Crime And Deviance - 1550 Words

In studying crimes and deviance, sociologists look to explain what types of behavior are defined as deviant as opposed to criminal, who defines deviant behaviors, why people become deviant, and how society deals with deviant behavior. Deviance is defined by sociologists are behavior that significantly goes against expected rules and norms. Criminal behavior is behavior that violates the law. Sociology studies groups as opposed to individuals, so when studying crime and deviance, sociologists are looking at the factors that influence groups as a whole to engage in crime and deviant behavior. In defining deviant behavior, the definition may vary throughout different groups. Not all groups of people will consider the same behaviors†¦show more content†¦The functionalist perspective believes that each aspect of society is interdependent and makes the society function as a whole. Deviance may seem as though it is dysfunctional for society, but functionalists believe that dev iance is necessary because it puts an emphasis on behaviors that are normal and creates a social standard for behavior. Symbolic internationalism is a sociological theory that uses symbols of everyday life. According to this theory, people attach meanings to symbols and act according to their interpretation of the symbols. Sociologists hold that the symbolic interaction theory shows that deviance and criminal behavior are attributed to the meanings surrounding deviance and how people view those meanings. The functionalist and symbolic theories focus on the positives of society. The third theory that sociologists use is the conflict theory. The conflict theory focuses on the negative aspects of society. Conflict theorists encourage social change. The conflict theory looks at how different groups of people compete against one another because of differing values. The functionalist theory interprets all parts of society: the functional and dysfunctional. Although crime and de viance may seem to be dysfunctional to society, they are important aspects of society because they help to create social norms and social order. Crime andShow MoreRelatedCrime, Deviance, And Deviance899 Words   |  4 Pagesa people so drawn to crime and deviance in the news? What is it about human nature that has a secret sense of interest or even some excitement when we turn on the television and see something major going on like a high speed chase or the like? Interestingly, the closer it happens to be to where we are, the more interested we become as opposed to something happening out of state, or further off in another country. The point here is not to defend or glamorize crime and deviance, but to point out thatRead MoreCrime, Deviance, And Deviance3445 Words   |  14 PagesCrime and Deviance This report will begin by making a distinction between the concepts of crime and deviance, accompanied by the concept that crime is a social construct. Then this report will evaluate some theoretical approaches to how and why crime exists. Further reference will be made to the existing crime statistics, and the validity and reliability of the official statistics that measure crime. Finally, this report will look into the presentation of crime in two areas of the mass media. AtRead MoreDeviance And Crime And Deviance1623 Words   |  7 PagesDEVIANCE AND CRIME Deviance occurs when an individual commits something that disregards or breaks a social norm or folkway; deviant behaviors are considered criminal when it breaks more serious mores. These mores or laws, unlike norms or folkways, have more formal punishments and sanctions, such as fines or imprisonment. The purpose of these punishments or sanctions, according to Diana Kendalt (2017) in Sociology in Our Times, is to give retribution, make a general deterrence, incapacitation, orRead MoreCrime and Deviance1123 Words   |  5 Pagesexplanations of Crime and Deviance Labelling theory paved the way in understanding how deviance was something defined by social processes. In this way social agencies such as the police defined what was deviant. Marxists took this view even further by examining the power of certain social groups to define deviance and create the laws which secured social conformity. Marxists see crime and deviance as not coming from moral or biological defects but defects within social order. Crime is an inevitableRead MoreCrime and Deviance810 Words   |  4 PagesDa’Vaughn Hawkins Introduction of Sociology 29 October 2015 Written Assignment #3 Crime and Deviance With the rise of crime rates in the last couple of years, people are wondering if locking up the criminal and throwing away the key would be effective for social control. What these people fail to see is that by just throwing away the key, you aren’t actually helping that person to strive for and become anything better. The thing that would be more effective than throwing away the key isRead MoreDeviance And Crime1611 Words   |  7 Pagessociology book is about deviance, crime, and social control. This chapter was very interesting to me because it shows you how much violence is in our world that you do not really think about or hear about because it is overlooked. Everyone focuses on the big crimes, such as school shootings or terrorists acts, and overlook the victimless crimes and smaller things. This chapter also taught me a lot about deviance and made me form an opinion on whether it is a good or bad thing. Deviance is â€Å"a violationRead MoreCrime and Deviance1885 Words   |  8 Pagesfor the high proportion of young, working class males shown in official statistics on crime.† This essay will start by making a distinction between the concepts of crime and deviance, followed by an examination how such concepts have been acquired and accepted by society. Further reference will be made to the current crime statistics, and analyse some of the possible explanations for the high proportion of crime that is being committed by young males. Finally, consideration will be given to whatRead MoreCrime and Deviance2170 Words   |  9 Pagescauses crime and deviance in society, biological or social factors? Definitions of crime and deviance would change according to time, place, situation and culture, as what is acceptable in one would be unacceptable in another. Crime would entail the breaking of the law according to time and place, deviance would be an action that is unacceptable to the majority within the time and place, but both can alter during time, place, culture and social norms including religion. One example of crime wouldRead MoreCrime and Deviance4103 Words   |  17 Pagesfunctions and causes of crime and deviance within contemporary British society, yet it fails to account for white collar crime. Evaluate this statement. Every society is guided by laws and regulations, therefore, breaking of the law is known as crime or deviance. Crime and deviance will be defined with examples and how what is crime and deviance depend on culture and society will be analysed. Thus, a criminal act in one place is a norm in another place. Crime and Deviance changes as the society evolveRead MoreCrime and Deviance3081 Words   |  13 PagesCrime and Deviance from a Sociological and Psychological assessment: The sociology of deviance is the sociological study of deviant behavior, or the recognized violation of cultural norms. Cultural Norms are societys propensity towards certain ideals; their aversion from others; and their standard, ritualistic practices. Essentially the norm is a summation of typical activities and beliefs of group of people. There are various Sociological deviance theories, including Structuralist: why

The Conflict between China and Vietnam Over Territory

My article summarizes the fact that as a result of the conflict between China and Vietnam over territory, the anti-Chinese protests intensify. This is displayed as the protesters torch factories in a Vietnamese industrial park. The article, Protestors torch factories in southern Vietnam as China protests escalate, was written on May 15th, 2014 by Euan McKirdy. As per reports, a variety of properties were damaged by the furious mob, but the main target were the factories owned by Chinese firms. The dispute started over the implementation of oil rigs in waters that both countries claim as their own territory. Surprisingly, throughout this act of violence the police and the government both didn’t respond to this situation as they believe nothing could’ve been accomplished with them. These protests caused negative externalities as the factors of production were affected. For instance, the labor force had to evacuate to avoid being injured. Also, the buildings have been dest royed amidst the protests as they are either partially or fully damaged. Apart from that, their foreign relation with Singapore has been impacted by an economic standpoint as the government has been informed that their company among others has been broken into as well as set on fire. Moreover, they demanded Vietnam to revive order before it gets worse and the financials of foreign countries gets impacted. This protests has been the largest the country has seen in many years. The protests are viewed asShow MoreRelatedCompeting Claims. The Disputes In The Scs Have Evolved1709 Words   |  7 PagesCompeting Claims The disputes in the SCS have evolved over decades and engage multiple regional states that have territorial claims in the South China Sea including China, Vietnam, the Philippines, Brunei, Malaysia, and Taiwan. While not located directly in the region the United States, Australia, Japan, and India all hold economic, territorial, and security concerns over the disputes. Specifically, the United States has been involved in the territorial disputes to uphold maritime security laws andRead MoreThe Potential Hazards Of The South China Sea1629 Words   |  7 Pagestension and activities of competing countries increase in the South China Sea this in turn has increased potential implications for its environment. One major implication is the potential hazards that are threatening coral reefs and other components of the local marine ecology within that region. The once untouched ecosystem is at danger because of aggressive engagements of ocean floors in search of natural resources. Since 2013 , China has orchestrated reclamation constructions on reefs in the disputedRead MoreThe Israeli Palestine Conflict And Conflict1430 Words   |  6 PagesIsraeli-Palestine Conflict 4 Location 4 Summary of events 4 Parties concerned 4 Potential solutions 4 Ukraine Crisis 5 Location 5 Summary of events 5 Parties concerned 5 Potential solutions 5 Conflict in the South China Sea 6 Location 6 Summary of events 6 Parties concerned 6 Potential solutions 6 Rankings 7 Bibliography 8  World Map http://www.worldmapsonline.com/images/murals/miller_world_physical_wall_mural_lg.jpg Israeli-Palestine Conflict The Israeli-Palestine conflict is an ongoingRead MoreChinas Expansion Into The South China Sea Case Study1351 Words   |  6 PagesAround the year 2015 China has started building artificial islands on disputed territory in the South China Sea for the purpose of resource mining, installment of surveillance and defensive infrastructures. Countries in the South China Sea that lay economic and territorial claims such as the Philippines, Malaysia, and Japan have expressed security concerns regarding China’s aggressive expansion unto territories such as the Spratyl Islands and Rubi Reef as China had increased security and surveillanceRead MoreThe Conflict Of The South China Sea Threatens Us China Relations1296 Words   |  6 PagesThe main point of the article is that the ongoing conflict in the South China Sea threatens US-China relations and, if not resolved, will lead to instability in the region. The author’s solution to this is that leaders of both countries work toget her to achieve a better understanding of the concerns coming from both sides, as well as lay out consequences for certain actions and to commit themselves to avoiding further escalation. This is tricky because neither country wants to look like it is givingRead MoreEssay On China Global Power1260 Words   |  6 Pagesforeign policy towards its neighbors. 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Turkey’s Retailing Sector Analysis Free Essays

RETAILING INDUSTRY in terms of Food- Non Food * Sectorial Overview; Retailing is the business activity that involves selling products/services to customers for their non-commercial, individual or family use. Normally, retailing is the final stage of the distribution process. The middle and long term potential of Turkey retail industry continue remaining attractive. We will write a custom essay sample on Turkey’s Retailing Sector Analysis or any similar topic only for you Order Now Companies in sector support the sectorial expansion with their expansion strategies, negative business administration fund and powerful cash creating capabilities. The defensive structure of sector and low penetration strengthen this situation. With the increase in consumer demand, rapid urbanization, increase in large scale retail investments the number of shopping malls in Turkey increased by more than 20% in the last two years. In the same period, the total surface rent area in Turkey increased by more than 30% and reached As it can be seen on the graph below; the total size of the retail sector (organized and unorganized) in Turkey is expected to reach $355 billion in 2013 and grow with 10% until 2016. (See Figure 1 in Appendix) Organized retail, a highly promising segment due to increasing per capita consumer spending and relatively weaker presence up to now in comparison with developed markets, is estimated to be 40% of the total retail industry in Turkey. (See Figure 2 and Figure 3 in Appendix) * The share of organized retail continue increasing; The share of organized retail which has the level of %25 in the total retail market in 2000 exceeds the levels of %50 according to the 2013 predictions. Turkey organized retail market achieve an impressive growth in last 10 years. It is anticipated that the share of organized retailers increase from the level %47 to the level %60 in upcoming 5 years. It is anticipated that the share of organized retail increases to the level of %60 till 2015. While the food retail segment constitute more than half of total retail market, traditional structure such as local markets and groceries still dominates the market. It is expected that approximate number of 10. 000 organized retail store will be twofold in 5-6 years. Besides, it is predicted that the number of groceries will be regress from 150. 00 to 100. 000 at the same period. Turkey, with its 105 milliard dollars sales figure, is located in 6th line in Europe retail sector. Nevertheless, while the total share of 5 biggest players in Europe is approximately %50, it is %20 in Turkey. Organized Retail Sector is the fastest expanding canal discount merchandising. It is expected that the number of approximately 6. 000 discount stores in Turkey will be twofold in upcoming 4 or 5 years. With the support of increase in the income per capita, %12 growth is anticipated in retail sector between 2009 and 2015. The discount store chain in Turkey (such as A101, SOK, BIM, DIASA) have a very fast growth schedules. BIM is placed in the first row in discount merchandising with its large store quantity. The company is planning to open 300 or 350 new stores every year. The fast increase in store quantities supports scale economy and companies are able to pull down their sale prices thanks to the decline in costs. With the effect of increasing competition in sector, it is expected that the growth accelerate with purchasing in forthcoming years. Despite the high competition, the retail sector is enlarging expeditiously; 6 major organized food retailing brand constitute %37 of total market in spite of divided structure. It is expected that it will be inorganic growth, merchandising and reunions, thus the companies will achieve more competitive charges by increasing their purchasing power in 2013 and later on with the intensity of competition. 2 Major Retailing Companies in the Sector; MIGROS vs BIM B IM and MIGROS which are the prominent players of Turkey food retail sector, are analyzed in this assignment in terms of their financial analysis. In retailing sector, these 2 companies have a great effect and they are known as most powerful competitors with their shares all over the industry. Migros has 6% and BIM has 9% industry shares. (See Figure 4 in the Appendix) 1) BIM BIM (Birlesik Magazalar A. S. ) adopts as a principle the supply of the highest quality basic foodstuff to consumers, at the best possible prices. BIM began its operations in 1995 with 21 stores and in line with this principle. BIM’s product portfolio comprises around 600 products. 44. 12% of BIM shares started to be traded in Istanbul Stock Exchange in 15 July 2005. BIM is the first representative of high level discount model in Turkey and the company got in stock market return for its rapid growth. While BIM finishes its 7th year in stock market, it became the 12th company that has highest market value of Turkey. * Board of Directors Mustafa Latif TopbasChairman of the Executive Committee Ekrem PakdemirliVice Chairman of the Board Mahmud MeraliBoard member and has chaired the Audit Committee Jos SimonsBoard member and consultant. Omer Hulusi TopbasBoard member. Yalc? n OnerBoard member. Dr. Zeki Ziya SozenBoard member. Turnover doubled to six; The rapid growth of the company had an effect on the rise of BIM , whose capital’s 17,43 per cent belongs to Mustafa Latif Topbas, in stock market. (See Table 1; Structure of BIM’s Shareholders) BIM ‘s sales revenues were 1. 4 billion TL . In the end of 2011, this revenues reached to 8. 2 billion TL. Also, the personnel number of the company increased approximately 3 times in 7 years. In the end of 2010, BIM became the endorsement leader with 6. 5 billion TL in the retailing sector of Turkey and it maintained this position in 2011. As abroad, while the company increases the number of stores in Morocco, aims Egypt for the next year. This year, BIM also started to operate in mobile communication industry with the name of BIMCELL. * Growth Strategy; Aggressive Growth among the competitor companies that strength After 11% increase in number of stores in 2011, with the number of 3. 584 stores in 2012, BIM is the retailer that has the largest store network in Turkey. (See Figure 5; Number of Stores ) BIM plans to open 400 new stores in 2013 and reach 5. 500 stores in 2015. With the store numbers increases there also has been 14% increase in number of employees in the company in 2011. BIM has been expanding their business, operations in every part. (See Figure 6; Number of Employees) These increases in operation side lead to an increase in number of average daily customers with 14% in 2011. (See Figure 7; Average number of Daily Customers) Of course with these changes, company carried out a 25 percent net sales increase over the industry average in 2011 and 2012. (See Figure 8; Sales and Gross Profit Margin) It is estimated that a sales increase over 20 per cent in 2013. Depending on this net sales growth, Company’s net profit has been increased by 22% over the last three years. Due to the increase in net sales; margin values regarding net profit, gross profit, EBIT, EBITDA have been decreased over 3 years. (See Figure 9; Net Profit and Net Profit Margin) With the effect of net sales increase, EBIT has been increased to 347,5 in 2011 ( See Figure 10; EBIT and EBIT margin) These was a 19%increase in company’s EBITDA and this means that there is an increase in amortization so we can say that company increased their asset purchases as we can see on the related figure. See Figure 11; EBITDA and EBITDA margin) * 18 times has been increased in 7 years; BIM began to be traded with 672. 9 million TL of market value in July, 2005. The value of the company increased approximately 18 times in 7 years based on TL. The increase in BIM stocks since the first trading day was 1. 861 per cent. As a result of its rapid growth, BIM’s market value i s the over of the Erdemir, Arcelik, Ford Otosan, Finansbank and Vak? fbank in addition to Tupras that is the Turkey’s largest industrial enterprise and refinery giant. Also, BIM has paid its shareholders a total dividend of 700 million TL in the period of 7 years in the stock market. (See Figure 12; BIM Dividend Payment over the last 5 years). As the company’s profit increased dividend payments are increased also. There has been a positive relationship between them. This is a very good indicator for the company’s investors who already invested in BIM’s shares and who are planning to invest. Also as a result of the increase in BIM’s stock prices and stock revenues; value of the company also increased. So, this situation put the company’s principal shareholder, Mustafa Latif Topbas, to the Forbes list. On the other hand, for each stock BIM has really high returns and it brings some important risks also for the investors. (See Figure 13; IMKB 100 vs. BIM Stocks) When we compare the situation of BIM’s stocks in Imkb 100 with stocks of MIGROS, BIM has a higher return, profit for the investors and because the ret urns and prices of BIM higher than IMKB 100 and because there is a really important difference between the line according to Figure, BIM’s stocks are also operated and valued in IMKB 30. Why is it rising? * The rapid growth in the number of stores and endorsement. * The high capacity of dividend payment.. * Increasing profitability of the company every year. * To expand abroad with Morocco. * To bring new revenues with BIMCELL. *3/4 of the shares in stock market is belonged to foreigners. * Growth Targets in Egypt after Morocco: BIM will open stores in Egypt by 2013. The company estimates that the growth in Egypt will be faster compared to the growth in Morocco. Recently, BIM operates in Morocco with 103 stores. And the company plans to open 50 new stores in Egypt every year after 2013. 2)MIGROS Originally established in Turkey in 1954 as a collaboration of the Swiss-based Migros Cooperatives Society and the Istanbul municipality, Migros’s primary mission was to supply economically priced groceries and household supplies to consumers in Istanbul under wholesome conditions. In 1975 the Koc Group acquired a majority stake in the company, following which there was a steady increase in both number of its stores and its brand value for more than a decade. In 1991, Migros became the first publicly traded company in retail. Following a Koc Group strategic decision to pull out of grocery retailing, in February 2008 Koc Holding signed an agreement to sell its 50. 83% stake in Migros to Moonlight Perakendecilik. Transfer of the shares took place on May 30th of the same year. On 30 April 2009, Moonlight Perakendecilik (now known as Migros Ticaret A. S. ) and Migros Turk T. A. S. were merged into a single company which has since been operating under the name â€Å"Migros Ticaret † and whose principal shareholder is MH Perakendecilik ve Ticaret A. S. In 2005 Migros further bolstered its leadership of Turkey’s food retailing sector with its acquisition of Tansas, another national chain As of end-2011 Migros was operating through a total of 745 national and international locations. With a national presence in all seven of Turkey’s geographical regions taking the form of 262 â€Å"M†, 190 â€Å"MM†, 59 â€Å"MMM†, and 16 â€Å"5M† Migros-branded stores and of 177 â€Å"Tansas† and 13 â€Å"Macrocenter† stores, its international footprint consisted of 23 Ramstores in Kazakhstan and another 5 in Macedonia. ( See Figure 14,15 ; Breakdown of Net Sales Area by Store Brands of MH Group) Distribution of Dividend According to latest data from the company’s official web-site, at the company’s Annual General Meeting held on May 20, 2010, it was decided to distribute a gross cash dividend of TL 195,833,000 to the shares representing TL 178,030,000 capital and the dividend di sbursement is to start on May 28, 2010. On July 30th, 2009, it was decided to distribute the dividend of the free reserves after setting aside the reserves required by law to the share certificates representing the capital of TRY 178,030,000 and to use TRY 2,492,420,000 from this source for the distribution of gross cash dividends. See Table 2; Structure of Migros’s Shareholders) * Growth Strategy: The company increased its total store number to 745 in 2011. (See Table 3) and 2012, they increased the stores to 874 by opening 142 new stores. The company is planning to open 100 new stores in 2013. It is expected that the company will maintain rapid growth and increasing operation profitability in 2013 by focusing on its main operations. In addition to this, in 2013, it is estimated that the company will have 13% sales growth in year basis and 6. 4% EBITDA margin. * The positive effect of selling of â€Å"SOK† on Profitability. After selling SOK Discount Stores, thanks to high margins of supermarket segment and improvements in operational management and supply chain, Migros’s EBITDA margin increased in 2011. It increased from 5. 7% in 2011 to 6. 5% in 2011. While Migros leave the channel of low margin discount retailing that is in intense competition, it will increase its penetration in supermarket segment that it is the leader in. In the medium term, 6. 0%- 6. 5% is the sustainable margin level. It is expected that sale, partnership and the reunion debates of Migros and CarrefourSa in 2013 will close the sale after getting purchased the food by Makro. BC Partners’ expectation of selling the share of Migros, BC Partners (MH Retailing) which is %80,5 shareholder of Migros is a private equity company centered in London. In spite of the fact that it is expected that BC Partners will sell their quantum of Migros in between 2013-2014, there is no explanation about the time period. It is thought tha t, despite the aggressive growth strategies of Migros continue, the quantum sale in 2013 is highly possible. In the case of selling deal, it is possible to be made a call for minor shareholders. * Company’s Stock Returns in IMKB 100 When we compare the Migros Stock Returns we can say that, the prices of each stocks are less than BIM’s stocks and their returns are above the IMKB 100 line. This situation makes company’s stocks profitable but at the same time it may mean a high risk for the investors ( See Figure 17; IMKB 100 vs. MIGROS Stocks) Analysis of Financial Ratios of BIM MIGROS (See Tables 4,5,6) 1) Liquidity Ratios Current Ratio: This ratio is commonly used as an index for current financial position and used for measuring company’s ability to pay short-term debts and determining the company’s net working capital if it is enough or not. Generally it is expected to be 2,00. The ratio of 1 is also acceptable. When we look at both companies both of them may have some difficulties to pay their short-term liabilities. For the firms which has a high level of inventory turnover ratio and receivable turnover ratio like Bim, they are able to pay their short-term debts easily. Quick Ratio: It is a more sensitive ratios than current ratio. It shows us the ability of firms to pay their short-term liabilities when they have no sales growth, when their sales stops. It is expected to be 1. The ratios of both firms are less than deal number so receivable accounts and cash cover short term liabilities and their abilities to pay are not good but at least both firms’ ratios are higher than industry ratio and this brings these 2 companies in a better position in terms of short-term debts. Cash Ratio: It is most sensitive liquidity ratio. Generally, this ratio is not expected to be under 0. 20. As both firms cash ratios are highe r than industry ratio, it won’t difficulties for paying their debts in the condition of lack of sales and getting their receivables. Additionally, company is holding more cash than needed. Net Working Capital: If the value of networking capital is minus, this means company’s current liabilities are more than current assets. This is the main reason for the company which finance its current assets with current liabilities. This is the case for BIM. We can say that company might have done current assest investments. We can say that BIM has some problems in terms of liquidity. Migros has positive networking capital and it has no liquidity problem. 2) Leverage Ratios Total Debt Ratio: This ratio is expected to be under 50%. With 0. 64, 0. 63 and 0. 64 ratios according to three years, BIM has higher values than this ideal ratio. When we look at industry ratio, it is 2,00. This ratio tells us, foreign resources are used for financing assets by the rate of 0. 64. It shows that BIM can pay its debts by selling assets when the operation stopped. This is the same for Migros expect the year 2010. It has a very high ratio, even higher than the industry level which is 2,41. Debt to Equity Ratio: This ratio can be equal to 1 or higher than 1. If it is higher than 1, it means difficulties in paying debts and interests or if it is lower than 1, it means company finance their assets by using its equities. The industry ratio is 1. 3. By looking Migros’s DTE ratios, they mostly finance their assets by using their equities instead of using foreign resources and they will have no difficulties while paying their debts, liabilities in the future. But when we compare it with the industry which is almost 1, Migros will have less advantage in any crisis condition. In this case, Bim has a more advantageous position than Mi gros because its ratios are closer to industry ratio and ideal ratio. Long Term Debt: It is a normal ratio 0. 12 – 0. 16 in Turkey. The industry ratio is 1. 03. Migros’s ratios are 0. 47, 0. 44, 0. 49 orderly. Bim’s ratios are 0. 01, 0. 01, 0. 01 orderly. If this ratio is high, this increases interest burden, decreases dividends and as a result, it causes not to cover debt burden. Migros prefers long-term foreign resources rather than using their equities. Long Term Debt to Equity: Ideal ratio is 1. Migros’s ratios are 0. 64, 1. 85, 2. 26. Bim’s ratios are 0. 04, 0. 03, 0. 03 orderly. The industry ratio is 0. 84. For Bim with these ratios that are less than 1, it means that Bim’s equity is more than long term debts. It is valid for these three years. Times Interest Earned: This ratio should be more than 8. Higher value of times interest earned ratio is favorable meaning greater ability of a business to repay its interest and debt. Lower values are unfavorable. That means if a company cannot repay its interest and debt it may become in a difficult situation even it may go bankrupt. In general, times interest earned of 1. 5 or below is unsafe. 3) Efficiency Ratios Receivable Turnover: If a company has a low receivable turnover it means, that company has some important difficulties to collect their receivables and the collection policy of that company is not so good and this means that they are unnecessarily relax about sales on credit. When we compare Bim and Migros, Bim is a better position for collecting its receivables in a quicker way. Its ratios are even less than industry ratio. When we compare Bim with Migros, Bim really has a strong ability to get their sales and receivables and their portfolios include low-risk and trustful customers Average Collection Period: It can also be evaluated by comparison with the terms on which the firm sells its goods. For Bim, with the high value of this ratio, it may not have the ability to finance its own debts because of long-term collection. Migros has a shorter average collection period Inventory Turnover: It is the most important ratio in retailing sector and it measures company’s efficiency in turning its inventory into sales. Its purpose is to measure the liquidity of the inventory. Migros has ratios 7. 43, 8. 52, 8. 47 orderly and Bim has ratios 16. 98, 19. 56, 20. 23. Industry average is 10. 61. Migros’s ratios are less than Bim’s and industry’s ratios so this is a signal signal of inefficiency, since inventory usually has a rate of return of zero. It also implies either poor sales or excess inventory. For Migros low turnover rate can indicate poor liquidity, possible overstocking, and obsolescence, but it may also reflect a planned inventory build up in the case of material shortages or in anticipation of rapidly rising prices. Bim has highest inventory turnover ratios over Migros and industry. It means that Bim is really strong in terms of sales and at the same time very effective to control its inventories. Its higher inventory turnover ratio also means better liquidity. Also its efficiency in managing their stocks were increased, their stocks are becoming sales revenues in a short time and their stock costs were decreased year by year. With this positive development, it has less financial resources for their stocks as necessities and their competition force has increased by this activity. Average Days in Inventory: Generally, the lower (shorter) the DSI the better. Bim has lower Average Days in Inventory than Migros and industry. This means, Bim is doing good in the sector and it has a good position in industry competition. This is an indicator of good operating cycle of Bim. In this case, Migros is in a worse situation. Asset Turnover: Bim has higher asset turnover ratio than Migros and industry and it shows us Bim has much more effective sales than Migros. It is more successful than Migros in order to generate sales with fewer assets it has a higher turnover ratio which tells it is a good company because it is using its assets efficiently. Migros is not using its assets optimally. Total asset turnover ratio is a key driver of return on equity 4) Profitability Ratios A company’s stock price, in large part, is driven by the company’s ability to generate earnings. Therefore, it is useful for investors to analyze the profitability of a company before investing in it. One way to do this is by calculating and tracking various profit margins, which reflect how efficiently a company uses its resources. Gross Profit Margin: Due to higher sales volume of Bim, Bim has lower gross profit margin than both Migros and the industry and it means Profit Margin: It tells us about company’s profits and their different kinds of policies, strategies and decisions. When we look at Bim’s profit margins over the 3 years they are higher than Migros’s profit margin values and the industry average. It is the most advantageous one. Bim has a better position than Migros in the industry. It has a competitive advantage over Miigros. ROA: It shows us at what amount companies get returns from their investments. Bim has higher ROA than Migros and industry over 3 years. It has become really effective to use their assets in a profitable way. For Migros, in 2011 the ratio became a minus value this means Migros lost its asset profitability and started to not to get any profit from their assets. ROE: Stockholders invest to get a return on their money, and this ratio tells how well they are doing in an accounting sense. It measures the performance of companies’ equities. Again for this ratio, Bim has a much better position. It has higher ratio than Migros and industry. But on the other hand, there has been a small ROE reduction for Bim over 3 years. For example in 2011, ROE is 0. 48 and this means that owners of Bim could get 10% income from their equity that they invest for Bim. Operating Profit Margin: With a higher ratio of Bim, it is more successful in generating from operating its business. It is more important than net profit margin because it measures the profit margin which companies gain from goods and services sales in companies’ main activity subjects. This ratio is higher than industry ratios which is really important especially for Bim’s investors. APPENDIX Figure 1 Figure 2 Figure 3 Figure 4 Table 1: Structure of BIM’s Shareholders Table 2; Structure of Migros’s Shareholders Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Table 3; # of National and International Stores, Net Sales Area Figure 14 Figure 15 Figure 16 Figure 17 Table 4: Financial Ratios of Migros | 2009| 2010| 2011| 2010| | Migros| Migros| Migros| Industry| LEVERAGE RATIOS| Debt to equity| 2. 76| 3. 13| 3. 58| 1. 03| Total debt ratio| 0. 73| 2. 41| 0. 78| 2. 00| Long Term debt ratio| 0. 47| 0. 44| 0. 49| 0. 22| Long-term debt to equity ratio| 0. 64| 1. 85| 2. 26| 0. 84| Times Interest Earned| 1. 54| 1. 28| 1. 43| 22. 35| LIQUIDITY RATIOS| Current ratio| 1. 34| 1. 01| 1. 13| 0. 82| Quick ratio| 0. 94| 0. 58| 0. 70| 0. 45| Cash Ratios| 0. 88| 0. 55| 0. 66| 0. 32| Net Working Capital| 497,628| 27,363| 218,876| -31,682,086| EFFICIENCY RATIOS| Total asset turnover| 1. 01| 1. 14| 1. 04| 2. 08| Inventory turnover | 7. 34| 8. 52| 8. 47| 10. 61| Receivable turnover| 150. 11| 127. 5| 85. 64| 66. 25| Average collection period| 2. 43| 2. 86| 4. 26| 8. 80| Average days in Inventory| 49. 72| 42. 84| 43. 09| 38. 61| PROFITABILITY RATIOS| Gross profit margin| 0. 25| 0. 24| 0. 25| 0. 22| Net profit margin| 0. 01| 0. 006| -0. 02| 0. 02| Operating Profit Margin| 0. 01| 0. 03| 0. 04| 0. 01| Return on Asset| 0. 01| 0. 00| -0. 02| 0. 03| Return on Equity| 0. 07| 0. 03| -0. 13| 0. 11| Table 5:Financial Ratios of Bim | 2009| 2010| 2011| 2010| | Bim| Bim| Bim| Industry| LEVERAGE RATIOS| Debt to equity| 1. 83| 1. 74| 1. 81| 1. 03| Total debt ratio| 0. 64| 0. 63| 0. 64| 2. 00| Long-term debt ratio| 0. 01| 0. 01| 0. 01| 0. 22| Long-term debt to equity ratio| 0. 04| 0. 03| 0. 03| 0. 84| Times Interest Earned| 156. 8| 83. 67| 140. 6| 22. 35| LIQUIDITY RATIOS| Current ratio| 0. 88| 0. 95| 0. 98| 0. 82| Quick ratio| 0. 51| 0. 56| 0. 61| 0. 5| Cash Ratios| 0. 24| 0. 33| 0. 36| 0. 32| Net Working Capital| -80,986| -38,285| -18,386| -31,682,086| EFFICIENCY RATIOS| Total asset turnover| 4. 84| 4. 79| 4. 72| 2. 08| Inventory turnover | 16. 98| 19. 56| 20. 23| 10. 61| Receivable turnover| 32. 99| 34. 15| 30. 21| 66. 25| Average collection period| 11. 06| 10. 68| 12. 08| 8. 80| Average days in Inventory| 21. 4| 18. 66| 18. 04| 38. 61| PROFITABILITY RATIOS| Gross profit margin| 0. 17| 0. 16| 0. 16| 0. 22| Net profit margin| 0. 04| 0. 037| 0. 037| 0. 002| Operating Margin| 0. 04| 0. 04| 0. 04| 0. 01| Return on Asset| 0. 19| 0. 17| 0. 17| 0. 3| Return on Equity| 0. 54| 0. 49| 0. 48| 0. 11| Table 6: Financial ratios of Tesco Kipa, Carrefoursa, Migros, Bim, Industry, in 2010 2010| | Bim| Migros| Carrefoursa| Tesco Kipa| Industry| LEVERAGE RATIOS| Total Debt ratio| 0. 63| 2. 41| 0. 41| 0. 70| 1. 03| Debt to equity| 1. 74| 3. 13| 0. 71| 2. 43| 2. 00| Long-term debt ratio| 0. 01| 0. 44| 0. 02| 0. 42| 0. 22| Long-term debt equity ratio| 0. 03| 1. 85| 0. 04| 1. 45| 0. 84| Times interest earned| 84. 6| 1. 28| 1. 54| 2. 00| 22. 35| LIQUIDITY RATIOS| Net working capital| -38,285| 27,363| -126,853,307| 178,586| -31,682,086| Current ratio| 0. 8| 1. 01| 0. 81| 0. 59| 0. 82| Quick ratio| 0. 51| 0. 58| 0. 53| 0. 20| 0. 45| Cash Ratios| 0. 24| 0. 55| 0. 36| 0. 16| 0. 32| EFFICIENCY RATIOS| Total asset turnover| 4. 84| 1. 14| 1. 42| 0. 95| 2. 08| Inventory turnover | 16. 98| 8. 52| 10. 3| 6. 65| 10. 61| Receivable turnover| 32. 99| 127. 5| 21. 5| 83. 04| 66. 25| Average collection period| 11. 06| 2. 86| 16. 9| 4. 39| 8. 80| Average Days in Inventory| 21. 4| 42. 84| 35. 4| 54. 8| 38. 61| PROFITABILITY RATIOS| Gross profit margin| 0. 17| 0. 24| 0. 22| 0. 27| 0. 22| Net profit margin| 0. 04| 0. 006| -. 008| -0. 03| 0. 002| Operating Margin| 0. 4| 0. 03| -0. 005| -0. 002| 0. 01| Return on Asset| 0. 19| 0. 00| -0. 011| -0. 03| 0. 03| Return on Equity| 0. 54| 0. 03| -0. 02| -0. 11| 0. 11| | | REFERENCES * http://www. bim. com. tr/yatirimci-iliskileri. html * http://www. migroskurumsal. com/Foreks. aspx? IcerikID=35 * http://tesco. kipa. com. tr/default. asp * http://www. carrefour. com. tr/Kurumsal/finansalsonuclar;jsessionid=b3a0da5ff5e79ee039b023b24ca0 * http://www. ampd. org/ * http://www. capital. com. tr/perakende-AltKategoriler/48. aspx * http://www. aaii. com/computerized-investing/article/profit-margin-analysis. pdf How to cite Turkey’s Retailing Sector Analysis, Papers

The Happiest Day of My Life free essay sample

There is hardly any living being who has never gone through ups and downs in his life. In fact, life is full of bad as well as good incidents. Some of them may be forgotten with the passage of time whereas others leave an everlasting imprint on ,the mind. One feels delighted when one is favour with fortune but plunges into despair during misfortunes. In fact, a wise man is one who is neither overjoyed in prosperity nor takes adversity to heart. last year, I passed the Higher Secondary Examination. Although I bad fared well in the examination. I was not so hopeful of getting a first-class. I was very much anxious because the question of my career was involved in it. A day earlier, when the result was expected to be published in the local newspapers, I spent a restless night. I, along with my friends, got up early in the morning and went to the newspaper hawker on the way. We will write a custom essay sample on The Happiest Day of My Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Finally, he appeared, shouting aloud, the declaration of the Higher Secondary results. His voice were piercing my heart. I hurriedly bought the paper and started spotting out my roll number. All sorts of expressions were appearing on my face. It was a matter of immense surprise and pleasure to find that I stood second in my school, securing a first-class. God fulfilled my desires. I felt grateful to Him. My other friends also passed, securing good marks. In order to celebrate our happiness, we chalked out a program to go to some picnic spot. We decided to go to Okhla. We reached Okhla, a lovely picnic resort, at 12 noon. There was a heavy cavalcade of people. The banks of the canal were occupied by the visitors. We identified a place under a banyan tree and sat there. We also took with us all the paraphernalia lunch. We had our lunch to our heart’s content. Then, we listened to music. As we were lost in the sweet music of our transistor, we heard loud cries. I immediately rushed towards the canal and saw to my shock and surprise that a boy was drowning. He was crying for help. I immediately jumped into the water and swam towards the drowning boy. After a great struggle, I dragged him towards the bank. He was in a very bad state. When I observed him carefully, I was surprised to know that he was an old classmate of mine. He was immediately given medical aid and after some time, he regained consciousness. I was delighted to see him recovering. My joy knew no bounds because I had saved the life of a boy who happened to be my old classmate. This day was a day of great joy and happiness. Not only I secured the second position but also did a brave and noble act by saving a boy from going into the jaws of death. This day would go down as one of the happiest days of my life. The happiest day of my life free essay sample I woke up earlier than my brother as every other day of the week. I took a fifteen minute warm shower. It left me with twenty five more minutes to get dressed, have breakfast, brush my teeth, say good bye to my mother and get in the car no later than 7:05. I got to school on time, even though my brother came out of the house late as he used to. It was a Thursday. Those first two forty five minute math periods made the morning go by too slow for me. I took the math test and did pretty well at it. I had prepared well the day before with a really good friend of mine. I was walking to the chemistry rooms when my phone in my left pocket vibrated. I took it out and looked at the shiny screen. As soon as I saw my father’s name on that screen I realized something was not right. We will write a custom essay sample on The happiest day of my life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He would not call me in the middle of a school day just to talk. He would want me to focus in school and do well. I answered the phone, my father sounded worried. She told me not ask any questions, just to follow her instructions closely. I was told to find my brother as soon as possible, walk with him to the school picking up zone and get in the car with my brother. Our driver would take us back home were my father was. When I was in the car with my brother my dad called the driver and told him to take us to the hospital. We were going to meet him and my mum there. As soon as my brother and I found about the change in plans, we looked at each other in the eyes. I immediately notice the fear in brother’s eyes. To be honest, I was really scared too, probably more than he was. But I did not say anything. We arrived at the hospital. I saw my dad on the phone waiting for us at the entrance. He was smoking. Seeing my father smoking made me more worried. I had never seen him smoke before. He hated it. As soon as he recognized the white van, he threw the cigarette away. I looked at my brother; he was looking out the other window. I did not tell him what I just saw. I did not want him to worry. The car stopped right in front of my dad. He opened the door and I jumped out of the car and hugged him. He noticed that I was worried right away and with a smile on his face told us he had a surprise for us. â€Å"What good things happen in hospital?† We walked in the elevator. He pressed the metal button. 9th floor, I still have that clear image in my head. We walked out of the elevator and my dad told my brother and I close our eyes and hold his hands. So did we. His warm hands made me feel more secure. We walked down the hall with our eyes closed. Suddenly we stopped, we stopped. When we walked in the room, as soon as my father told us to open our eyes I saw my mother lying on the bed. A tear fell of my eye, but I was not in pain. Right next to my mother I saw the most beautiful thing I have ever seen. It was a girl, she was sleeping, she was my sister. I still remember that day as one of the happiest days of my life.

Water Rocket Lab Report Cindy Essay Example

Water Rocket Lab Report Cindy Paper We will measure the ranges,maximum altitudes and air time in order to have a better understanding of the projectile motion-As the practical situation which includes the air resistance and different kinds of errors caused by students carelessness s different from the theory,it is unavoidable that the results are quite different from the theoretic statistics. The horizontal velocity is related to the range, while the vertical velocity is related to the maximum altitude. This experiment can help us reinforce the concepts related to the motion in two dimensions although the water rocket does not have the ideal situation. A lot of equations we learned in class can help our group calculate the range and maximum altitude. Introduction Purpose: The purpose of the experiment was to reinforce the concepts related to motion n two dimensions using water rocket launches and the calculations necessary to determine launch speed and range. Background: (1) Because the water rockets are essentially pressurized chambers, they have the same launch speed, regardless of launch angle. (2) Ignoring air drag, a projectile will take the same time for its horizontal motion and its vertical motion. 2) Neglecting air drag, the horizontal velocity of a projectile will remain constant. (3) The vertical motion will have constant acceleration, g. Equations: R = box [ vertical motion] sys = vote + h g to horizontal motion] A hypothesis: The water rocket which is launched at different angles will fly into different heights in the sky and each time it will have different ranges when it drops. Method Materials The materials which ar e prepared to be used for this experiment are a timer, a water rocket, a meter ruler, a launch pad. We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Water Rocket Lab Report Cindy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Procedure Firstly,we need to set the rocket on the ground so that the barrel is exactly vertical. Then we can fire it vertically two or three times, using stopwatches to clock total air time,determining average air time for the vertical launch. Secondly,we are supposed to use the vertical motion equation to find the launch velocity, FL_, which, in this case only, is equal to boy. Thirdly,we need to calculate the horizontal and vertical components of the launch velocity for each of the 300, 45[], and 600 launches, and make a component vector diagram for each of the launch angles like the following diagram. FL = 30 m/s Ivy = sin 200 m/s 200 Example: Vs.. = coos 200 m/s As result,we can calculate the range, R, for launch at each angle. Elf you are willing to set a flag on the field at that distance from the rocket,you can do t. Finally,remember to measure the launch angle and secure the rocket barrel to fire at each of the angles just once, setting a flag where the rocket lands each time and measuring only the difference in range between the two flags to use in calculating percent error. Also remember to measure and record the air time for each launch. Results Important results in verbal form All of the useful lunch angles are 30 degree, 60 degree and 45 degree. The percentage errors of the data of angle Isis the Therefore, our group will mainly use the data of this angle. Calculated Range at 45 degree s 32. Mm. Vertical Displacement at 45 degree is calculated to be 15. 5 m. The measured time at 45 degree is 2. As. Discussion Discuss sources of error and calculate percentage errors on the three ranges, using the calculated range as the accepted value. Sources of errors: 1. The people who look at the protractor may be distracted by the objective factors, so the measured time is not accurate. 2. When students measure the range, it is difficult to have the right range as we cant measure in a straight line. 3. The water rocket may not be able to fall at the exact point on the land. It may leap because of the force. As a result, the range cannot be determined accurately. 4. The air resistance may hamper the flying of the water rocket. 5. Sometimes the water rocket may fly to the reverse direction. 6. Students may make a mistake when they write down the data . They may put the data in a wrong place. Launch angle(degrees) Percentage errors 30 27% 45 0. 3% 60 48. 9% Plot Calculated Range vs.. Launch Angle for all four launch angles. Examine: The range of the water rocket is the largest when the launch angle is 50 Meaning: When the launch angle is smaller than 450, the bigger the launch angle, the larger the range will be. If the launch angle is bigger than 450, the larger the launch angle, the smaller the range will be. Plot Vertical Displacement vs.. Time for one of the launch angles (except 900). Meaning: The vertical displacement is related to the time. As the time goes by, the water rocket will get higher when the initial velocity is invariable. Plot Horizontal Displacement vs.. Time: for one of the launch angles (except 900) Meaning: The horizontal displacement is related to the time. As the time goes by, the water rocket will go farther when the initial velocity is invariable. The water rocket has the largest horizontal displacement when the launch angle is 450. What effect do you think air drag had on your results? The air drag may shorten the range of the water rocket. The air drag will reduce the magnitude of velocity The air drag can change the direction of the water rocket and make it fall down immediately The ways that the experiment might be improved or varied. 1 . Students can use more advanced equipment to measure the air time and he range instead of using the protractor and the meter-ruler. 2. In the four experiments, we can control the pressure and the quantity of the water to remain the same. 3. Students can make a stream-line water rocket to reduce the air drag and make the stream easy to go through. 4. Students can use lighter materials to make the water rocket. 5. According to the physical theory, the water rocket can reach its largest range when it is launched at the 45 degree. However, during the experiment, we had better launch it at the angle between 45 and 55 o reach its largest range. 6. The top of the water rocket should be pointed so the air drag can be reduced. 7. In order to increase the stability of the water rocket, students can use the tripod as the launching pad. 8. To Increase the speed of the water rocket is to increase the amount of water per unit of time. Therefore, the pressure of the water inside the water rocket and the quantity of the water are appropriate for the largest range. Explanation of the results. These results show that our water rocket goes through a projectile motion, specially the one launched at 45 degree, because the percentage is only 0. 3%. Conclusion The air resistance and objective factors influence the examination of the theory of projectile motion. If these factors were eliminated, even though it is not possible, the results of the experiments can be more accurate and convincing. The experiments really make us understand that the range of the projectile in the motion in two dimensions is determined by the initial velocity and the air time. The horizontal velocity is related to the range, while the vertical velocity is related o the maximum altitude. This experiment can help us reinforce the concepts related to the motion in two dimensions although the water rocket does not have the ideal situation. The biggest success is that when the water rocket is launched at the 45 angle, the range is the biggest, which concurs with the theory. References http://item. Taboo. Com/item. Tm? Sum=al z. 2. 9. 194. Shedsid Douglas C. Conical: Chapter 2-3 PEP- pep Physics-principles with Applications for AP Group members: Fife, Ivy. Appendix A Table A The data of the experiment.

Pakistan, India and the Second Kashmir War

Pakistan, India and the Second Kashmir War In 1965, India and Pakistan fought their second of three major wars since 1947 over Kashmir. The United States was largely to blame for setting the stage for war. The United States in the 1960s was an arms supplier to both India and Pakistanunder the condition that neither side would use the weapons to fight each other. The weapons were ostensibly designed to counter communist Chinas influence in the region. The condition, imposed by the Kennedy and Johnson administrations, was a naive reflection of American misunderstandings that would plague American policy there for decades. Had the United States not supplied either sides with tanks and jets, fighting would likely not have resulted, as Pakistan would not have had the air power to take on the Indian military, which was eight times the size of Pakistans. (India had 867,000 men under arms at the time, Pakistan just 101,000). Pakistan, however, allied itself in 1954 with the United States through the Southeast Asia Treaty Organization, leading neutralist India to accuse Pakistan of positioning itself for an American-backed attack. U.S. arms supplies in the 1960s fed the fears. We warned our friends that this aid would not be used against China, but against Pakistan, Pakistani President Ayub Khan, who ruled Pakistan from 1958 to 1969, complained in September 1965 of American arms flowing to India, too. Ayud, of course, was being brazenly hypocritical as he had also dispatched American-made fighter jets against Indian forces in Kashmir. The second war over Kashmir, never declared, broke out on Aug. 15, 1965 and lasted until a UN-brokered cease-fire on Sept. 22. The war was inconclusive, costing the two sides a combined 7,000 casualties but gaining them little. According to the U.S. Library of Congress Country Studies on Pakistan, Each side held prisoners and some territory belonging to the other. Losses were relatively heavyon the Pakistani side, twenty aircraft, 200 tanks, and 3,800 troops. Pakistans army had been able to withstand Indian pressure, but a continuation of the fighting would only have led to further losses and ultimate defeat for Pakistan. Most Pakistanis, schooled in the belief of their own martial prowess, refused to accept the possibility of their countrys military defeat by Hindu India and were, instead, quick to blame their failure to attain their military aims on what they considered to be the ineptitude of Ayub Khan and his government. India and Pakistan agreed to a cease-fire on Sept. 22, though not without Pakistans Zulikfar Ali Bhutto, the foreign minister at the time, threatening that Pakistan would leave the United Nations if the Kashmir situation wasnt settled. His ultimatum carried no timetable. Bhutto called India a great monster, a great aggressor. The cease-fire was not substantial beyond a demand that both sides put down their arms and a pledge to send international observers to Kashmir. Pakistan renewed its call for a referendum by Kashmirs mostly Muslim population of 5 million to decide the regions future, in accordance with a 1949 UN resolution. India continued to resist conducting such a plebiscite. The 1965 war, in sum, settled nothing and merely put off future conflicts.

Final case Assignment Essay Example | Topics and Well Written Essays - 3250 words

Final case Assignment - Essay Example THINK should not tie-up with an established player, and maintain its own identity. It should enter into partnership with some Chinese firm as a short-term strategy. However, focus should be to enhance relations with Ener1 to overcome their internal weaknesses. Table of Contents 1. Introduction 3 2. Core proposition and long-term customers 3 3. Success strategy for the US and Europe 4 4. Strategic partners 5 5. Industry analysis 5.1 Auto industry within US 6 5.2 Risks 7 5.3 Future trends 8 6. Company analysis 6.1 Strengths 9 6.2 Weakness 10 6.3 Opportunity 10 6.4 Threats 11 7. Competitor analysis 12 8. Recommendations or the way forward for THINK 13 References 15 Table & Charts Chart I: Global Oil prices & US gasoline prices in 2030 8 Chart II: Per-Mile Fueling cost 10 Table I: US supply of electric vehicles from 2011 through 2015 11 1. Introduction THINK, the electric car company, has faced three bankruptcies but has now been able to draw investments from companies from different cou ntries such as the US, Finland, and Norwegian government-backed investment fund. The company is now faced with the challenge of introducing and achieving success in the US market. The potential in the US is very high due to government support for electric vehicles (EVs) and hence THINK wants to be in the US from the beginning to take advantage of early-mover benefits. THINK has been positioned as a modern, efficient and responsive brand. Initially the core customers comprised of the fleet buyers including the government buyers and companies that valued association with green transport. Moreover, electrical vehicles (EVs) have low operating costs apart from the fact they are exempt from congestion charges. They are allowed to operate in otherwise vehicle-restricted parts of the city. The government-bodies are also able to comply with the urban emission regulations. Using and leasing environment-friendly vehicles enhances the corporate image of the government and private organizations which also plays upon the image of the potential employees who value eco-conscious employers. 2. Core proposition and long-term customers The core proposition of the vehicle is to provide cars with zero-emission while making it affordable and user-friendly. These cars may not be able to drive long distances per day but then the customer segment that THINK proposes to tap, would not require daily long distance driving. The car-sharing and rental agencies can be long-term customers of EVs as these can be rented out in congested urban areas as EVs have strong political and economic support. The clients of the car rental agencies become the potential owners of the EVs as they try out the cars first. Another long-term customer segment for the EVs includes the baby boomers who are environmentally conscious and for whom two-wheeler cars are sufficient. Then there are the women shoppers who use the car for day-time shopping and just need a child-fit arrangement in the car. The urban profes sionals also need a â€Å"cool car† that provides them a distinct identity and demonstrates their desire to change the world by being the trend setters. Apart from the green concept, since THINK uses the latest technology, it allows the driver to remain connected with the world outside. In fact the car can be used as a high-powered mobile computing, and communications platform,

Company law Essay Example | Topics and Well Written Essays - 4500 words

Company law - Essay Example It must be emphasized that the Partnership is nothing but a collection of individuals and not a separate entity in itself. As such, there is no concept of limited liability. All the partners are jointly and severally liable for the debts of the business. This means that the creditors of the business can not only seize the assets which were put into the Business by the partners, but also to the personal assets of the partners. So for example if your Business defaults on the loan that you intend to take out from Credit Crunch Bank, then not only will the  £10,000 put in by each partner be liable for forfeiture, but the personal assets of the partners will also be up for grabs. To emphasize the point, under a partnership there is no dividing line between the Business and the Partners themselves. A private company limited by shares is different. Here a company will be incorporated having separate legal personality and the Business will be carried out by this company. In the eyes of the law, the company is a separate person just like all you and your fellow colleagues are different people. Any debts of the company will remain its own and will not flow over to the shareholders. Similarly, any assets contributed to the company will belong to the company and will no longer be a part of the shareholder’s estate. The main duty of the shareholder is to contribute to the value of the share. Once this is done, there is no further liability on the shareholder. Even if the company later faces debts, the personal assets of the shareholder are safe. The concepts of separate legal personality and limited liability come together to ensure that the liability of the shareholder is limited to any amounts unpaid on the price of the shares and nothing else. So if, as before, the company defaulted on the Credit Crunch Bank loan, then only the assets of the business such as the  £10000 each contributed as capital by you and your colleagues would

How Supply and Demand Affects the British Economy Essay

How Supply and Demand Affects the British Economy - Essay Example The aim of this paper is to do this, as well as look into all related elements and issues enveloped in this subject matter. This is what will be dissertated in the following. The British economy is considered as being "a parasite on the rest of productive capitalism" (Roberts, n.d.). However, in the European Commission's latest assessment of EU finances, it was predicted that the UK economy would grow by 2.2% this year and by at least 2.6% in the year of 2004. "The labor market has remained strong despite the global slowdown with the unemployment rate being at around 27-year lows," said the European Commission. (Osborn, 2003). As well, inflation in Britain is much lower than that of most other EU countries. Economic shocks can cause unpredictable damage and changes in aggregate demand and short run aggregate supply which lie outside our normal macroeconomic models. As a result, a new equilibrium level of national output is achieved. However, "The unpredictable nature of these shocks creates a fluctuating rate of economic growth and may require some sort of macroeconomic policy response." (Tutor, 2005). To the UK economy, which is an open economy, an example of a demand shock would be that of a recession in a major trading partner such as the United States. Meaning that, if the United States were experiencing a recession, real disposable incomes of US consumers would fall and hence demand for imports would fall as well. Although some people argue that because the UK has not entered recession international events have therefore not had a great effect on economic growth; however, this is not true the UK has suffered due to the global downturn but this has, to some extent at least, been offset by continued levels of consumer confidence the reflationary effects of the decision by the Monetary Policy Committee to reduce nominal interest rates still further to their current level of just 4.0%. "Cheaper money has been a key factor sustaining both confidence and consumer spending. The continued strength of house prices and low unemployment also helped to limit the impact of the demand shock that hit the British economy." (Tutor, 2005). Inflation is the process in which prices rise in the domestic economy, of which are reflected in the reduced purchasing power of a national sum of money over time. General price inflation is a fall in the purchasing power of money within an economy, as compared to currency devaluation which is the fall of the market value of a currency between economies. The particular extent to which these two phenomena are related is open to economic debate, though the comparison of a currency to foreign currencies is based on investor demand for currencies, and therefore must at least partially be a matter of perception. The issue of inflation is incredibly important in British politics on account of its effect on the purchasing power of both the consumer and business, and the corresponding linkage that the declining value of wealth and income has to the general economic health of the country. The law in Britain of supply and demand results in the rich getting richer and the poor getting poorer. Once a region or country is ahead of the economic pack, it then

Female Social Roles In Victorian Literature

Female Social Roles In Victorian Literature During the period between Victorian and modern age, female social roles have changed significantly; however, they still have remained some convention inherited from its previous generation. To examine women and society of their time, Charlotte Brontà « in nineteenth century and Virginia Woolf in twentieth century could provide the reflection in a clear and realistic way. However, there are similarities and differences in female social roles in their ages. The aim of this study was to compare and contrast Brontà « and Woolfs portrayal of women and their contemporaries in terms of professions, marriage, and awareness. It is concluded that even though the Victorians pioneered to give the emancipation of women, they were hardly abandon the domestic marriage in Brontà «s fiction. On the other hand, Woolf had claimed women rights should be developed by economic independence, but she did not deny matrimony. This may be interest feminists, socialists and literature readers, especially who want to know more about women modern times. Contents Abstract Introduction 1. Working Women in the Literature of Charlotte Brontà « and Virginia Woolf 1.1 Similarities 1.2 Differences 2. Wives and Mothers in the Literature of Charlotte Brontà « and Virginia Woolf 2.1 Similarities 2.2 Differences 3. The Awareness of Women in the Literature of Charlotte Brontà « and Virginia Woolf 3.1 Similarities 3.2 Differences Conclusion References Introduction Female social roles have changed dramatically from Victorian age (1837-1901) to modern age (from twentieth century to the present), and literature would reflect in a vivid way the relation between women and their eras. Writers such as Charlotte Brontà « and Virginia Woolf are particularly influential on the literature and the contemporaries in Victorian and modern age. As the female writers, which are not valued in their generations, Charlotte Brontà « and Virginia Woolf have more closeness and concern to the women in their society. Before and at the beginning of nineteenth century, a model of femininity was the perfect lady, which was inherited as a Victorian ideal of women. Family and morality were the base of Victorian society, and girls were all taught to submit to the authority and matrimony (Vicinus 1972). The concept of The Angel in the House, which was referred to the embodiment of Victorian women, was prevail in the Victorian society. As a result, women in Victorian Age were regarded as incompatible and excluded in many professions. Showalter(1999) points out that the first professional activities of Victorian women are either in the home or in womanhood. From the nineteenth century, however, the prevalence of education attributed to the gradual rising incidence of working women. Besides, by the struggles of individuals and feminists, the obstacles to the entry into professions for women, whose exclusion and incompatibility in work had been debated, were removed in the beginning of twentieth century. (S windells 1985) Meawhile, the concept of morality and family was strongly suspected by the critics and feminists, who argue that there is no The Angel in the House. Within a century, not only female social roles but also female awareness had been emancipated from restraint, though some conventional notions had still remained. The purpose of this paper is to compare female social roles in Charlotte Brontà «s Victorian fiction and Virginia Woolfs modern literature in terms of three aspects: working women, wives and mothers, and awareness of women. Women and professions in Brontà « and Woolfs literature will be compared and contrasted firstly. Then the similarities and difference of married women their work will also be examined. Finally, how female consciousness is portrayed in their work and its development from Victorian to modern age will be discussed. 1. Working Women in the Literature of Charlotte Brontà « and Virginia Woolf 1.1 Similarities Nineteenth century is a crucial period for modern age because of the gender attitude and practices and professional structure which people inherited were formed. Besides, despite of the fact that the entry of Victorian women with professions had not happened in significant numbers (Swindells 1985), the idea of professionalism in Victorian age also stimulates the inspiration of the contemporary novelist, Charlotte Brontà « and the modern writer, Virginia Woolf. Due to the fact that women have gained more access to education since the middle nineteenth century , both Charlotte Brontà « and Virginia Woolf have positive stance on women professions because women feel just as men feel; they need exercise for their faculties and a field for their efforts as much as their brothers do. (Brontà « 1985:141) Women and professions are presented in Charlotte Brontà «s novels. The most prevailing occupation for young girls in the middle-classes in Victorian Age is governess, as Charlotte Brontà «s Jane, the well-educated heroine, in Jane Eyre. To quote from Franà §oise (1974:155), à ¢Ã¢â€š ¬Ã‚ ¦she is completely free in her work, that her relations with her pupil Adele are goodà ¢Ã¢â€š ¬Ã‚ ¦, she deplores Adele French coquetry and frivolity. Mr. Rochester has enough books in his library for her teaching methods. In Jane Eyre, Charlotte Brontà « depicts the background of a governess life in her employers family. In Virginia Woolfs viewpoint, it was possible that women are kept away from academies and institutes, but women cannot be forbidden from using the pen, paper and writing desk. Katharine Hilbery in Virginia Woolfs Night and Day is the implication of her approval of female professionals. During the daytime, Katharine helps her mother write the biography of her grandfather Richard Alardyce, who is a well-known poet, and she develops her interest at night. In addition, Katharine Hilbery is expected to be a writer to inherit the talent of her family estate. Virginia Woolf uses Katharine as her idea of a feminist: marriage is not the only destination for women. As the incidence of working women has increased, writers as Charlotte Brontà « and Virginia Woolf create their own heroines concerning the relation between female and professions. Though they belong to the two generations that female capabilities are often denied, Charlotte Brontà « and Virginia Woolf share the same point that women can do as good as men in vocations. However, there are some different development of their novels which represent Victorian and modern ideologies of women who have jobs, and they would be discussed in the following section. 1.2 Differences In the late Victorian age, the conventional social roles of women, who start to demand their own welfare and seek for more constructive roles in society, met great challenges (Vicinus 1972). Therefore, there has been a rise of the number of women who have professions since Victorian age. In the literary work of Charlotte Brontà « and Virginia Woolf, there are different implications and stances of working womens final outcome. Women in Charlotte Brontà «s fiction are affected by the ideology that marriage is the ultimate goal for women in Victorian age. Franà §oise points out that Jane in Jane Eyre, ends up by marrying after being independent and free for a time, and that she gives up the task of a tutor and enjoys the moral satisfaction. Jane also indicates that Victorian married women in working-class were still minority. Another heroine in Charlotte Brontà «s Shirley, Shirley Keeldar, who longs for pursuing an occupation, would never stray from the domestic model eventually: Caroline, demanded Miss Keeldar abruptly, dont you wish you had a profession a trader? I wish it fifty times a day. As it is, I often wonder what I came into the world for. I long to have something absorbing and compulsory to fill my head and hands, and to occupy my thoughts. Can labour alone make a human being happy? No; but it can give varieties of pain, and prevent us from breaking our hearts with a single tyrant master-torture. Besides, successful labour has its recompense; a vacant, weary, lonely hopeless life has none. (Brontà « 1977:235) This passage represents the confrontation of love and professions in Victorian age. Though Caroline wants to have a richer life by working, professions for her still cannot be prior to love and marriage. The function of work is to prevent us from breaking our hearts with a single tyrant master-torture. As Vicnus (1972:xi) pointed out, many young women suffered the pangs of unrequited or false love, as described by Caroline. On the other hand, Virginia Woolf claims that women must be economically independent to develop their professions. In A Room of ones Own, Virginia Woolf particularly points out the difficulties that women as vocational writers have met. The imaginary heroine, the talented Shakespeares sister, is neglected and rejected by the society. If she has the room of her own, her creativity would be valued. In Professions for Women, Virginia Woolf states her opinions after the beginning of womens liberation from work in early twentieth century: The whole position, as I see ithere in this hall surrounded by women practicing for the first time in history I know not how many different professions-is one of extraordinary interest and importance. You have won rooms of your own in the house hitherto exclusively owned by men. You are able, though not without great labour and effort, to pay the rent. Your are earning your five hundred pounds a year. But this freedom is only a beginning; the room is your own, but it is still bare. It has to be furnished; it has to be decorated; it has to be shared. How are you going to furnish it, how are you going to decorate it? With whom are you going to share it, and upon what terms? (Woolf 1942:153) In the process of making the entry into the work, women had won their own rooms and five hundred pounds a year, which Virginia Woolf regarded as necessary. She considered professions for women as extraordinary interest and importance. The room, professional work, was no longer possessed only by men. Finally, women had the decision to furnish, decorate, and share the room. In sum, women in the beginning of modern age had strived for their rights to get the access to the professions, the innovation and great progress in female history. 2. Wives and Mothers in the Literature of Charlotte Brontà « and Virginia Woolf 2.1 Similarities Since most of the literature of Charlotte Brontà « and Virginia Woolf explore the relation between female and their contemporary era, marriage hardly fails to be neglected. Calder(1976:59) states, marriage [in Victorian age]was the core of social life and social aspiration. In the early twentieth century, modern society still remains the domesticity and morality inherited from Victorian age. Thus, female roles in the fiction of both Charlotte Brontà « and Virginia Woolf inevitably follow the conventions of the idea of marriage. Marriage is a social success in Victorian age, and being unmarried is considered the failure of womens lives. In Jane Eyre, Janes marriage with Rochester is domestic, with her total dedication to her husband. Jane is in the social doctrine that a Victorian woman should be all devoted to her husband and children, and that her duty is to provide a comfortable and domestic life for her mate On the hand, Caroline in Charlotte Brontà «s Shirley finds that an unmarried woman is doomed to be the victim of society, as shown by Miss Mann and Miss Ainsley. Single women are in the sacrificed social status, just like the homeless and unemployed people. (Franà §oise 1974) Similarly, Virginia Woolfs women are cast in a highly traditional mould and still confined to a female sphere'(Stubbs1979:233). Mrs. Ramsay in To the Lighthouse leads an well-ordered life and creates the harmony not only be giving birth to children but also by giving a peaceful life for them. In fact, the stability of the family is based on the nature endowing with life, the mother. In Mrs. Dalloway, Clarissa is the hostess arranging the party in her house, and she is also the symbol of the natural bond to the convention and society despite of the fact that her husband and her are an unequal couple. (Marder 1968) In sum, the ideas of marriage in the ages that belong to Charlotte Brontà « and Virginia Woolf are similar; that is to say, wives and maternity are the basis of stability and the core of domesticity. Nevertheless, Poovey (1988) has indicated that the Victorian subordination of one to another is always unstable, and the inequality can explain the emergence of the opposite, the various movement of feminists. The change of the structure and the ideology of family has implied in Virginia Woolfs later novel, Three Guineas. 2.2 Differences Marriage in Charlotte Brontà «s literature differs from Virginia Woolfs in terms of the womens subordination. In Victorian age, men control over women in relationship and matrimony, both of which are suggested in Charlotte Brontà «s Jane Eyre. However, this situation has changed in modern age, when masculine power has gradually eroded. Instead of staying in the masculine domination, people start to be suspicious of the value of marriage in modern age. Virginia Woolfs Three Guineas has indicated the decadence of family. In Jane Eyre, the theme of mastery of male power could often be seen. In Janes childhood, she is demanded to call John Reed my master. When she develops the relationship with St. John and Rochester, she insists on her personal will and freedom. However, she expresses her struggle and inability to avoid the domination of St. John: By degrees, he acquired a certain influence over me that took away my liberty of mind: his praise and notice were more restraining than his indifference (Brontà « 1977:423). As for Rochester, he completely masters Jane, not only as an employer but also a man. Jane says, for a moment I am beyond my own mastery (Brontà « 1977:272). She cannot resist the attraction of male domination from Rochester, even when she tries to escape from him. In the end, the rebellious and ambitious Jane submits to her master, Rochester, and finally becomes absolutely bone of his bone and flesh of his flesh. (Calder1976) In Virginia Woolfs opinion, unlike Charlotte Brontà «, marriage to women is a way to show subordination in masculine society. Once women are married, they lose their independence, self-identity and the bond with society. In Mrs. Dalloway, it suggests that its likely that women are the prisoners in marriage; nonetheless, Clarissa, the protagonist, still can feel at ease and find a way out in matrimony by arranging a party at home. May (1981:134) claims, Mrs. Dalloway is about degrees and kinds of relatedness and human beings to one another, varying from lonely madness to self-compromising sociability. Virginia Woolfs Three Guineas is based on her observation of the society. In the beginning, the Victorian family (the Pargiters) seems stable but gradually falls into decadence. Eventually the members of the three family have been separated, and many of them remained unmarried or even isolated. At the end if the story, the children and grandchildren gather in a party, which indicates th at time has brought the revolution and breakdown to traditional Victorian society. From the literary work of Charlotte Brontà « and Virginia Woolf, we can discover the development of the idea of marriage from Victorian to modern age. Virginia Woolf, as a female writer, examines and criticizes womens role in marriage, which is an ultimate goal for Victorian women. 3. The Awareness of Women in the Literature of Charlotte Brontà « and Virginia Woolf 3.1 Similarities More work opportunities provided for women were the implication of females awareness of the importance of economic independence. Therefore, independent heroines could be seen in Charlotte Brontà «s literary work in Victorian age (Vicinus 1972). Besides, they became the foreshadow of Virginia Woolfs modern literature. Independent heroines are often portrayed in their fiction. In Charlotte Brontà «s novels, Shirley and Jane Eyre, the outspoken main female protagonists are the models of women independence. Shirley Keeldar, who describes herself as a woman, and something more, is an economically independent woman in Shirley. In addition, Shirley also suggests that the dependent relation is always unstable and leads to misery. Like the workers to their owners, wives are maltreated and ignored. In Jane Eyre, Jane will not succumb to the reality, and it could be seen from her rebellion in childhood to her pursuit for knowledge and love in womanhood. Jane is not satisfied with the feeling of confinement: Then I longed for a power of vision which might overpass that limit; which might reach the busy world, towns, regions full of lifeà ¢Ã¢â€š ¬Ã‚ ¦ I desired more of practical experienceà ¢Ã¢â€š ¬Ã‚ ¦ more of intercourse with my kindà ¢Ã¢â€š ¬Ã‚ ¦(Brontà « 1977:140). Franà §oise(1974) also points out that Jane does not deny her love for Rochester and that she confesses and attentively listens to his depiction of his story, as a result of her refusal to the traditional feminine roles: reliance, modesty and shyness. According to Showalter (1999), Janes running away from Rochester is her self-preservation. In Jane Eyre, as cited by Showalter (1999), Jane tells herself, I care for myself. The more solitary, the more friendless, the more unsustained I am, the more I will respect myself (Brontà « 1977:344). For her, action is always the way to independence. Franà §oise (1974) claimed that Charlotte Brontà «s heroines represented the female disobedience to conventional rules and the liberty of the Angel in the House. In modern age, Virginia Woolf also claimed the importance of being economic independent and having a room for ones own for women. As Virginia Woolf (1945:112) stated in A Room of Ones Own, the habit of freedom and the courage to write exactly what we think,à ¢Ã¢â€š ¬Ã‚ ¦then the opportunity will come and the dead poet who was Shakespeares sister will put on the body which she has so often laid down. If the room of ones own is a place for the feminine conference, which contains the authority, politics, and aggression in male world, it will be a grave, as Clarissas attic bedroom in Mrs. Dalloway. However, if it is a center combined with female tradition and culture; if people here make efforts to women independence, then Shakespeares sister, the future Virginia Woolf, may appear eventually. That female shares the equality with male is not a fantasy (Showalter 1999). In Virginia Woolfs To the Lighthouse, Lily, a female painter, eagerly wants to prove her ability to Charles Tansley, who claims that women cannot paint and write. She represents the women of independence and females desire of overtaking the gender boundary. Charlotte Brontà « and Virginia Woolf have indicated the female awareness and independence of their contemporary ages; however, it seems that Victorian women still fail to be separated from domestic marriage. The differences of Charlotte Brontà « and Virginia Woolfs heroines in terms of female awareness will be examined in the following section. 3.2 Differences Though both Charlotte Brontà « and Virginia Woolf have portrayed and declared their stances toward women awareness, they have endowed them with different characteristics and destinies suggesting the conventional notions in Victorian and modern age. In Brontà «s novels, however, female roles ultimately cannot avoid the bond of marriage, which is considered as the destination of Victorian women. On the contrary, Woolfs women would not always follow this pattern. Furthermore, she has pointed out the flaw of Brontà «s fiction. In spite of the fact that most of the heroines in Brontà «s novels are passionate, restless, and often contradictory in their inner world, they are often tied to matrimony at the end of the story. Both Brontà «s Jane Eyre and Shirley provide the evidence of convention that Virginia Woolf attacks. Love and marriage are significant ingredients in the literature in nineteenth century.In Jane Eyre, Jane is ambitiously desired to pursue the vastness of knowledge. Meanwhile, like Shirley Keeldar in Shirley, she can only contemplate marrying a man who can be her master (Calder 1976). Similarly, the two heroines in Shirley, Caroline and Shirley, hunt for independence; however, both of them quest for ideal mates as well. The pattern of Jane Eyre and Shirley is similar to some extent: those female protagonists have no choice but being dominated by men at last. In twentieth century, Woolfs Night and Day shows that womens consciousness has challenged the social notion concerning female roles and that marriage to women is not the only solution. Though being in the dilemma of the fact that if she should break the convention and disobey the expectation from her family, Katharine Hilbery can decide her own future. Besides, in Virginia Woolfs A Room of Ones Own, she argues that Charlotte Brontà «s writing inherits masculine style, It was a sentence that was unsuited for a womans use. Charlotte Brontà «, with all her splendid gift for prose, stumbled and fell with that clumsy weapon in her hands (Woolf 2000:77). Virginia Woolf regards that literature has been authorized by men since ancient time; thus, masculine sentences are inevitable even in womens literary work. Showalter (1999) has expressed a similar view that female writers had been deprived of the language of their own style and the awareness of ambition, and their deprivation had extend ed from Victorias reign to the twentieth century. The delicacy and fastidiousness of Woolfs language is an expansion of this feminized style. Conclusion Charlotte Brontà « and Virginia Woolfs portrayal of female characters had reflected the female social roles in Victorian and modern age. In the transition between nineteenth and twentieth century, the womens ideology and the social norms had changed, while some of them still had been inherited. They were presented in Brontà « and Woolfs literature in a various and fascinating way. To compare and contrast women in the literary work of Brontà « and Woolf, the female roles in professions and marriage and their awareness were chosen. More and more women had had their vocations, which meant that they had the economic independence; however, Victorian women still could abandon it for marriage. Besides, it was discovered that while domesticity had been valued in both Victorian and modern age, people gradually had found the flaw of the subordination of wives. As for womens inner world, self-discovery and thirst for independence were both considered in Brontà « and Woolfs literature. Unlike Brontà «, Woolf had emphasized the significance of womens own income and feminine language. It is concluded that female had gained more freedom in modern age and that Virginia Woolf strongly supported the idea of gender equality and was optimistic toward the future women status.

How Belief Systems Effect Politics :: essays research papers

The belief systems of the modern world have helped determine the policies and politics of nations around the world. For centuries before, and almost definitely for decades after now, there will be disputed between people and countries on account of their faith. Religions have started wars, ended them, impacted, and persuaded people. Needless to say, beliefs are very influential on the world today. People of different faiths don’t only fight over their basic beliefs and land but they end conflicts. Making amends between religious groups greatly helps relieve the constant strain of division that we are all too aware of these days. The Lutheran religion began 482 years ago when monk, Martin Luther, attacked the practices of the Catholic Church. These who followed his ideas eventually into what we call Lutherans today. For those 482 years, Lutherans and Catholics have stayed divided on uneasy terms. Now the leaders of the modern Lutheran and Catholic churches both signed a document that laid to rest those many years of differences under the explanation that it was all a misunderstanding. Sometimes different faiths just don’t seem like they want to even try to compromise on a conflict. The Jordanian Muslims and the Israeli Jews fighting over which side of the Jordan River Jesus was baptized on is a perfect example of this. The Muslims have invested over one million dollars t fix up the site. The site will bring in expectantly millions of tourists and with them billions of dollars that will be spent locally to boost the economy. Looking past the irony of the Jews and Muslims disputing over a Christian site, the focal point of the quarreling is that such a site will bring. The Pope and Prince Charles have already scheduled a visit, but as of now, no resolve has come about. These days it’s not always conflicts between two specific regions, but between regions occupied by faiths who disagree on certain topics. The two groups being the Israelis and the Palestinians, and the compromise on the rift in the settler movement conflict arising in those countries. To the Jews the West Bank is part of the greater Land of Israel, given by God to the Jews. To cement their control over the land, the Jews built forty-two hilltop encampments on the West Bank. They did this to prevent it from becoming a Palestinian state. The Palestinian government claimed that some of the outposts didn’t have the necessary building papers and twelve of those sites were dismantled.

Education policies Essay

Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. 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