Critically analyse the goverment initiative New Deal area of training Essay

Critically analyse the goverment initiative New Deal area of training and to assess where such an approach could be used within an organizational setting - Essay Example within the international market has to focus on the following issues: ‘a) the business structure, b) the legislative and employment relationship context, c) the patterns of HRM competence and decision-making and d) the national culture’ (Schuler et al., 1998, 159). In accordance with the above study human resources development has to be differentiated in each country worldwide in accordance with the local business ethics and the national culture; the potential of organizations to respond to the needs of the particular strategy (especially regarding its cost) has also to be considered as playing a role in the above differentiation. In order to measure the value of human resources development in organizations within the international market, it is necessary to refer to the particular elements of HRD as they can be observed in daily business activities worldwide. Regarding a particular aspect of HRD, training, it is suggested by Reid et al. (2004, 52) that ‘training i s an intervention into an ongoing learning process; the culture, philosophy, policies and procedures of the organisation form a very powerful learning environment, which must be taken into consideration’. In fact, organizations can choose among different HRD strategies when having to develop their employees’ skills. For this reason, Brown (1997, 15) noticed that ‘organizations can buy skills through hiring, or they can develop skills through training and development (T&D) activities’. Current paper refers to a particular aspect of HRD, this of training and especially to a relevant scheme implemented by the British government in order to support new employees in the medical sector. The scheme analyzed is ‘New Deal’, a programme of active labour market policies introduced in the United Kingdom by the Labour government in 1998 aiming to reduce unemployment by providing training, subsidised employment, and voluntary work to the unemployed’ (Wikipedia, 2007). The particular effort has

Trade Barriers Essay Example for Free

Trade Barriers Essay Management across cultures Culture refers to the values and expectations of a group of people.* It is important for managers to ascertain the culture of the host country and adapt the organization. One way to manage the organisation in one country may not be appropriate in another. When managing the operations in a particular subsidiary an approach needs to be developed in line with cultural values to ensure greater cooperation and participation of employees as well as ease of dealings with local firms and national institutions. *Gooderham Nordhaug (2003, p. 131). Globalisation of production The globalization of production refers to the sourcing of goods and services from locations around the globe to take advantage of national differences in the cost and quality of factors of production (such as labor, energy, land, and capital). By doing this, companies hope to lower their overall cost structure or improve the quality or functionality of their product offering, thereby allowing them to compete more effectively. (Hill, 2011) Global Consumer Preferences Consumer tastes and preferences are converging, even though some national differences persist. Part of the reason for the development of worldwide tastes and preferences is the presence of the mass media, exposure to goods from various countries, and marketing strategies of multinational firms that tend to offer standardized products worldwide, because doing so costs less than customizing goods to local conditions. Luis R. Gomez-Mejia. Management. P.41 Integrated economic markets The objective of economic integration is to reduce or eliminate barriers to the free flow of goods, services, labor, capital, and other inputs of production between member nations. Two major regional economic groups are present in Asia. The oldest is the Association of Southeast Asian Nations, or ASEAN, formed in 1967. It includes Brunei, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam. The second is the Asia Pacific Economic Cooperation (APEC) group, founded in 1990. This group of countries has the potential to become highly influential if it were to turn itself into a free trade area. Doing so would make it the world’s largest trade bloc, because the 18 member states account for more than half of the world’s GNP. Luis R. Gomez-Mejia. Management. P.41

Good vs. Evil Essay -- essays research papers

Good vs. Evil So often we see a battle of good vs. evil in movies, books, society, and in this case, an epic poem. This motif is used so often because it pertains to so many facets of authentic life. The epic poem Beowulf is an example of this because the hero of the story has an ongoing conflict with the evil villain, Grendel. The same motif is true in the discussion of Christianity versus Non-Christianity. Good and Evil can be talked about in different ways, but here you will see the Good in Beowulf, then in Christianity and the Evil in Grendel along with Non-Christianity. Beowulf reveals numerous qualities that prove he is a great leader and warrior. Courage, religion, and strength just break the ice. He proves to be courageous when he says, â€Å"That I alone and with the help of my men may purge all evil from this hall.† Throughout the story, Beowulf has the courage to never back down from a confrontation and is willing to fight till the death. Beowulf shows that he is religious when â€Å"they gave thanks to God for their easy crossing.† This is talking about when the Geats make their journey safely from home to the Danish shore. Every time Beowulf is victorious in battle he gives thanks to God and says that he knows his fate is in God’s hands. Beowulf is also strong. Strength allows him to show society that they can be strong. He shows strength as a leader but he also shows this as a warrior when he used his strength to kill Grendel and his mother. Beowulf shows integrit...

Science, Technology, and Morality as Perceived in Mary Shelleys Franke

  Ã‚   In Frankenstein, Mary Shelley challenges the motives and ethical uncertainties of the scientific developments of her time. This critique has become increasingly relevant as modern scientists endeavor into previously unimagined realms of the natural world through the use of cloning and genetic engineering. Through careful analysis, we can see how the novel illustrates both the potential dangers of these exploits and the irony of the conflicts between science and creationism.   Ã‚  Ã‚  Ã‚   Prior to the birth of the story, Mary Shelley had begun to learn of advancements and speculation in the scientific world of the early nineteenth century; in Frankenstein's introduction, editor M. K. Joseph asserts that "Mary Shelley wrote in the infancy of modern science, when its enormous possibilities were just beginning to be seen" (xii). Interest in electricity, premature concepts of evolution, and other post-Enlightenment developments seized the attention of Mary and her lover, English writer Percy Shelley. Scientific news and rumors provided as numerous topics for discussion between the Shelleys and their peers: "Many and long were the conversations between Byron and [Percy] Shelley . . . various philosophical doctrines were discussed, and among others the principle of life, and whether there was any probability of its ever being discovered and communicated," wrote Shelley in her 1831 introduction.      Ã‚  Ã‚  Ã‚   Marylin Butler, in her article "The first Frankenstein   and Radical Science," describes how William Lawrence, a physician, lecturer, and friend to the Shelleys, may have had a profound influence on the Shelleys' perceptions and opinions of science. Butler reports how Lawrence was a passionate student of "materialist science," a re... ...ngman York Press, 1992. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Kass, Leon R.   Toward a More Natural Science.  Ã‚   New York: The Free Press, 1985. Levine, George. The Endurance of Frankenstein. Los Angeles: Moers, 1974. Nelkin, Dorothy.   "Genetics, God, and Sacred DNA."   Society May/June 1996: 22-25. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Shelley, Mary.   Frankenstein.   Oxford: Oxford University Press, 1980. Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html Science, Technology, and Morality as Perceived in Mary Shelley's Franke   Ã‚   In Frankenstein, Mary Shelley challenges the motives and ethical uncertainties of the scientific developments of her time. This critique has become increasingly relevant as modern scientists endeavor into previously unimagined realms of the natural world through the use of cloning and genetic engineering. Through careful analysis, we can see how the novel illustrates both the potential dangers of these exploits and the irony of the conflicts between science and creationism.   Ã‚  Ã‚  Ã‚   Prior to the birth of the story, Mary Shelley had begun to learn of advancements and speculation in the scientific world of the early nineteenth century; in Frankenstein's introduction, editor M. K. Joseph asserts that "Mary Shelley wrote in the infancy of modern science, when its enormous possibilities were just beginning to be seen" (xii). Interest in electricity, premature concepts of evolution, and other post-Enlightenment developments seized the attention of Mary and her lover, English writer Percy Shelley. Scientific news and rumors provided as numerous topics for discussion between the Shelleys and their peers: "Many and long were the conversations between Byron and [Percy] Shelley . . . various philosophical doctrines were discussed, and among others the principle of life, and whether there was any probability of its ever being discovered and communicated," wrote Shelley in her 1831 introduction.      Ã‚  Ã‚  Ã‚   Marylin Butler, in her article "The first Frankenstein   and Radical Science," describes how William Lawrence, a physician, lecturer, and friend to the Shelleys, may have had a profound influence on the Shelleys' perceptions and opinions of science. Butler reports how Lawrence was a passionate student of "materialist science," a re... ...ngman York Press, 1992. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Kass, Leon R.   Toward a More Natural Science.  Ã‚   New York: The Free Press, 1985. Levine, George. The Endurance of Frankenstein. Los Angeles: Moers, 1974. Nelkin, Dorothy.   "Genetics, God, and Sacred DNA."   Society May/June 1996: 22-25. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Shelley, Mary.   Frankenstein.   Oxford: Oxford University Press, 1980. Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html

Marble Female Figure

Marble Female Figure Cycladic Final Neolithic, ca. 4500-4000 BC Bequest of Walter C. Baker, 1971 (1972. 118. 104) â€Å"The figure represents a rare type known as steatopygous characterized by particularly full legs and buttocks, and is undoubtedly indicative of fertility. â€Å" RACHELLE DARDEN Rachelle Darden Art History 11 Short writing Assignment 2 The marble female figure is a sculpture selected from the Ancient Greek and Roman Galleries at the Metropolitan Museum in Manhattan. It’s also known as the final Neolithical Cycladic marble.The figure, now missing its head is an example of an uncommon type known as steatopygous. This sculpture is a representation of the Human Body in which its described by its distinctive features. It has a thin torso or abdomen suggesting a slim like body however it can be defined by its abstract but round shape. This particular piece is non-realistic in which the form of the breasts are in the shapes of what look like rain drops however they don’t look like actual female breasts but because of their placement it’s obvious that’s what they’re supposed to be.The entire has a plump like nature to in which it suggests that it’s a larger female, not your average female from this era. The thighs on the sculpture are also suggestive because not only are they round but they have a bit of an outline suggesting that they are extra-large which coincides with the rest of the sculpture. The sculptor gave this piece some very distinct features. In fact the most significant piece to this particular sculpture would be the buttocks. The buttocks literally are the largest feature on the sculpture and protrude the rest of the body. The thin yet round abdominal like structure gives the idea of a hin female but definitely a thick one. In contrast, the figure's upper torso is flat in profile with the arms typically framing V-shaped, pendant breasts. The pudgy, evidently idealized thighs narrow to tiny, stu mp like feet. However on the feet there are no toes and they don’t stretch out like they would on a regular human body. The body proportions are accurate in which you can tell that this sculpture is a very developed female with a very mature body. Looking at the sculpture there’s also a lot of age because its proportioned so well and has a lot of femininity.

Communication Theories essays

Communication Theories essays Social Penetration Theory: Irvin Altman and Dalmas Taylor The theory of social penetration is at the basis of every formation of a new relationship. This theory is an interaction between persons who slowly learn about each other at first formally and then informally. Social penetration is defined as revealing ones self to others, this process is cautious and slow and some are more cautious then others. In order to find out more about a person you must slowly gain their trust and equally reveal information about yourself. Altman and Taylor refer to this theory as an onion with many layers. Slowly we begin to peel away and understand more and more about the person as the chose to reveal them. However as a person reveals these layers we become more vulnerable to that person we tell them to. These layers are only accessible once the person reveals them self, any other way could destroy the possibility of a relationship. An interesting point is that once the layers are revealed and you learn more about a person it is acceptable to talk about something already revealed. This is how people establish a relationship when they can establish a form of trust and understanding about one another. Which therefore allows each other to communicate on a personal level. I personally experienced this theory at the beginning of this semester, at the time I was not aware of the theory but now have relatable experiences to the theory. I had experienced and in some ways still am social penetration with my roommate. We were going to be living in the same room together for a year so appropriate interaction had to take place. We started off simple with family members, who people were in pictures we were putting up, and favorite bands and artists. Slowly we began to form a friendly relationship. We progressed with significant memories of home, family status, and jobs we had over the summer. Then we began to learn about sensitive t...

Losing Your Culture Essay Essays

Losing Your Culture Essay Essays Losing Your Culture Essay Essay Losing Your Culture Essay Essay One of the Characters from Everyday use such as Dee and Irene or Clare from Passing, felt unappreciated and that they were lesser individuals all based upon the color of there skin due to all the rights and statements that hampered the African American Population. The two stories can be used closely to explain the topic of race and Inequality, even though both stories have very diverse plots. Regardless, Clare and Urines passing back and forth from black to white can be correlated to Dee and her conversion to the Islamic faith. In the two stones, the theme of a lacking culture plays a huge role In establishing the feeling of uneasiness and hardships that as a society the African Americans of the mid 1 asss felt. The Resistance to ones culture can be seen most accurately by Clare in the Passing by her pep, white lifestyle. Pamela Gauche, best describes this appearance in the story by saying Clare, by passing, seems to have forsaken her racial heritage and acts as if she has no racial past(Gauche 4). Clare is the atypical selfish character that does things for her even if that means stepping over the things that she once had a heart for. Clare at one point was actually married too white supremacist, which does show that she has no care for her race and the societal view of it, only her possible gain that she may receive from the marriage. Irene is a more different character from Clare, she worked for the improvement of blacks within society, or as Gauche calls her, a race woman. Irene does manage to pass so she can live a life much like the whites do with the best stores and the better restaurants, but she never forgets where she came from which is something to be commended. The reason that Urines life is so much greater then Clarets is the fact that she never sold her race out she never forgot where she came from her roots. It is only the jealousy that brings her back to Harlem, her roots. After all the years spent away from her culture, through Irene, she finally realizes she will never be truly happy unless she accepts where she came from and keeps the bonds with the ones that she once held close to her heart. Clare shows us a very thought provoking theme and that Is that materialism can only bring someone a temporary happiness; where as where she came from her heritage and culture are what could fill the voids that that materialistic life never could. Everyday use has quite a few symbols and themes that can be viewed through the family of women, Dee more then the rest. David Coward from Newbury College describes Deeds lack of cultural stability as An American who attempts to become an African succeeds only In becoming a phony Wanders proclaims a deplorable degree of alienation from her rural origins and Farrell'(Coward 2). In an effort to be more connected with her ancestors, Dee actually distances herself from what her culture was really auto. Deeds personal creams Ana aspirations to elude oppression lea near further and further from what she needed the most and that was family. An example of her hate towards her roots and how she was brought up is the rejoicing that takes place within Deeds core from the burning down of their house at the beginning of the story. She sought out to escape all the things that represented a poor life and wrought her eyes she had seen that she had finally succeeded in doing this. Maggie and Dee are complete opposites when it comes to breaking down there character in the story. Maggie and her mother display a very true and engaging love for one another. They embrace what they have come from although they are still on the bad side of the tracks per say, but they live very gratifying lives ones to be proud of. Dee misunderstands what her black culture is all about, which explains why she is so blind to the pathetic life she is living. Everyday Use and Passing have many similarities within their characters that purport the concept of a loss of culture. Both stories have a focus upon the character that tries to elude their heritage and there roots in search of the idealistic life. Clare and Dee are similar in they strive to get out of there lifestyles that they leave there families behind as if there trying to forget where they came from, there childhood. The truth here is both characters are trying to become something they never really can be, living in the world of arrogance and conceit. Coward elaborates on the females situations when he says, the dilemma of African Americans, who, in driving to escape prejudice and poverty, risk a terrible deterioration, a sundering from all that has sustained and defined them (Coward 1). Deeds conversions to Islam and Clarets assimilation into white society are very much alike. They make significant changes within their lives to fit in with a careless crowd but lose themselves in the mix. There is a sense of shame that shrouds the stories because the women feel disgraceful for their acts against their race. Some examples would be that when the mother gives Maggie the quilt that she has made and when Irene meets Clarets husband. At this point in the stories, it is obvious that Clare and Dee have begun to regret the decisions they have made to leave behind their cultures. Metaphorically speaking, Dee is Just as dead as Clare (after the fall off the balcony) because she had given up all that she truly was and now was living a fake life. Although Clare and Dee are very similar, Irene and her family are very different from that of Maggie and her mother. Maggie and her mother have an unbreakable bond a relationship that has the highest most profound unconditional love. Their culture and lifestyle are the simple lives, while every little detail everything about hem shows characteristics of where they came from and what they put there time into. Irene is not as comfortable with her own self as Maggie and her mother are. She passes quite frequently so she can take advantage of the fact that she has lighter skin then most, but who can blame her for wanting the idealistic life when everyone wants it. At first, Irene and her husband seem caring and loving towards one another that embrace the black heritage. But as Clare comes around them, there Oh so perfect relationship seems to be lacking a foundation and both of their flaws and weaknesses begin to show through. They fight and bicker more then the usual married couple, which is very contradictory of Maggie and her mother. While Irene even admits to not completely loving her husband with all of her heart. Her husband wants to leave eve retying In tenet elves Deanna even tenure enervate, Harlem. Just to move to Brazil with hope that they can escape the prejudice. During that time of discrimination it was easier to Just move to another country in order to live an ideal life. Ultimately, Brian himself would be fitting in with Dee and Clare in the fact that he would be evading his heritage. In time its assumable that he would find that it as not worth it that it was less of a trouble then he thinks. Maggie and her mother are the perfect examples onto the characters in Passing for how to live your life, one of humility. In a symbolic way, Brian Redefined from Passing and the quilts in Everyday Use serve as the same story builders for each story. Brian and the quilts are the trophy possessions for the women within the stories. In Everyday Use, Dee wants the quilts because they would be a reminder of her heritage and where she came from since she has forgotten. After all, her grandmother that she was named after at birth dad them. Maggie is far more deserving of the quilts because she is more like her grandmother then Dee ever would be. Maggie would have actually appreciated the quilts and used them for what they should be used for. Also, Clare and Irene both long for Briars heart. He represents a successful African American man, who has climbed to the top and can offer the lifestyle both want. Briars dark skin makes it so they women dont feel so guilty for leaving there heritage behind its almost as if he is a symbol of heritage for them. In the end, Brian chooses the right woman and goes tit Irene and not Clare who is self-absorbed, Just like the mother made the best decision by choosing the good and faithful child, Maggie. Authors Nell Larsen and Alice Walker lived in the times of racial discrimination and color bias that is why when on the topic of race they are compelling writers. They lived similar lives as the characters within their stories. For example, Larsen establishes the sad part of her life with in the characters Clare and Irene. Larsen grew up in a white household where she went under appreciated much like the character Clare who was abused by her aunts. Also, Larsen was light-skinned and re early marriage fell apart because of a poor decision made by her husband, which equalizes with Urines situation where she has potentially married an unfaithful man. Additionally, Walker grew up very secluded after her eye accident where she was shot with a B gun (Kane 1). This moment in her life is very much comparable to Maggie in the fact that she received burns from the house fire and became secluded. They both became afraid of going out and living life. Walkers style is a definition of the African American heritage because of her simple clothing, hospitable personality, and her long- dreaded hair. Larsen and Walker are the reason for why Passing and Everyday Use are genuine stories about race. Their lives were full of culture and discrimination and translated into excellent stories that describe the mood of an African Americans life in the twentieth century, although fiction. The theme of losing your culture in Passing and Everyday Use is very effective in proving that culture and heritage are essential in living a full profound life one that you can be proud of. Each one of the two stories shows that when a character leaves behind what made them who they are they become something shallow in accordance o lifestyle. For example, Clare leaves her culture behind and turns practically into a full white woman, and becomes frustrated with her isolated life. She cannot do all of things seen was once addle to ay seen cant present nearest as seen once 010 or even TA with the same people that she once did. The fact is that people believe in escaping what they came from as the ultimate means of happiness, but our heritage no matter how far we run from it is not very far behind. It is a genuine society and a moral code that bring people true contentment. Think about Maggie and her mother who re very poor and live the simple life, but love the lives they live.

Conjugating Andare in Italian

Conjugating Andare in Italian As people are always going somewhere, â€Å"andare† is an incredibly common verb in Italian, so you’ll want to be very comfortable with conjugating it in all its tenses. What’s more, it’s an irregular verb, so it doesn’t follow the typical -are verb ending pattern. Below you’ll find conjugation tables with examples so you can become more familiar with how to use it in everyday conversation. Some definitions of â€Å"andare† include: To goTo travelTo functionTo fit What to know about andare: It’s an intransitive verb, so it does not take a direct object.The infinito is â€Å"andare†.The participio passato is â€Å"andato†.The gerund form is â€Å"andando†.The past gerund form is â€Å"essendo andato†. INDICATIVO/INDICATIVE Il presente io vado noi andiamo tu vai voi andate lui, lei, Lei va loro, Loro vanno Esempi: Vanno in piazza, vuoi andare pure tu? - They’re going to the piazza, do you also want to go?Vado a lavoro tutti i giorni tranne la domenica. - I go to work every day except Sunday. Il passato prossimo io sono andato/a noi siamo andati/e tu sei andato/a voi siete andati/e lui, lei, Lei à ¨ andato/a loro, Loro sono andati/e Esempi: Sei andato alla festa di Marco? Com’era? - You went to Marco’s party? How was it?Dove siete andati giovedà ¬ sera? - Where did you (all) go Thursday evening? L’imperfetto io andavo noi andavamo tu andavi voi andavate lui, lei, Lei andava loro, Loro andavano Esempi: Da bambina andavo spesso al mare con la mia famiglia. - When I was a little girl, I often went to the sea with my parents.Mi ricordo che tu andavi spesso a studiare in biblioteca. - I remember you used to go often to study at the library. Il trapassato prossimo io ero andato/a noi eravamo andati/e tu eri andato/a voi eravate andati/e lui, lei, Lei era andato/a loro, Loro erano andati/e Esempi: Eravamo gi andati al mare quando ci siamo resi conto che stava per piovere. - We had already gone to the sea when we realized that it was about to rain.Mi sono ammalata quando tu eri andato in America. - I got ill when you were in the US. Il passato remoto io andai noi andammo tu andasti voi andaste lui, lei, Lei andà ² loro, Loro andarono Esempi: Audrey Hepburn andà ² in Africa per aiutare bambini. - Audrey Hepburn went to Africa to help children.Molti italiani andarono in America in cerca di un lavoro. - Lots of Italians went to the United States looking for a job. Il trapassato remoto io fui andato/a noi fummo andati/e tu fuiste andato/a voi foste andati/e lui, lei, Lei fu andato/a loro, Loro furono andati/e Esempi: Non appena Sophia Loren fu andata a Roma per girare un nuovo film, un’altra compagnia le offrà ¬ un ruolo principale. - Just right after Sophia Loren had gone to Rome to film a new movie another company offered her a principal role.Quando i miei genitori furono andati via, mi misi a dormire. - When my parents had left I fell asleep. TIP: This tense is rarely used, so don’t worry about mastering it. You’ll only find it in sophisticated writing. Il futuro semplice io andrà ² noi andremo tu andrai voi andrete lui, lei, Lei andr loro, Loro andranno Esempi: Andranno al mercato e poi torneranno a casa. - They will be going to the store and then they will return home.Lui andr in Italia fra un mese. - He will be going to Italy in a month. Il futuro anteriore io sarà ² andato/a noi saremo andati/e tu sarai andato/a voi sarete andati/e lui, lei, Lei sar andato/a loro, Loro saranno andati/e Esempi: Maria à ¨ appena partita, sar andata all’universit. - Maria just left, she must have gone to university.Quando saranno andati via, sar molto tranquillo qua. - When they will have gone away, it will be very calm here. CONGIUNTIVO/SUBJUNCTIVE Il presente che io vada che (noi) andiamo che tu vada che (voi) andiate che lui, lei, Lei vada che (loro, Loro) vadano Esempi: Dubito che vadano a scuola per studiare, oggi c’à ¨ una festa da non perdere al mare. - I doubt they are going to school to study, today there is a must-attend party at the seaside.Spero che andiate a vedere la mostra su Pollok, à ¨ meravigliosa! - I hope you’re going to visit Pollok’s exibition, it’s amazing! Il passato io sia andato/a noi siamo andati/e tu sia andato/a voi siate andati/e lui, lei, Lei sia andato/a loro, Loro siano andati/e Esempi: Penso che siano andati nel posto sbagliato. - I think they went to the wrong place.Ritengo che tu sia andato molto bene nell’ultima interrogazione! - I think you did really well in your last oral test! L’imperfetto io andassi noi andassimo tu andassi voi andaste lui, lei, Lei andasse loro, Loro andassero Esempi: Credevo che andassero a Milano per l’expo. - I thought they went to Milan for the Expo.Pensavo che ci andassimo domani! - I thought we were going there tomorrow! Il trapassato prossimo io fossi andato/a noi fossimo andati/e tu fossi andato/a voi foste andati/e lui, lei, Lei fosse andato/a loro, Loro fossero andati/e Esempi: Se fossimo andati in Italia, avremmo avuto una bella vacanza. - If we had gone to Italy, we would have had a great vacation.Se tu fossi andata alla festa, avresti visto Marco. - If you had gone to the party, you would have seen Marco. CONDIZIONALE/CONDITIONAL Il presente io andrei noi andremmo tu andresti voi andreste lui, lei, Lei andrebbe loro, Loro andrebbero Esempi: Se volessimo fare un viaggio in Spagna, andrebbero con noi? - If we wanted to take a trip to Spain, would they go with us?Se dovessi scegliere, andrei con loro. - If I had to choose, I’d go with them. Il passato io sarei andato/a noi saremmo andati/e tu saresti andato/a voi sareste andati/e lui, lei, Lei sarebbe andato/a loro, Loro sarebbero andati/e Esempi: Sarei andato al mare, perà ² mia madre aveva bisogno del mio aiuto. - I would have gone to the seaside, but my mom needed my help.Saremmo andati in Spagna, perà ² ci hanno detto che non volevano fare un viaggio l. - We would have gone to Spain, but they told us that they didn’t want to take a trip there. IMPERATIVO/IMPERATIVE Presente noi andiamo tu va’, vai voi andate lui, lei, Lei vada loro, Loro vadano Esempi: Va’ a scuola! - Go to school! (informal)Vada dal dentista! - Go the dentist! (formal)

Choose a topic Research Paper Example | Topics and Well Written Essays - 1250 words

Choose a topic - Research Paper Example He proved himself to be an essential part of literature’s history, being not only a poet but a literary critic, a playwright, leader of literature’s modernist movement and winner of Nobel Prize in field of literature. Thomas Stearns Eliot was born in St. Louis on 26th September 1888 (Shook 722) to Henry Ware Eliot and Charlotte Stearns Eliot. He had six other siblings; his mother was a poet too. In 1905 he graduated high school, the following year was spent at a private prep school called Milton academy in Massachusetts. He started his term at Harvard in 1906 September, he studied from professors like Irving Abbott and Paul Elmer there, and both of whom became a major influence on Eliot’s writing. There influence on Eliot was through his stress on tradition and his classicism. Eliot also studied Dante’s poetry which too became his primary inspiration and source of enthusiasm. Eliot completed his B.A in 1909 and stayed at Harvard to complete English literature’s master’s degree. He left in fall of next year and went to Paris where he spent a year. He took courses at Sorbonne, wrote, read and mostly soaked the atmosphere in Paris. When he returned to States, he also went back to Harvard, where he continued taking graduate course now in philosophy, also serving as teaching assistant. In academic session 1914-1915 he was awarded travelling fellowship, with that he chose to go to Germany to study, yet he had to leave from there after just few weeks due to outbreak of World War 1. He went to London after his stay at Germany was terminated, which then became his permanent home. Eliot got a chance to meet Ezra Pound, through a class fellow from Harvard on 22nd September 1914; Pound too soon became major influence on Eliot’s literary career and its development. Eliot wrote one of his most famous poems â€Å"The Love Song of J. Alfred Prufrock†

ETHICS and GOVERNANCE Kickbacks Question in textbook Chapter 2 page 61 Essay

ETHICS and GOVERNANCE Kickbacks Question in textbook Chapter 2 page 61 - Essay Example The code of conduct also requires protection of confidential information as well as intellectual property. It also requires the selection of suppliers depending on the business criteria and the adherence to all public reporting requirements. Corporate Compliance Programs for organizations help them in integrating their commitment to ethics and integrity into their day-to-day operations. The global teams of most organizations’ compliance areas ensure that their employees have procedures as well as training on the regulatory requirements that are related to their jobs. In so doing, it makes compliance an integral part of the organization’s everyday activities. The organization monitors and assesses compliance with regulatory requirements and it investigates each allegation related to noncompliance. In case any problems are detected, the management conducts root cause analysis of what has happened and it modifies internal controls to prevent any reoccurrences. They then track their report progress and compliance performance quarterly to their executive management team and the audit committee of their board of directors (Wulf, 2012, pg. 136). Almost all companies and organizations are supposed to prepare their financial statements depending on standards set by the Financial Accounting Standards Board (FASB). The standards set by FASB are generally principles-based. In the recent years, their have been debates on whether principle-based accounting is likely to be more efficient compared to the popular rule-based accounting. The debates have been in response to the popular accounting scandals such as the WorldCom and the Enron. The current way of accounting has faced a great deal of criticism and it therefore means that the stakeholders are supposed to do everything to ensure the situation is back to normal. Rules-based ethics in accounting basically has a list containing detailed rules that have

Peer review Coursework Example | Topics and Well Written Essays - 500 words

Peer review - Coursework Example why the University of Marion introduced the LessThanUThink campaign in order to sensitize students on the importance to focus on their studies rather than engage in irresponsible activities such as excessive alcohol consumption. The author should include the effects of alcohol on student performance and graduation rate. It is significant to note that as discussed in the proposal, the author gathered evidence from University students that they usually consume very large volumes of alcohol mostly during the weekends to get wasted. According to them, they do this for fun and an individual can end up guzzling up to over ten drinks in a night. However, this heavy drinking results in personal tragedy for college students and their families. Yes, the draft proposal persuades in the way the author has answered the problem of the proposal. The author has stated the reasons why the campaign was launched. The campaign in the University was successful since after the campaign was launched, it has assisted educate students when others engage in irresponsible drinking. There is no need for change or reorganization of the paper but the author should state the research design of the study and the methods they used to gather information about binge drinking in the University of Marion. The author was very keen and specific thus they avoided any form of repetitiveness. The most interesting part is the statistics about the past drinking behavior of students at the University of Marion. The statistics were shocking and needed immediate intervention to avoid further damage to the students and the reputation of the University. For example, I learned that about 25 percent of college students report academic consequences of their drinking including missing class, falling behind, doing poorly on exams or papers, and receiving lower grades

Screen Memories Term Paper Example | Topics and Well Written Essays - 750 words

Screen Memories - Term Paper Example Screen memories are behind some of the out of the world experiences that people, for instance who claim to have been abducted by aliens, seem to experience. These people tend to recall things such as clowns, circuses, images of cats dogs or other animals and other pleasant images and feelings. Screened memories are also interpreted as the manifestation of a fear or feeling of trepidation that a person might be feeling towards something or a particular circumstance or situation (Sigmund 2-100). These feelings or emotions might be brought together in the brain and projected as an image towards which a person has those feelings towards. For instance, a person who is very scared of cheetahs or eagles might have the feelings projected as the images of these particular animals. Screen memories have helped many psychoanalysts help their patients understand some of their behaviors, dreams, nightmares or other mental disorders and conditions. By talking to patients and sometimes putting them under hypnosis, psychoanalysts have helped to unravel many mysteries about people whose perception of who they are seem to be out of the norm from the rest of society. As discussed earlier, screen memories are used to project someone’s feelings but in a particular image depending on what the person feels towards the particular thing in the image. Screen memories have been useful in helping patients who were traumatized at early ages, but whose behaviors or state of minds are affected, though the cause has not always been clear. The human brain is so great that it tends to take measures to protect people who have been traumatized from deteriorating and useless lives. However, this usually occurs through blocking of the traumatic experiences and replacing them with more tolerant images. However, the truth always comes out if the screened images are psychoanalyzed further. This method has helped people with deviant behaviors or disorders such as memory

Art History since 1945 Essay Example | Topics and Well Written Essays - 1250 words

Art History since 1945 - Essay Example This study will evaluate two art pieces; Bed, by Robert Rauschenberg and Wall Drawing 17, by Sol Lewitt, to show how visual rhetoric can structure and convey ideas and pass on messages through sight. In addition, it will discuss how to classify and evaluate between two art pieces and correctly placing them in different contexts depending on the attributes they present. One graphic artist and painter, Robert Rauschenberg, an American who lived from nineteen twenty-five to two thousand and eight, created this art piece. He is famous for his unique art works called â€Å"combines† in which he would employ non-traditional objects and materials in creating rather interesting and rare art pieces. He also featured in other disciplines such as photography, painting, papermaking, printmaking and as a performer as well. He lived his entire life in America where he resided in New York until he died. His piece of focus, Bed was created back in nineteen fifty-five and is currently on display at the Museum of Modern Art. It is an Oil and Pencil on pillow, quilt, and sheet held on wood supports. It measures 191.1. X 80x 20.3 centimeters. In its construction, Rauschenberg used a pillow together with a quilt and sheet framed in wood, paint and a pencil to create it1. From a distant view, the art piece looks like an actual bed because in addition to its fram e, Rauschenberg combined the other â€Å"beddings† so well, similar to a neatly-spread bed. At what should be the headrest, he folds upwards to expose layers of cloth resembling the beddings. They are cast aside, allowing one to see what should be the mattress. In addition, there are splashes of paint in some specific areas, which seemingly help in merging the â€Å"sheets† to the underlying mattress and bed. When it comes to the historical context to which it fits into, the Bed may fit perfectly in the Dadaism Art

Screen Memories Term Paper Example | Topics and Well Written Essays - 750 words

Screen Memories - Term Paper Example Screen memories are behind some of the out of the world experiences that people, for instance who claim to have been abducted by aliens, seem to experience. These people tend to recall things such as clowns, circuses, images of cats dogs or other animals and other pleasant images and feelings. Screened memories are also interpreted as the manifestation of a fear or feeling of trepidation that a person might be feeling towards something or a particular circumstance or situation (Sigmund 2-100). These feelings or emotions might be brought together in the brain and projected as an image towards which a person has those feelings towards. For instance, a person who is very scared of cheetahs or eagles might have the feelings projected as the images of these particular animals. Screen memories have helped many psychoanalysts help their patients understand some of their behaviors, dreams, nightmares or other mental disorders and conditions. By talking to patients and sometimes putting them under hypnosis, psychoanalysts have helped to unravel many mysteries about people whose perception of who they are seem to be out of the norm from the rest of society. As discussed earlier, screen memories are used to project someone’s feelings but in a particular image depending on what the person feels towards the particular thing in the image. Screen memories have been useful in helping patients who were traumatized at early ages, but whose behaviors or state of minds are affected, though the cause has not always been clear. The human brain is so great that it tends to take measures to protect people who have been traumatized from deteriorating and useless lives. However, this usually occurs through blocking of the traumatic experiences and replacing them with more tolerant images. However, the truth always comes out if the screened images are psychoanalyzed further. This method has helped people with deviant behaviors or disorders such as memory

Understanding personal finance Term Paper Example | Topics and Well Written Essays - 1000 words

Understanding personal finance - Term Paper Example This reward will come under the personal finance category. Individuals are also made planning to invest their monetary resources in a proper place so that they can enjoy the maximum benefit. They can deposit in wide range of banking products or stock market instruments (bond, mutual fund, demat account etc.). Banking products include fixed deposit, current deposit, saving account, recurring deposit, many insurance scheme (life insurance, health insurance, medi claim, disability insurance etc). Maximum individuals are like to invest major % of their monetary resource in the banking products especially in the fixed deposit because in such case risk factors are very less and money is invested in secure place (especially public sector banks or government undertaking banking organizations). They also make strategic plans for proper pension scheme, retirement plans, income tax management, wealth tax management, property tax management and social security benefits. Financial planning is the most important part in the personal finance. This can be said that planning is the key component in this field. Without proper and effective planning enhance the amount of personal finance and monitor the flow of financial resources (both inflows and out flows) is very difficult. There are few steps involved in the financial planning. These steps are as follows. Assessment- Assessment is the 1st step of the personal finance planning. It is required to understand the actual situation and financial or monetary position of a person. Financial statements are required to assess the financial situation. The balance sheet will be prepared on individual person and not on the organization. So this is called personal balance sheet. Personal assets such as car, furniture, house, stocks, cash at bank, cash in hand will come under the asset side of balance sheet and personal

Classroom Teaching & Technology integration in the society Essay Example for Free

Classroom Teaching Technology integration in the society Essay An individual in this urban society interacts more with machines than the humans. Similarly, a child in this 21st century is born in an environment where digital electronics rules and it would be very much difficult of him to realize the fact that a century ago it was difficult to even call a place nearby. Things were very much mechanical and analytic. The world was a big place and large enough to consider each of the nations as islands of culture with least of interference of other culture. But now the world has become very small with information from far off places are available with a click of mouse. Websites are the second address of everything that has got dual presence i.e. both physical as well as virtual. Even though there is the same physical distance but virtually all are sitting together and is available at the virtual locations. The above mentioned changes and the rate at which these changes are being incorporated into the human civilization are going to continue and as a result everything that will see the integration of technology will accelerate. These can be a business group or a community or a simple family. The matter of importance is the individual’s capability to adopt itself to changing condition not only to thrive but to achieve further success (Chen, 2006). The above mentioned changes have actually called on classroom teachers to follow up with this technology integration. The common nation is that teachers without the knowledge of basic technology skills are more of an obstacle to any technology integration either in present or in future. But the same person can provide efficient leadership by becoming aware of basic technology skills and some imaginative thought process (Bolman Deal, 2002). This includes creation of a vision and then sharing and implementing the vision through arrangement of proper funding. A teacher’s acquaintance with these issues and its impact of technological standards actually gives an in depth view of very basic platform over which administrators knowledge stands (Bowman, Newman, Masterson, 2001). His knowledge and understanding of technology is perhaps the most important factor that determines whether the assimilation of education and technology will work in the classroom or not (Hughes Zachariah, 2001). Teachers who are technologically sound are more comfortable with the youth and children of today who are very much tech savvy and habitual of using hi-tech electronic equipments. They generally work in direct contact with students thereby the exchange of ideas from both side could be achieved and hence the possibility of better result from this technology implementation would be achieved. They would also convince the students in cooperating with the other teachers and other important elements of the complete implementation staff. Being an education professional, he or she is very much aware of facts that the effectiveness of the technology integration is a very much a variable depending on administrators’ competencies. The development of this specific and well researched competencies helps in providing proper guidelines for establishing steps for the administrator to maintain technology leadership and hence his assistance in technology integration in schools will result far reaching outputs in technology literacy and enhanced student learning. The educators’ perceptions of principal technology leadership competencies at the later stage is an important factor behind the successful integration of technology ensuring smooth rather flow of knowledge and information (Chin Hortin, 1994). Learning in the classroom will generate a new relationship between the teacher and the student thereby engaging and modernizing various methods for assessment as well as study. The broader relation between the educators and the students will give real time information to the teachers about the performance of the students. Through this they can search for newer methods to help their students. These processes will ensure more compact relationship and the students will learn in a very few period rather than the months (Trends, 2006). The newer technology generally in the form of computer internet has provided a different addition to the meaningful learning of education. One of the first and most vocal proponents of the use of technology to promote this type of meaningful learning was Seymour Papert (1980, 1994) who believed that computers could provide a powerful tool for learning. He also noted that schools have frequently ignored the broad capacities of computers for instructional support, isolating them from the learning process rather than integrating them into all areas of the curriculum. Using the techniques of the constructivism effectively, the teacher can teach or educate their students in a better way. Teachers are beginning to use technology as a tool to promote students’ ability to reason and solve authentic problems. Teachers have now been using technology and also integrating them into formal education system with intention to transform classrooms into technology intensive knowledge centers providing purposeful learning with experimental leaning that would intuitively create an environment of authentic action rather than awareness and simple information. The effective use of technology can integrate higher cognitive skill development and thinking skills such as problem solving, reasoning, decision making, and scientific inquiry. When teachers are thorough and totally integrate technology into class room a very different environment comes into existence. A constructivist learning environment is a place in which learners work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities. Constructivist learning environments frequently encompass many different applications of media and technology. Classrooms under this environment are active with the combine of the tools of constructivism with communication and visualization tools that enable communication and collaboration among learners in a socio cultural context. Increased student achievement can result because of the synergy created through dynamic interactions (Sandholtz, Ringstaff, Dwyer, 1997). In short the teachers must acquire the desired skill level which helps them in gaining the knowledge the use of computer based technology .The survey revealed that most students have said that their teachers do not use computers in sophisticated ways. And if the teachers are not provided the useful support needed to integrate computers into the overall framework of the classroom, it is unlikely that their students will use computers in ways that will improve their learning process (Fuller, 2000). References Bolman, L. G., Deal, T. E. (2002). Leading with soul and spirit. The School   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Administrator, February, 21-26.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   computer. New York: Basic Books. Sandholtz, J., Ringstaff, C., Dwyer, D. (1997). Teaching with technology: Creating

The Indo-china War: An Overview

The Indo-china War: An Overview The Indo-China War, also known as the Sino-Indian Border Conflict, was a war between China and india that occurred in 1962. A disputed Himalayan border was the main pretext for war, but other issues played a role. There had been a series of violent border incidents after the 1959 tibetan uprising, when India had granted asylum to thedalai lama. Under a Forward Policy, India placed outposts along the border, including several north of the MacMahon Line, the eastern portion of a Line of actual Control proclaimed by Chinese Premier Zhou Enlai in 1959. The Chinese launched simultaneous offensives in ladakh and across the McMahon Line on 20 October 1962, coinciding with the Cuban missile crises. Chinese troops advanced over Indian forces in both theaters, capturing rezang la in chushul in the western theater, as well as tawang in the eastern theater. The war ended when the Chinese declared aceasefire on 20 November 1962, and later withdrew from the disputed area. The Sino-Indian War is notable for the harsh conditions under which much of the fighting took place, entailling large-scale combat at altitudes of over 4,250 metres (14,000 feet). This presented enormous logistics problems for both sides. The Sino-Indian War was also noted for the non-deployment of navy or air force by either the Chinese and Indian sides. Location China and India share a long border, sectioned into three stretches by Nepal and Bhutan, which follows the Himalaya mountains between Burma and what was then West pakistan. A number of disputed regions lie along this border. At its western end is the Aksai chin region, an area the size of Switzerland, that sits between the Chinese autonomous region of Xingjiang, and Tibet (which China declared as autonomous regions in 1965). The eastern border, between Burma and Bhutan, comprises the present Indian state of Arunachal Pradesh (formerly the North East Frontier agency). Both of these regions were overrun by China in the 1962 conflict. Most combat took place at high altitudes. The Aksai chin region is a vast desert of salt flats around 5,000 metres above sea level, and Arunachal Pradesh is extremely mountainous with a number of peaks exceeding 7000 metres. According to military doctrine, to be successful an attacker generally requires a 3:1 ratio of numerical superiority over the defender; inmoutain warfare this ratio should be considerably higher as the terrain favours defense.China was able to take advantage of this: the Chinese Army had possession of the highest ridges in the regions. The high altitude and freezing conditions also cause logistical and welfare difficulties; in past similar conflicts (such as the Italian Campaign of World war I) more casualties have been caused by the harsh conditions than enemy action. The Sino-Indian War was no different, with many troops on both sides dying in the freezing cold. Background Pre-Simla British map published in 1909 shows the so called Outer Line as Indias northern boundary.The cause of the war was a dispute over the sovereignty of the widely-separated Aksai Chin and Arunachal Pradesh border regions. Aksai Chin, claimed by India to belong to kashmir and by China to be part of Xinjiang, contains an important road link that connects the Chinese regions of Tibet and Xinjiang. Chinas construction of this road was one of the triggers of the conflict. Arunachal Pradesh (called South Tibet by China) is also claimed by both nations—although it is roughly the size of Austria, it is sparsely inhabited (by numerous local tribes) due to its mountainous terrain .The Indian state Arunachal Pradesh has a population of over one million as of today. The Johnson Line The western portion of the Sino-Indian boundary originates in 1834, with the Sikh Confederations conquest of ladakh. In 1842 the Sikh Confederacy, which at the time ruled over much of Northen India (including the frontier regions of jammu and Kashmir), signed a treaty which guaranteed the integrity of its existing borders with its neighbours. The British defeat of the Sikhs in 1846 resulted in transfer of sovereignty over ladakh, part of the Jammu and Kashmir region, to the British, and British commissioners contacted Chinese officials to negotiate the border. The boundaries at its two extremities, Pangong lake and Karakoram Pass, were well-defined, but the Aksai Chin area in between lay undefined. In 1865, British surveyor W H Johnson came to an agreement with the Maharaja of Kashmir, in whose service he was employed, on a proposed Johnson Line which placed Aksai Chin in Kashmir. China rejected the arrangement, and the British government also harboured doubts, so decided to take up the issue in an attempt to reach a settlement. However in 1892, before the issue had been resolved, China erected boundary markers at Karakoram Pass on the ancient caravan route between Xinjiang and Ladakh (which were disputed by the British Indian Government). Throughout most of the 19th century Great Britain and the expanding Russian Empire were jockeying for influence in Central asia, and Britain decided to hand over Aksai Chin to Chinese administration as a buffer against Russian invasion. The newly-created border was known as the MacCartney-MacDonald Line, and both British-controlled India and China now began to show Aksai Chin as Chinese. In 1911 the xinhai revolution resulted in power shifts in China, and by 1918 (in the wake of the Russian Bolshevik revolution) the British no longer saw merit in Chinas continuing possession of the region. On British maps the border was redrawn as the original Johnson Line, but despite this reversion the new border was left unmanned and undemarcated. According to Neville maxwell, the British had used as many as 11 different boundary lines in the region, as their claims shifted with the political situation. By the time of Indian independence in 1947, the Johnson Line had become Indias official western boundary. On 1 July 1954, Indian Prime Minister Jawahar Lal Nehru definitively stated the Indian position. He claimed that Aksai Chin had been part of the Indian ladakh region for centuries, and that the border (as defined by the Johnson Line) was non-negotiable. According to George N. Patterson, when the Indian government finally produced a report detailing the alleged proof of Indias claims to the disputed area, the quality of the Indian evidence was very poor, including some very dubious sources indeed. During the 1950s, China constructed a road through Aksai Chin, connecting Xinjiang and Tibet, which ran south of the Johnson Line in many places. Aksai Chin was easily accessible to the Chinese, but access from India, which meant negotiating the Karakoram moutains, was more problematic. Consequently India did not even learn of the existence of the road until 1957 — finally confirmed when the road was shown in Chinese maps published the following year. The McMahon Line In 1826 India and China gained a common border, including the area of what is now called Myanmar, following British annexations in the Anglo Burmes Wars. In 1847, Major J. Jenkins, Agent for the North East Frontier, reported that the Tawang was part of Tibet. In 1872, four monastic officials from Tibet arrived in Tawang and supervised a boundary settlement with Major R. Graham, NEFA official, which included the Tawang Tract as part of Tibet. Thus, in the last half of the 19th century, it was clear that the British treated the Tawang Tract as part of Tibet. This boundary was confirmed in a June 1, 1912 note from the British General Staff in India, stating that the present boundary (demarcated) is south of Tawang, running westwards along the foothills from near Ugalguri to the southern Bhutanese border. A 1908 map of The Province of Eastern Bengal and Assam (32 miles to the inch), prepared for the Foreign Department of the Government of India, showed the international boundary from Bhu tan continuing to the Baroi River, following the Himalayas foothill alignment. In 1913, representatives of Great Britain, China and Tibet attended a conference in simla regarding the borders between Tibet, China and British India. Whilst all three representatives initialed the agreement, Beijing later objected to the proposed boundary between the regions of Outer Tibet and Inner Tibet and did not ratify it. The details of the Indo-Tibetan boundary was not revealed to China at the time. The foreign secretary of the British Indian government, Henry McMahon, who drew up the proposal, decided to bypass the Chinese (although instructed not to by his superiors) and settle the border bilaterally by negotiating directly with Tibet. According to later Indian claims, this border was intended to run through the highest ridges of the Himalayas, as the areas south of the Himalayas were traditionally Indian. However, the McMahon Line lay south of the boundary India claims. Indias government held the view that the Himalayas were the ancient boundaries of the Indian Subcontinent, and thus should be the modern boundaries of India. while it is the position of the Chinese government that the disputed area in the Himalayas have been geographically and culturally part of Tibet since ancient times. Months after the simla Agreement, China set up boundary markers south of the McMahon Line. TOCallaghan, an official in the Eastern Sector of the on North east frontier, relocated all these markers to a location slightly south of the McMahon Line, and then visited Rima to confirm with Tibetan officials that there was no Chinese influence in the area. The British-run Government of India initially rejected the Simla Agreement as incompatible with the Anglo-Russian Convention of 1907, which stipulated that neither party was to negotiate with Tibet except through the intermediary of the Chinese government. The British and Russians cancelled the 1907 agreement by joint consent in 1921. It was not until the late 1930s that the British started to use the McMahon Line on official maps of the region. China took the position that the Tibetan government should not have been allowed to make a such a treaty, rejecting Tibets claims of independent rule. For its part, Tibet did not object to any section of the McMahon Line excepting the demarcation of the trading town of Tawang, which the Line placed under British-Indian jurisdiction. However, up until World War II, Tibetan officials were allowed to administer Tawang with complete authority. Due to the increased threat of Japanese and Chinese expansion during this period, British Indian troops secured the town as part of the defense of Indias eastern border. In the 1950s India began actively patrolling the region. It found that, at multiple locations, the highest ridges actually fell north of the McMahon Line. Given Indias historic position that the original intent of the Line was to separate the two nations by the highest mountains in the world, in these locations India extended its forward posts northward to the ridges, regarding this move as compliant with the original border proposal, although the Simla Convention did not explicitly state this intention. On Oct. 29, 2008, david Miliband, the British foreign secretary, announced that the previous British actions including the Simla Accord (1913) and thus the McMahon line had been an anachronism and a colonial legacy. He apologized to China for not having renounced those actions earlier. He was supported by Chris Patten, the last British governor of Hong Kong, who called the British position embodied in the Simla Accord(1913) a quaint eccentricity. Events leading up to war Tibet controversy The 1940s saw huge change in South Asia with the Partition of india in 1947 (resulting in the establishment of the two new states of india and pakistan), and the establishment of the peoples Replic of china in 1949. One of the most basic policies for the new Indian government was that of maintaining cordial relations with China, reviving its ancient friendly ties. India was among the first nations to grant diplomatic recognition to the newly-created PRC. At the time, Chinese officials issued no condemnation of Nehrus claims or made any opposition to Nehrus open declarations of control over Aksai Chin. In 1956,Chinese Premier Zhou Enlai stated that he had no claims over Indian controlled territory. He later argued that Aksai Chin was already under Chinese jurisdiction, implying that there was therefore no contradiction with his earlier statement since China did not regard the region as Indian controlled, and that since the British hand-over China had regarded the McCartney MacDonald Line as the relevant border. Zhou later argued that as the boundary was undemarcated and had never been defined by treaty between any Chinese or Indian government, the Indian government could not unilaterally define Aksai Chins borders. However, within a short time the PRC announced its intention to reclaim Tibet from the British, and later extended its influence by placing border posts within the Indian-claimed territory of aksai Chin. India protested against these moves and decided to look for a diplomatic solution to ensure a stable Sino-Indian border. To resolve any doubts about the Indian position, Prime Minister Jawaharlal Nehru declared in parliament that India regarded the McMahon Line as its official border. The Chinese expressed no concern at this statement, and in 1951 and 52, the government of China asserted that there were no frontier issues to be taken up with India. The Indian governments 1950 maps show the Sino-Indian border using undemarcated lines and the Aksai chin frontier is labeled boundary undefined. The Indian governments 1954 maps unilaterally delimited the Sino-Indian border in the Aksai chin,and Sino-Indian borders are no longer indicated as undemarcated. In 1954, Prime Minister Nehru wrote a memo calling for Indias borders to be clearly defined and demarcated: in line with previous Indian philosophy, Indian maps showed a border that, in some places, lay north of the McMahon Line. Chinese Premier Zhou Enlai, in November 1956, again repeated Chinese assurances that the Peoples Republic had no claims on Indian territory, although official Chinese maps showed 120,000 square kilometres of territory claimed by India as Chinese.CIA documents created at the time revealed that Nehru had ignored Burmese premier Ba Swe when he warned Nehru to be cautious when dealing with Zhou. They also allege that Zhou purposefully told Nehru that there were no border issues with India. In 1950 the Chinese Peoples Liberation Army invaded tibet. Four years later, in 1954, China and India negotiated the Five Principles of Peaseful Coexistence by which the two nations agreed to abide in settling their disputes. India presented a frontier map which was accepted by China, and the Indian government under Prime Minister Nehru promoted the slogan Hindi-Chini bhai-bhai (Indians and Chinese are brothers). According to Georgia tech political analyst John W Garver, Nehrus policy on Tibet was to create a strong Sino-Indian partnership which would be catalyzed through agreement and compromise on Tibet. Garver believes that Nehrus previous actions had given him confidence that China would be ready to form an Asian Axis with India. This apparent progress in relations suffered a major setback when, in 1959, Nehru accommodated the Tibetan religious leader, the Dalai Lama, who was fleeing Lhasa after a failed Tibetan uprising against Chinese rule. The Chairman of the Chinese Communist Party, MaoZedong, was enraged and asked the Xinhua news agency to produce reports on Indian expansionists operating in Tibet. Border incidents continued through this period. In August 1959, the PLA took an Indian prisoner at Longju, which had an ambiguous position in the McMahon Line, and two months later in Aksai Chin a clash led to the death of nine Indian frontier policemen. On 2 October, Soviet Premier Nikita khrushchev defended Nehru in a meeting with Mao. This action reinforced Chinas impression that the Soviet Union, the United States and India all had expansionist designs over China. The PLA (Peoples Liberation Army) went so far as to prepare a self-defensive counterattack plan. Negotiations were restarted between the nations, but no progress was made. As a consequence of their non-recognition of the McMahon Line, Chinas maps showed both the North East Frontier Area (NEFA) and Aksai Chin to be Chinese territory. In 1960, Zhou Enlai unofficially suggested that India drop its claims to Aksai Chin in return for a Chinese withdrawal of claims over NEFA. Adhering to his stated position, Nehru believed that China did not have a legitimate claim over either of these territories, and thus was not ready to concede them. This adamance was perceived in China as Indian opposition to Chinese rule in Tibet. Nehru declined to conduct any negotiations on the boundary until Chinese troops withdrew from Aksai Chin; a position supported by the international community. India produced numerous reports on the negotiations, and translated Chinese reports into English to help inform the international debate. China believed that India was simply securing its claim lines in order to continue its grand plans in Tibet.[2] Indias stance that China withdraw fro m Aksai Chin caused continual deterioration of the diplomatic situation to the point at which internal forces were pressurizing Nehru to take a military stance against China. The Forward Policy At the beginning of 1961, Nehru appointed General B M Kaul as army Chief of General Staff, but he refused to increase military spending and prepare for a possible war. That summer, Chinas continuing patrols south of the McMahon Line provoked an Indian response known as the Forward Policy. According to James Barnard Calvin of the U.S. Navy, in 1959, India started sending Indian troops and border patrols into disputed areas. This program created both skirmishes and deteriorating relations between India and China.The aim of this policy was to create outposts behind advancing Chinese troops to inderdict their supplies, forcing their return to China. There were eventually 60 such outposts, including 43 north of the McMahon Line. China viewed this as further confirmation of Indian expansionist plans directed towards Tibet. According to the Indian official history, implementation of the Forward Policy was intended to provide evidence of Indian occupation in the previously unoccupied region through which Chinese troops had been patrolling. Kaul was confident, through contact with Indian Intelligence and CIA information, that China would not react with force. Indeed at first the PLA simply withdrew, but eventually Chinese forces began to counter-encircle the Indian positions. This led to a tit-for-tat Indian reaction, with both forces attempting to outmanoeuver each other. However, despite the escalating nature of the dispute, the two forces withheld from engaging each other directly. Chinese attention was diverted for a time by the military activity of the Nationalists on Taiwan, but on 23 June the U.S. assured China that a Nationalist invasion would not be permitted. Chinas heavy artillery facing Taiwan could then be moved to Tibet. It took China six to eight months to gather the resources needed for the war, according to Anil Athale, author of the official Indian history. The Chinese sent a large quantity of non-military supplies to Tibet through the Indian port of Calcutta. Early incidents Various border conflicts and military incidents between India and China flared up throughout the summer and autumn of 1962. In May, the Indian Air Force was told not to plan for close air support, although it was assessed as being a feasible way to repel the unbalanced ratio of Chinese to Indian troops. In June, a skirmish caused the deaths of dozens of Chinese troops. The Indian Intelligence Bureau received information about a Chinese buildup along the border which could be a precursor to war. During the period of June-July 1962, the Indian military planners began advocating probing actions against the Chinese, and accordingly, moved mountain troops forward to cut off Chinese supply lines. According to Patterson, the Indian motives were threefold: 1. Test Chinese resolve and intentions regarding India. 2. Test whether India would enjoy Soviet backing in the event of a Sino-Indian war. 3. Create sympathy for India within the US, with whom relations had deteriorated after the Indian annexation of Goa. On 10 July 1962, 350 Chinese troops surrounded an Indian post in Chushul but withdrew after a heated argument via loudspeaker. On 22 July, the Forward Policy was extended to allow Indian troops to push back Chinese troops already established in disputed territory. Whereas Indian troops were previously ordered to fire only in self-defense, all post commanders were now given discretion to open fire upon Chinese forces if threatened. In August, the Chinese military improved its combat readiness along the McMahon Line and began stockpiling ammunition, weapons and gasoline. Confrontation at Thag La In June 1962, Indian forces established an outpost at Dhola, on the southern slopes of the Thag la Ridge. Dhola lay north of the McMahon Line but south of the ridges India maintains the McMahon Line was supposed to represent. In August, China issued diplomatic protests and began occupying positions at the top of Thag La. On 8 September, a 60-strong PLA unit descended to the south side of the ridge and occupied positions that dominated one of the Indian posts at Dhola. Fire was not exchanged but Nehru said to the media that the Indian Army had instructions to free our territory and the troops had been given discretion to use force. On 11 September, it was decided that all forward posts and patrols were given permission to fire on any armed Chinese who entered Indian territory. However, the operation to occupy Thagla was flawed in that Nehrus directives were unclear and it got underway very slowly because of this. In addition to this, each man had to carry 35kg of luggage over the long trek and this severely slowed down the reaction. By the time the Indian battalion reached the point of conflict, Chinese units controlled both banks of the Namka Chu River.On 20 September, Chinese troops threw grenades at Indian troops and a firefight developed, triggering a long series of skirmishes for the rest of September. Some Indian troops, including Brigadier Dalvi who commanded the forces at Thag La, were also concerned that the territory they were fighting for was not strictly territory that we should have been convinced was ours.According to Neville maxwell, even members of the Indian defence ministry were categorically concerned with the validity of the fighting in Thag La. On 3 October, a week before the triggering of the war, Zhou Enlai visited Nehru in new delhi promising there would be no war. On 4 October, Kaul assigned some troops with securing regions south of the Thagla Ridge. Kaul decided to first secure Yumtso La, a strategically important position, before re-entering the lost Dhola post. Kaul had then realised that the attack would be desperate and the Indian government tried to stop escalation into an all-out war. Indian troops travelling to Thagla had suffered in the previously unexperienced conditions, two gurkha troops died of pulmonary edema. On 10 October, an Indian Punjabi patrol of 50 troops to Yumtso La were met by an emplaced Chinese position of some 1,000 soldiers. Indian troops were in no position for battle, as Yumtso La was 16,000 feet (4,900 m) above sea level and Kaul did not plan on having artillery support for the troops. The Chinese troops opened fire on the Indians under their belief that they were north of the McMahon Line. The Indians were surrounded by Chinese positions which used mortar fire. However, they managed to hold off the first Chinese assault, inflicting heavy casualties. At this point, the Indian troops were in a position to push the Chinese back with mortar and machine gun fire. However, Brigadier Dalvi opted not to fire, as it would mean decimating the Rajput who were still in the area of the Chinese regrouping. They helplessly watched the Chinese ready themselves for a second assault. In the second Chinese assault, the Indians began their retreat, realising the situation was hopeless. The Indian patrol suffered 25 casualties, with the Chinese suffering 33. The Chinese troops held their fire as the Indians retreated, and then buried the Indian dead with military honors, as witnessed by the retreating soldiers. This was the first occurrence of heavy fighting in the war. This attack had grave implications for India and Nehru tried to solve the issue, but by 18 October it was clear that the Chinese were preparing for an attack on India, with massive troop buildups on the border. A long line of mules and porters had also been observed supporting the buildup and reinforcement of positions south of the Thagla ridge. Preparations for war Motives Two of the major factors leading up to Chinas eventual conflicts with Indian troops were Indias stance on the disputed borders and perceived Indian subversion in Tibet. There was a perceived need to punish and end perceived Indian efforts to undermine Chinese control of Tibet, Indian efforts which were perceived as having the objective of restoring the pre-1949 status quo ante of Tibet. The other was a perceived need to punish and end perceived Indian aggression against Chinese territory along the border. John W. Garver argues that the first perception was incorrect based on the state of the Indian military and polity in the 1960s, it was, nevertheless a major reason for Chinas going to war. However, he argues the Chinese perception of aggression to be substantially accurate. The CIAs recently declassified Polo documents reveal contemporary American analysis of Chinese motives during the war. According to this document, Chinese apparently were motivated to attack by one primary considerationtheir determination to retain the ground on which PLA forces stood in 1962 and to punish the Indians for trying to take that ground. Another factor which affected Chinas decision for war with India was a perceived need to stop a Soviet-US-India encirclement and isolation of China. Indias relations with the Soviet Union and United States were both strong at this time, but the Soviets were preoccupied by the Cuban Missile Crisis and would not interfere with the Sino-Indian War. P.B. Sinha suggests that China timed the war exactly in parallel with American actions so as to avoid any chance of American or Soviet involvement. American buildup of forces around Cuba occurred on the same day as the first major clash at Dhola while Chinas buildup between the 10th and 20th of October coincided exactly with the United States establishment of a blockade against Cuba which began on the 20th of October. Garver argues that the Chinese correctly assessed Indian border policies, particularly the Forward Policy, as attempts for incremental seizure of Chinese-controlled territory. On Tibet, Garver argues that one of the major factors leading to Chinas decision for war with India was a common tendency of humans to attribute others behavior to interior motivations, while attributing their own behavior to situational factors. Studies from China published in the 1990s confirmed that the root cause for China going to war with India was the perceived aggression in Tibet, with the forward policy simply catalyzing the aggressive Chinese reaction. Neville Maxwell and Allen Whiting argue that the Chinese leadership believed they were defending territory they believed to be legitimately Chinese, and which was already under de facto Chinese occupation prior to Indian advances, and regarded the Forward Policy as an Indian attempt at creeping annexation. Mao Zedong himself compared the Forward Policy to a strategic advance in Chinese chess: Their [Indias] continually pushing forward is like crossing the Chu han boundry. What should we do? We can also set out a few pawns, on our side of the river. If they dont then cross over, thats great. If they do cross, well eat them up [chess metaphor meaning to take the opponents pieces]. Of course, we cannot blindly eat them. Lack of forbearance in small matters upsets great plans. We must pay attention to the situation. The motive for the Forward Policy was to cut off the supply routes for Chinese troops posted in NEFA and Aksai Chin. According to the official Indian history, the forward policy was continued because of its initial success, as Chinese troops withdrew when they encountered areas already occupied by Indian troops. The Forward Policy was having success in cutting out supply lines of Chinese troops who had advanced South of the McMahon Line. However, the Forward Policy rested on the assumption that Chinese forces were not likely to use force against any of our posts, even if they were in a position to do so. No serious reappraisal of this policy took place even when Chinese forces ceased withdrawing. By early 1962, the Chinese leadership began to fear that Indias intentions were to launch a massive attack against Chinese troops, and that the Indian leadership wanted a war. In 1961, the Indian army had been sent into Goa, a small region without any other international borders apart from the Indian one, after Portugal refused to surrender the exclave to the Indian Union. Although this action met little to no international protest or opposition, China saw it as an example of Indias expansionist nature, especially in light of heated rhetoric from Indian politicians. Indias Home Minister declared, If the Chinese will not vacate the areas occupied by it, India will have to repeat What she did in Goa. India will certainly drive out the Chinese forces,while another member of the Indian Congress Party pronounced, India will take steps to end [Chinese] aggression on Indian soil just as she ended Portuguese aggression in Goa. By mid-1962, it was apparent to the Chinese leadership that negot iations had failed to make any progress, and the Forward Policy was increasingly perceived as a grave threat as Delhi increasingly sent probes deeper into border areas and cut off Chinese supply lines. Foreign Minister Marshal Chen Yi commented at one high-level meeting, Nehrus forward policy is a knife. He wants to put it in our heart. We cannot close our eyes and await death. The Chinese leadership believed that their restraint on the issue was being perceived by India as weakness, leading to continued provocations, and that a major counterblow was needed to stop perceived Indian aggression. Xu Yan, prominent Chinese military historian and professor at the PLAs National Defense University, gives an account of the Chinese leaderships decision to go to war. By late September 1962, the Chinese leadership had begun to reconsider their policy of armed coexistence, which had failed to address their concerns with the forward policy and Tibet, and consider a large, decisive strike. The Chinese leadership initially held a sympathetic view towards India as the latter had been ruled by British colonial masters for centuries. However, Nehrus forward policy convinced PRC leadership that the independent Indian leadership was a reincarnation of British imperialism. Thus, the Indian government must be taught an unforgettable lesson. Mao Zedong stated: Rather than being constantly accused of aggression, its better to show the world what really happens when China indeed moves its muscles. Military planning The Indian side was confident war would not be triggered and made little preparat

Jane Eyre: Imagery :: essays research papers

Jane Eyre: Imagery Jane Eyre tells the story of a woman progressing on the path towards acceptance. Throughout her journey, Jane comes across many obstacles. Male dominance proves to be the biggest obstacle at each stop of Jane's journey: Gateshead Hall, Lowood Institution, Thornfield Manor, Moor House, and Ferndean Manor. Through the progression of the story, Jane slowly learns how to understand and control her repression. I will be analyzing Janes stops at Thornfield Manor and Moor House for this is where she met the two most important men in her life. The easiest way to compare and contrast Rochester and St. John Rivers is by examining when and under what circumstances these two gentlemen come into contact with Jane. It is at Thornfield Manor that Jane first encounters Mr. Rochester. While living at Thornfield, Rochester demands undivided attention from the servants, Jane included. He needs to be in control of every aspect of his life, and he needs to feel superior to all of those around him. Jane de cides to accept his control and she concedes to him by calling him sir, even after they begin to have an intimate relationship. At one point, she even goes so far as to excuse herself for thinking. She says, "I was thinking, sir (you will excuse the idea; it was involuntary), I was thinking of Hercules and Samson with their charmers" (p.289). This statement possibly begins to suggests Janes unsatisfaction with Rochester's position of complete dominance in their relationship. To Jane, Rochester embodies the idea of love which she has so long been denied of. As I stated earlier, the whole movie is about Janes journey towards acceptance, by herself and by others. It is this journey which persuades her to move on when she finds Rochester's physical and material love unacceptable. Jane's next stop on her journey is Moor House. Here, she meets St. John Rivers, her cousin. Unlike Rochester, St. John is portrayed as the ultimate sacrificer, willing to do anything for others, no matter how undesirable the task might be. St. John also expects this sacrifice from Jane, and she must decide whether to accept his proposal. At this point in her journey, Jane understands that her search for herself can not be accomplished without real love. She denies St. John's marriage proposal by saying, "I have a woman's heart, but not where you are concerned; for you I only have a comrade's constancy; a fellow soldier's frankness, fidelity, fraternity. . .nothing more." (p.433). She knows real love can not be given to her by St. John and she

Vittorio de Sicas The Bicycle Thief Essay -- Movies Film Bicycle Thie

Vittorio de Sica's The Bicycle Thief Since the beginning of its existence as a country, Italy has faced enormous challenges in establishing itself as a unified political and social entity. The geographic, economic, and linguistic differences between its various regions and the artificial manner in which they were amalgamated created a legacy of internal divisions that continues to dominate the country's political climate to this day. Italy's numerous historical fiascoes, such as its disastrous involvement in the two World Wars and the rise of fascism, further escalated the domestic problems that had haunted it since the Risorgimento. At first, the anti-fascist Resistance movement, which dominated the end of World War II, seemed to bring Italy a ray of hope, promising a new era of freedom, reform, and democratic representation. However, this hope was quickly extinguished, as widespread poverty, government corruption, and deep divisions between regions and classes persisted and no true social reform was attained. These ha rsh conditions were depicted by a group of Italian film directors whose neorealist works have since been celebrated as masterpieces of world cinema. One of the most prominent of these is Vittorio De Sica's The Bicycle Thief. This 1948 film discusses the prevalent themes dominating Italy's social and political history, within the context of the unsettlingly poor post-War urban proletariat. Among the most prominent motifs in Italian politics since the Risorgimento has been a tendency for quasi-action (inaction disguised as action), in the form of transformismo and attendismo. The first of these terms refers to the practice of "assuring the government of an adequate majority in parliament either by a prelimina... ...ial failure. This somber conclusion of the film seems to be an expression of hopelessness for Italy's future. By 1948, the country had gone through a series of tumultuous historical events, caused by the inadequacy of its political and economic system. The disillusionment of its citizens with the system and in fact with the very concept of their nation was taken to its limits by yet another failure to achieve true social change after World War II. The transformismo of the Christian Democrats and the attendismo of the Communists offered no hope for Italians, appearing as just another stage in the country's endless cycle of political and social failure. The Bicycle Thief is a portrait of Italy's collective consciousness, haunted by its disturbing past and disillusioned towards its future. Works Cited; URL:http://www.film.queensu.ca/Critical/Bonikowski.html Vittorio de Sica's The Bicycle Thief Essay -- Movies Film Bicycle Thie Vittorio de Sica's The Bicycle Thief Since the beginning of its existence as a country, Italy has faced enormous challenges in establishing itself as a unified political and social entity. The geographic, economic, and linguistic differences between its various regions and the artificial manner in which they were amalgamated created a legacy of internal divisions that continues to dominate the country's political climate to this day. Italy's numerous historical fiascoes, such as its disastrous involvement in the two World Wars and the rise of fascism, further escalated the domestic problems that had haunted it since the Risorgimento. At first, the anti-fascist Resistance movement, which dominated the end of World War II, seemed to bring Italy a ray of hope, promising a new era of freedom, reform, and democratic representation. However, this hope was quickly extinguished, as widespread poverty, government corruption, and deep divisions between regions and classes persisted and no true social reform was attained. These ha rsh conditions were depicted by a group of Italian film directors whose neorealist works have since been celebrated as masterpieces of world cinema. One of the most prominent of these is Vittorio De Sica's The Bicycle Thief. This 1948 film discusses the prevalent themes dominating Italy's social and political history, within the context of the unsettlingly poor post-War urban proletariat. Among the most prominent motifs in Italian politics since the Risorgimento has been a tendency for quasi-action (inaction disguised as action), in the form of transformismo and attendismo. The first of these terms refers to the practice of "assuring the government of an adequate majority in parliament either by a prelimina... ...ial failure. This somber conclusion of the film seems to be an expression of hopelessness for Italy's future. By 1948, the country had gone through a series of tumultuous historical events, caused by the inadequacy of its political and economic system. The disillusionment of its citizens with the system and in fact with the very concept of their nation was taken to its limits by yet another failure to achieve true social change after World War II. The transformismo of the Christian Democrats and the attendismo of the Communists offered no hope for Italians, appearing as just another stage in the country's endless cycle of political and social failure. The Bicycle Thief is a portrait of Italy's collective consciousness, haunted by its disturbing past and disillusioned towards its future. Works Cited; URL:http://www.film.queensu.ca/Critical/Bonikowski.html

Case Study: Ocean Carriers Essay

Executive summary Ocean Carriers is contemplating the opportunity of stipulating a 3-year leasing contract that would require commissioning the construction of a new vessel. In the short term applied hire rates are decreasing, just as they should be on the recovery side starting 2003. While signing a new client and therefore expanding the business, the aforementioned investment should be undertaken in Hong Kong. Furthermore, a 15year project is preferable, thus scrapping the vessel at an estimated price of $5M in order to reinvest that amount and avoid facing heavier upcoming costs. Although the longer lasting project (25 years) guarantees a higher net present value and forecasted rates seem to be increasing, less agility on future market occasions, increasing hire rates volatility and risks to bear for the corporation must be considered. Moreover, the alleged strong correlation between number of shipments and hire rates is being questioned. Summary of facts Provided that Ocean carrier’s fleet doesn’t present a ship which meets the new customer’s requirements and that a fairly long time is needed to build a new one, the management has to decide in 2001 whether to commission a vessel for a 3-year time charter beginning in 2003 at an initial daily hire rate of $20,000 growing at a pace of $200  per year of contract. Statement of the problem Many factors are to be considered such as the daily hire rate and operating cost trends, the supply and demand of iron ore and steel which form the 85% of capesize dry bulk carriers’ shipments. The headquarter location, on which the tax regime depends, is too a  critical decision: while in Hong Kong the operations would be exempt from tax, they would account for 35% on profit in New York. Analysis For a better comprehension of the problem, we first focused on some possible outcomes depending on supply and demand tendency. In the short term, an excess of supply (63 new vessels) and no major forces influencing the demand will cause the hire rates to drop. Also, if the consulting group is to be fully trusted, a sharp decrease in iron ore vessel shipments will drive down prices as well. Looking at a longer horizon, supply and demand drivers are mainly, for the latter, the world economy as a whole and trade patterns i.e. the longer distance the more demand, and for the former the efficiency and size of vessels (negative correlation), the demand for shipping capacity and the age of the ships. These factors reveal positive long-term effects. Due to Australian ad Indian demand rocketing, exports will expand along with higher trading volume. Moreover, Ocean carriers presents an advantage with regards to their ships: they are bigger and newer thus deserving a plus 15% factor over standard prices. Nevertheless, adverse aspects should be taken into account as well, such as the inefficiency in building a new vessel (2 years) which could lead to a growing demand for net working capital in order to strengthen the company’s financial position and make it able to face sudden cash outflows. In addition, given their better growth pattern, Ocean Carriers should favour the spot and not the time daily hire rates instead of locking themselves up in long term, less flexible contracts. Our view for the long run is definitely positive though not outstanding, with future growth resembling the inflation level. Considering the mentioned facts as well as all the assumptions, the choice that has to be made will be primarily influenced by the daily hire rates. These factors are the most  volatile and difficult to predict and influence income, profit and finally cash-flows. Ms  Linn’s decision should evaluate different and unpleasant outcomes before taking a decision based only on cash-flows’ NPV.   Firstly, when comparing Hong Kong’s and new York’s NPV, the no tax zone is clearly the better choice (see table 3 and 4 for calculations), with the 35% straight-line american taxation killing most of the profits from the investment’s first years. Even if we consider an accelerated depreciation system (MACRS) and compare equivalent profits, annuity figures are still worse for taxed areas (graph 3). From this calculation we begin to see how actual cash-flow equivalent annuities are not markedly different between the 15 and 25-year no-tax projects. If accurately analysed, inter-period NPVs show an unexpected picture (table and graph 1). If the reinvestment of the scrap value could guarantee a real rate of return similar to the discount used (discount rate=9%,inflation rate=3%,real discount=5,83%), the two NPVs move closer. This partially explains why, of the two, the shorter investment is the best : a substantial chunk of the 25-year project’s NPV (74%) is created in the latter period of the investment (2017-2027) when prices are hardly predictable, more volatile and easily influenced by present expectations. $610.159,93 supplementary cash income are not worth 10 more years of holding period: operating and survey costs become too heavy to sustain the additional period of investment. We carried on our analysis by looking at the hire rates and their expected value. The strong correlation between charter rates and shipments reported by the consulting firm is now being took into consideration (table and graph 2). The outsourced analysis states that when shipment numbers rise so should the same charter rates. Unfortunately this is wrong under a statistical point of view: whilst shipments and 3-year hire rates seem actually slightly related, the number of shipments and the spot rates go surprisingly in  the opposite direction (Pearson correlation index=(0.3783)). Hence, long term NPV needs to be managed carefully being based on assumptions not  entirely true. Recommendations The 15-year, no-tax investment is the right choice.  The NPV of this project turns out to be positive, leading us to recommend the signature of the contract. Turning down this operation would mean wasting future earnings. Furthermore, the 25-year project is unsafe : it could dry out the company’s cash and equivalents and prevent the reinvestment of the scrap value ($5M) in more profitable projects. The extra return doesn’t justify a 10 year longer investment based on many unreliable assumptions, not supported by statistical data and which does not grant the flexibility that a shorter one would.