got thereShow MoreRelatedThe Holocaust and The Final Solution Plan Essay622 Words   |  3 PagesThe Holocaust, it’s such a horrific topic. Why do we study this? The answer I will give at the end of this essay, although, there are many ways people look at the holocaust, different opinions that people have, different understandings. This is my understanding. Holocaust. (The Greek word meaning Whole (Holo), and burnt (Caust). The name although sad, is quite an appropriate name for this event in history, because the Jewish people’s spirt, was almost entirely â€Å"Burnt†. 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Instead, bloody wars that lead to ethnicRead MoreEssay Jewish Resistance to the Nzi Holocaust922 Words   |  4 Pages Despite all of these internal and external factors contributing to a lack of Jewish resistance to the Holocaust, there was resistance in existence in many forms; the resistance that did occur must not be diminished or overlooked. When considering the definition of â€Å"resistance†, historians divide themselves on what this entails; some believe it to be only active, armed resistance attempts, while others define it more liberally. According to Yehuda Bauer, resistance entails â€Å"any group action consciouslyRead MoreThe Hiding Place By Corrie Ten Boom1493 Words   |  6 Pagesthese events have affected both my knowledge of the holocaust, and how I view and understand what the holocaust really is. Following how I have been affected by this memoir, I will discuss how the knowledge I have obtained by viewing this film actually applies to my life both spiritually and also in the culture that I live in, in doing this, I will touch on social beliefs and judgements as well as co nformity and obedience. Throughout the duration of this film, I found that there were several themesRead MoreI Have Lived A Thousand Years Book Review Essay1438 Words   |  6 PagesBitton-Jackson’s intense memoir, I Have Lived a Thousand Years Growing up in the Holocaust, proves that we should never have stopped reading after Anne Frank’s Diary. Beginning in 1943, in Somorja, Hungary, Bitton-Jackson recounts Nazi invasion and occupation of Hungary. As a result of her family’s Judaism, the story traces her movement through various concentration camps, including Auschwitz. Being only thirteen to fourteen, over the duration of Nazi occupation, Livia Bitton-Jackson was one of the few childrenRead MoreExamples Of Dehumanization In Night By Elie Wiesel844 Words   |  4 Pagesto alienation and dehumanization. Moreover, it violates Human Rights. For example, the camps violated article 4 and article 5. Eliezer’s personal point of view displayed the mistreatment and physical and mental abuse Jews faced in throughout the duration of concentration camps. Jews were forced into concentration camps illustrating alienation and dehumanization. The appellation concentration camp refers to a camp in which people are detained or confined, usually under bitter conditions and withoutRead MoreNight By Elie Wiesel Analysis1560 Words   |  7 Pageshate towards Jews and soon began discriminating against them in support of Hitler. Consequently, the Nazi party, led by Hitler, captured Jews, along with other groups of people, and murdered more than six million lives. Several stories tell this horrific tragedy, but a survivor named Elie Wiesel recollects his memories and writes it within a memoir, which he titled, Night. Wiesel narrates his experience as Nazi Germany takes away his home along with all the precious people that he has ever lovedRead MoreA Brief Note On The And The Holocaust1814 Words   |  8 PagesTheodicy and the Holocaust The Holocaust was the defining event of the modern era for Judaism. It changed the Jewish community’s perception of the world, as well as the world’s perception of the Jewish community. It cost six million people their lives, eliminating about one third of the Jewish population. Mankind witnessed the most destructive act of evil it has ever seen. Evil, in fact, seems an understatement. The horrors of the Holocaust are inexplicable, ever more so for those that did not

Battle of the Philippine Sea in World War II

The Battle of the Philippine Sea was fought on June 19-20, 1944, as part of the Pacific Theater of World War II (1939-1945). Having island-hopped across the Pacific Ocean, Allied forces advanced on the Mariana Islands in mid-1944. Seeking to block this thrust, the Imperial Japanese Navy dispatched a large force to the area. In the resulting battle, Allied forces sank three Japanese aircraft carriers and inflicted crippling losses on the Japanese fleet air arm. The aerial battle proved so one-sided that Allied pilots referred to it as the Great Marianas Turkey Shoot. The victory allowed Allied forces to isolate and eliminate Japanese forces on Saipan, Guam, and Tinian. Background Having recovered from their earlier carrier losses at the Coral Sea, Midway, and the Solomons Campaign, the Japanese decided to return to the offensive in mid-1944. Initiating Operation A-Go, Admiral Soemu Toyoda, Commander-in-Chief of the Combined Fleet, committed the bulk of his surface forces to striking at the Allies. Concentrated in Vice Admiral Jisaburo Ozawas First Mobile Fleet, this force was centered on nine carriers (5 fleet, 4 light) and five battleships. In mid-June with American forces attacking Saipan in the Marianas, Toyoda ordered Ozawa to strike. Vice Admiral Jisaburo Ozawa, IJN.   Public Domain Steaming into the Philippine Sea, Ozawa counted on support from Vice Admiral Kakuji Kakutas land-based planes in the Marianas which he hoped would destroy a third of the American carriers before his fleet arrived. Unknown to Ozawa, Kakutas strength had been greatly reduced by Allied air attacks on June 11-12. Alerted to Ozawas sailing by U.S. submarines, Admiral Raymond Spruance, commander of the U.S. 5th Fleet, had Vice Admiral Marc Mitschers Task Force 58 formed near Saipan to meet the Japanese advance. Consisting of fifteen carriers in four groups and seven fast battleships, TF-58 was intended to deal with Ozawa, while also covering the landings on Saipan. Around midnight on June 18, Admiral Chester W. Nimitz, Commander-in-Chief of the U.S. Pacific Fleet, alerted Spruance that Ozawas main body had been located approximately 350 miles west-southwest of TF-58. Realizing that continuing to steam west could lead to a night encounter with the Japanese, Mitscher asked permission to move just far enough west to be able to launch an air strike at dawn. Battle of the Philippine Sea Conflict: World War II (1939-1945)Dates: July 19-20, 1944Fleets and Commanders:AlliesAdmiral Raymond SpruanceVice Admiral Marc Mitscher7 fleet carriers, 8 light carriers, 7 battleships, 79 other warships, 28 submarinesJapaneseVice Admiral Jisaburo OzawaVice Admiral Kakuji Kakuta5 fleet carriers, 4 light carriers, 5 battleships, 43 other warshipsCasualties:Allies: 123 aircraftJapan: 3 carriers, 2 oilers, and approximately 600 aircraft (around 400 carrier, 200 land-based) Fighting Begins Concerned about being lured away from Saipan and opening the door for the Japanese slip around his flank, Spruance denied Mitschers request stunning his subordinate and his aviators. Knowing that battle was imminent, TF-58 deployed with its battleships to the west to provide an anti-aircraft shield. Around 5:50 a.m. on June 19, an A6M Zero from Guam spotted TF-58 and radioed a report to Ozawa before being shot down. Operating on this information, Japanese aircraft began taking off from Guam. To meet this threat, a group of F6F Hellcat fighters was launched. Vice Admiral Marc Mitscher.   U.S. Navy History and Heritage Command Arriving over Guam, they became engaged in a large aerial battle which saw 35 Japanese aircraft shot down. Fighting for over an hour, the American planes were recalled when radar reports showed inbound Japanese aircraft. These were the first wave of aircraft from Ozawas carriers which had launched around 8:30 a.m. While the Japanese had been able to make good their losses in carriers and aircraft, their pilots were green and lacked the skill and experience of their American counterparts. Consisting of 69 aircraft, the first Japanese wave was met by 220 Hellcats approximately 55 miles from the carriers. A Turkey Shoot Committing basic mistakes, the Japanese were knocked from the sky in large numbers with 41 of the 69 aircraft being shot down in less than 35 minutes. Their only success was a hit on the battleship USS South Dakota (BB-57). At 11:07 a.m., a second wave of Japanese aircraft appeared. Having launched shortly after the first, this group was larger and numbered 109 fighters, bombers, and torpedo bombers. Engaged 60 miles out, the Japanese lost around 70 aircraft before reaching TF-58. While they managed some near misses, they failed to score any hits. By the time the attacked ended, 97 Japanese aircraft had been downed. Fighter plane contrails mark the sky over Task Force 58, during the Great Marianas Turkey Shoot phase of the Battle of the Philippine Sea, June 29, 1944.   U.S. Naval History and Heritage Command A third Japanese attack of 47 aircraft was met at 1:00 PM with seven aircraft being downed. The remainder either lost their bearings or failed to press their attacks. Ozawas final attack launched around 11:30 a.m. and consisted of 82 aircraft. Arriving in the area, 49 failed to spot TF-58 and continued on to Guam. The rest attacked as planned, but sustained heavy losses and failed to inflict any damage on the American ships. Arriving over Guam, the first group was attacked by Hellcats as they attempted to land at Orote. During this engagement, 30 of the 42 were shot down. American Strikes As Ozawas aircraft were launching, his carriers were being stalked by American submarines. The first to strike was USS Albacore which fired a spread of torpedoes at the carrier Taiho. Ozawas flagship, Taiho was hit by one which ruptured two aviation fuel tanks. A second attack came later in the day when USS Cavella struck the carrier Shokaku with four torpedoes. As Shokaku was dead in the water and sinking, a damage control error aboard Taiho led to a series of explosions which sank the ship. Recovering his aircraft, Spruance again held off turning west in an effort to protect Saipan. Making the turn at nightfall, his search aircraft spent most of June 20 trying to locate Ozawas ships. Finally around 4:00 p.m., a scout from USS Enterprise (CV-6) located the enemy. Making a daring decision, Mitscher launched an attack at extreme range and with only hours remaining before sunset. Reaching the Japanese fleet, the 550 American aircraft sank two oilers and the carrier Hiyo in exchange for twenty aircraft. In addition, hits were scored on the carriers Zuikaku, Junyo, and Chiyoda, as well as the battleship Haruna. Japanese Carrier Division Three under attack by United States Navy aircraft from Task Force 58 in the battle of the Philippine Sea, late afternoon of June 20, 1944. U.S. Naval History and Heritage Command   Flying home in the darkness, the attackers began to run low on fuel and many were forced to ditch. To ease their return, Mitscher daringly ordered all of the lights in the fleet turned on despite the risk of alerting enemy submarines to their position. Landing over a two-hour span, the aircraft set down wherever was easiest with many landing on the wrong ship. Despite these efforts, around 80 aircraft were lost through ditching or crashes. His air arm effectively destroyed, Ozawa was ordered to withdraw that night by Toyoda. Aftermath The Battle of the Philippine Sea cost Allied forces 123 aircraft while the Japanese lost three carriers, two oilers, and approximately 600 aircraft (around 400 carrier, 200 land-based). The devastation wrought by American pilots on June 19 led one to comment Why, hell it was just like an old-time turkey shoot down home!† This led to the aerial fight earning the name The Great Marianas Turkey Shoot. With the Japanese air arm crippled, their carriers only became useful as decoys and were deployed as such at the Battle of Leyte Gulf. While many criticized Spruance for not being aggressive enough, he was commended by his superiors for his performance.

Coming of Age in New Jersey by Michael Moffatt Free Essays

One learns real education in the college of self-education, where one’s mind is one’s Principal; one’s initiative, one’s Professors. One’s hard work, one’s tutors!   It provides you the correct decision making power. It makes you act. We will write a custom essay sample on Coming of Age in New Jersey by Michael Moffatt: or any similar topic only for you Order Now You are able to start a thing; you are also able to finish that thing and achieve your goal. The real education tells you, there is no victory or defeat in life –there is only permanent effort. What are theory text-books after all? They are the storehouse of experiences. True college education must stand the test of its practical application. According to Moffatt it should provide awareness, proper direction and destination to the student, in life. As a new and revealing perspective on the much-studied American college student, the observations contained in the book are highly authentic and path-breaking! Breaking through the facade of higher learning and discovering the actuality of college life (pertaining to the students, professors, and the institution as a whole). The book describes the plight of the American college student, who carries encyclopedia within his brain. He goes on accumulating knowledge, and doesn’t know much about its application—meaning thereby failure to perform to right things at the right time. Students don’t enter college just to study the prescribed textbooks relating to their syllabus—they are spending the very precious part, of the formative years of their life in the portals of college.   Every student has the problem, peculiar to his circumstances and the level of his progression in life. They learn what is individualism, what is friendship, the community feelings, color and race, ethnic problems, intellectual achievements, work and play and above all sex and gender related problems. The student is exposed to new situations all through his years in the college. The author is a faculty member in the Anthropology department at Rutgers University. He did his college studies twice. The objectives of his two attempts were different. On the first occasion, perhaps it was pure study—own career-oriented approach. At the second attempt, he was studying the students. Not what they study, but how they study, what they study! The old-guard was a fresher again, as a very senior student. He lived in the dorm, with the students. Could there by ay better method, for gathering authentic notes for his intended study? This he did, 20 years after his graduation. Moffatt realized that the young college student was a growing human plant. In the heart, he revolted against the prevailing educational system in America, severed from Nature and stifling all individuality. Moffatt had practical ideals to mold the education system. He advocated for new types of training and fearless experiments. Educational innovations for the college students need to become more numerous and more courageous, he advocated. When his second term as a student was over, Moffatt, offered his preliminary results for further scrutiny and comments by the students. The feedback obtained from the undergraduates, provided valuable data to refine his initial observations. He got more information from their perspective, and unique interpretations, that provided more creditability to the book. The book, in a way is jointly authored by the Professor and the students. The student’s actions, feelings, and thoughts about college (them giving more importance to the social world than the academic); Moffatt( as a student for the second time) makes an interesting observation, how the various officials, employees, professors etc. only knew the partial truth about the functioning of the college, not the whole truth. He writes, â€Å"The College was a very complicated place, made more complicated by its inclusion in a bigger and even more confusing university. Very few administrators understood all of it–even its formal organization—let alone how it actually worked. Most campus adults did not even try; they simply did their best to grasp those small parts of the college and the university that they needed to understand.†(Moffat, 1989, p. xv (preface) â€Å"I no longer understood my students†Ã¢â‚¬â„¢ says Prof. Moffatt. There was no feeling of solidarity and responsibility. Exercise of self-reliance and individuality was not encouraged. Stern regard for duty, action without motivated desires, sacrifice and self-respect as well respect for others, were absent. The student was willing to be influenced by the impact of materialistic civilization totally, and the internet revolution did leave deep impact on him. Academic dignity and the great purpose of nobility of human life were sadly lacking. The distant and uncommunicative relationship between the students and professors and how that plays a part in the student’s actions and beliefs in/about college (affects the development of the students.) The study revealed many interesting factors. It brought to light the limited knowledge the students had about the structure/hierarchy of the teaching staff and their duties and responsibilities. The students never knew how Professors spent their time after the actual study hours, and about their research, thinking and the department politics. He writes, â€Å"Most students were not sure of the relation between the two most immediate authorities in their lives, the dean of students and the dean of Rutgers College. And very few of them could name any of the higher-level university officials between these two deans at the bottom of the administration and the president of Rutgers University at the top.†(Moffat, 1989, p.25) As for the Professors, they were not aware of what the students need to do every semester—how to budget their time against the time and space demands. Conclusion: What is the true purpose of education? Rabindranath Tagore, the Nobel-prize winning poet from India puts it beautifully: â€Å"Where the mind is without fear and the head is held high, Where knowledge is free, Where the word has not been broken up into fragments by narrow domestic walls, Where words come from the depth of truth, †¦Ã¢â‚¬ ¦into that heaven of freedom, my Father, let my country awake!—education must lead an individual, a student to such height level of evolution. References Cited: Moffatt, Michael: Book: Coming of Age in New Jersey. Paperback: 376 pages Publisher: Rutgers University Press (March 1, 1989) Language: English ISBN-10: 0813513596 ISBN-13: 978-0813513591 Editorial Reviews       How to cite Coming of Age in New Jersey by Michael Moffatt:, Essay examples

Hospitality Management Research and Theory

Question: Discuss about the Hospitality Managementfor Research and Theory. Answer: Introduction Leadership is an important quality that highlights how well a person is able to lead and motivate others. This assignment highlights one of the most celebrated leaders of the hospitality sector, the founder to the Marriott International, John Willard Marriott. This assignment highlights his profile as a leader. Various leadership styles have been described, using peer-reviewed journals. The style and approach of John Willard Marriott, has been highlighted along with the ethical aspects and issues faced by him, as a leader. Profile One of the most reputed leaders in the hospitality and tourism industry, who has created a revolution in the hospitality industry by his innovations and efforts, is John Willard Marriott. J.W Marriot was born in 1900, and was an American businessman and entrepreneur. He was the founder of the Marriott Corporation, which in 1993 became the Marriott International. The business career of J.W.Marriott, started in 1927 where he secured the franchise rights from AW Root Beer. Gradually, the Marriott business chain started growing and the company had its first public offering in 1953 (Marriott.com, 2017). As he gradually became a leader, he expanded his business and opened the first Marriott hotel at Virginia. With the companys growth, in became Marriott Inc, in the year 1967. John Willard Marriott was one of the most revolutionary leaders that the hospitality industry had ever witnessed. With his efficiency, he innovated the concepts of hotels and luxury stay, and established the Hotel cha in as one of the most eminent Hotels around the world. Literature Review Each and every leader around the world has a specific leadership style. The various leadership styles include the Laissez- Faire leadership style. This leadership style lacks a direct supervision of the leader. The leader following this leadership style fails to have a close supervision on the subordinates and fails to take regular feedback from the employees or the people subordinate to him (Ferguson, 2016). Thus, this leadership style is appropriate only if the employees are highly skilled and needs least supervision of the leaders. Thus, the Laissez- Faire leadership style was not followed by J.W.Marriott, since he was an entrepreneur and a leader who guided his employees well, such that they are motivated to work diligently, and establish the hotel chain to the height it has reached (Shekhar, 2016). Another popularly used leadership style is the Autocratic leadership. In this style of leadership, the leader is the sole owner and the decision maker (Koeswono, 2014). All the decisions are taken by the leader alone and the other employees simply follows the decision taken by the leader. In case of the chosen leader John Willard Marriot, this style of leadership is not followed (McCleskey, 2014). The countries such as Cuba and North Korea follow the autocratic leadership style. J.W.Marriot does not follow this leadership style, as the involvement of the employees and stakeholders play an essential role in any decision making. One of the most important leadership styles that is followed by the leader John Willard Marriot is the people-oriented leadership style. This form of leadership focuses on sharpening the skills of the managers as well as the employees. Moreover, this leadership style treats the employees as an integral part of the hotel and feedback is collected from the employ ees, before the decisions are taken. Style and Approach The leadership style that is followed by the leader John Willard Marriot is the authentic and people oriented leadership style. This style lays its priority on the well-being of the employees, along with the achievement of the organizational goals. J.W. Marriott was an energetic leader since he was dedicated towards improvement of his company and its growth. He inspected every establishment personally at least four times a year. He knew every details of hotel around the world, and made sure that he was always well informed. In this leadership style, he treated his employees with importance (Day et al., 2014). He stressed on employee loyalty, and employee retention. He made sure that the workplace environment is positive enough such that employee satisfaction is achieved. As a leader, he taught what he preached. Even in his busy schedule J.W.Marriott ensured that he spoke to each and every employee, addressing their issues separately. Along with giving priority to the employees, he en sured that the customers are given adequate priority. The diligent working of the employees, as well as their dedication fulfils the customer needs (Renko et al., 2015). Thus, with such as efficient leader and leadership styles, J.W.Marriott was established as a efficient leader in the tourism and hospitality industry. The main motto of the leader was to make everyday count. Along with being an efficient leader and a great motivator, he was also a great human being as he extended his concerns and supports for charitable programs. He donated a huge amount of the earned revenue and a large amount of his time for charitable purposes (Zhang et al., 2015). Thus, he displayed the traits of a true leader who, along with being a high ambitious businessperson was a kind-hearted charitable person. The other leadership styles such as the autocratic style or the Laissez- Faire leadership style are not considered in case of J.W.Marriott. This is because, these leadership style would have not resulted in the success which the leader got. Moreover, with the use of autocratic leadership style, employee satisfaction and employee retention could not be achieved. Ethical Aspects A leader needs to abide by the values and ethics, in order to be followed and respected by all. As a leader the ethical considerations such as equality, diversity, refraining from gender discrimination has to be considered (Shapiro Stefkovich, 2016). The company founded by J.W.Marriott is considered as one of the most ethical hotel chains in the world. The ethical aspects considered by the leader and his company include abiding to the ethical considerations where the employees are given the right wages along with giving importance to their fundamental human rights. However, one ethical issue that had been faced was when a sports travel agent complained that the suites in Marriott lacked the basic amenities and facilities as mentioned in the contract. However, in this case, Marriot was unable to locate any person who had filed the complaint. Cases of ethical dilemma regarding the gender discrimination or cultural differences were not reported (Marriott.com, 2017). Another dilemmas wa s faced by the leader, when a particular post of a chef was denied to a lady, since most of the chefs were men. When the lady approached J.W.Marriott, he clarified to her the issues, and the reasons why she was denied of the particular post, and was offered a different position, most suitable for her (Hrenyk et al., 2016). However, in minor issues faced, J.W.Marriott was efficient enough to handle those issues with care. Any ethical dilemma faced by the employees or customers, the leader, spoke to them in person, and resolved the issues as and when it occurred. Minor resistances and protests faced against him, from the employees, were always handled with care, and the conflicts were resolved with effective discussions (Marriott.com, 2017). Conclusion Thus, it might be concluded that John Willard Marriott Is indeed one of the most famous leaders that the world of hospitality has witnessed, and his success is measured by the success of his organisation which is at present the worlds largest hospitality industry and restaurant chain. References (2017). Marriott.com. Retrieved April 5, 2017, from https://www.marriott.com/news/detail.mi?marrArticle=171532 Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., McKee, R. A. (2014). Advances in leader and leadership development: A review of 25years of research and theory.The Leadership Quarterly,25(1), 63-82. Ferguson, W. J. (2016).Wisdom of Titans: Secrets of Success from Entrepreneurs Who Rose to the Top. Routledge. Hrenyk, J., Szymanski, M., Kar, A., Fitzsimmons, S. R. (2016). Understanding Multicultural Individuals as Ethical Global Leaders. InAdvances in Global Leadership(pp. 57-78). Emerald Group Publishing Limited. Koeswono, J. S. (2014). Implementasi Christian Leadership Di Cv Supratex.Agora,2(1), 131-140. McCleskey, J. A. (2014). Situational, transformational, and transactional leadership and leadership development.Journal of Business Studies Quarterly,5(4), 117. Renko, M., El Tarabishy, A., Carsrud, A. L., Brnnback, M. (2015). Understanding and measuring entrepreneurial leadership style.Journal of Small Business Management,53(1), 54-74. Shekhar, S. (2016).Managing the reality of virtual organizations. Springer. Shapiro, J. P., Stefkovich, J. A. (2016).Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge. Zhang, Y., Shu, S., Ji, Z., Wang, Y. (2015). A Study of the Commercial Application of Big Data of the International Hotel Group in China: Based on the Case Study of Marriott International. InBig Data Computing Service and Applications (BigDataService), 2015 IEEE First International Conference on(pp. 412-417). IEEE.