Markting Essay Example | Topics and Well Written Essays - 3000 words - 1

Markting - Essay Example For example, while considering an automobile company, the customers have a number of different demands, like speed, performance, roominess, while others have demand pertaining to the looks, safety, economy and also the engine power. Thus, the needs are different for different customers and a company cannot accommodate all the demands into one product. There have been various studies that have been conducted and these show that companies which choose one group of customers over another tend to be more successful. Segmentation is not a simple decision and in a number of cases it requires the companies to take extremely tough choices. Taking the example of WM Soft Drinks company, there are a number of variables that are related which need to be considered before segmenting the customers, these include factors like, a) preference in tastes vs. the number of calories, b) preference in the tastes, i.e. cola or non cola, c) price Sensitivity and d) or even heavy versus light customers. Targeting: The next step that needs to taken is targeting. This is where the companies target one or more segments. The choice of the target markets is based on a number of factors. This includes analyzing the existing segments that are catered to by other manufacturers. In this case it would be best to choose the segments that are catered to by smaller companies and local soft drink companies. This will provide WM Company with a fair idea of the target market based on which the company can move forward and start targeting customers and build strategic plans based on this. Positioning: This involves the implementation of the previous section, i.e. Targeting. One of the best examples of this is of Apple Computers. The company has created a brand image for itself by high number of advertisements. It has positioned itself in the markets as computers for ‘non geeks’. Similarly if the WM soft drinks need to position their own products of ‘First – Fruits’ it

Use Of Literary Devices In Julius Caesar Essay Example for Free

Use Of Literary Devices In Julius Caesar Essay Authors use literary devices in their works for a variety of reasons. The same holds true in Shakespeares Julius Caesar. The use of these devices has an effect on the plots development. Several literary devices can be seen in Julius Caesar, and they all have an effect on the plot. Foreshadowing is a key literary device in the play. We see foreshadowing from the beginning of the play, when the Soothsayer tells Caesar to Beware the Ides of March in Act I, Scene I, which happens to be the day that Caesar is killed. Calpurnia later dreams of Caesars death, but he does not heed her warning. this not only tells us what is going to happen, but it also shows us how Caesars status and ego are getting to his head. Foreshadowing gives us a hint of what is to come, and can also reflect upon a character or characters. A second literary device used in the play is the use of puns. A pun is another element noted early on in Julius Caesar. When Marullus addresses the Cobbler, the pun begins. Cobbler is meant to have two meanings in this dialog: 1 a shoemaker and 2 a bungler. The Cobbler refers to himself as a mender of bad soles, playing with the word soles. Marullus interprets the Cobbler as a mender of souls. The usage of puns adds some light humor to the play as well as reflecting on the characters of the play. This also shows that the so-called upper class can still be fooled by the commoners. The usage of puns adds to the story of Julius Caesar. During Antonys funeral speech, which is the climax of the play, several literary devices are used, including rhetorical questioning, sarcasm, and repetition. Antony frequently uses the question of Brutuss honor in killing Caesar to win over the people of Rome. His repetition of But Brutus is an honorable man is used to persuade the people that Brutus has done wrong. His entire speech makes the people think: Has Brutus really done a good deed? It is this use of literary elements which earns Antony the respect and loyalty of the people. This, in turn, shapes the plot later in the play. This is one of the best examples of how literary devices have an effect on the plot of a piece of literature. It is easy to see that literary devices not only make a story more interesting and colorful, but also have a direct effect on the plot of the piece. Shakespeare, like any writer, uses these devices in his works. The use of literary devices in literature is a necessity, and it is clear that Julius Caesar. is an excellent example of these techniques being used.

Harriet Tubman :: Slavery History Biography Essays

Harriet Tubman Harriet Ross Tubman was an African American who escaped slavery and then showed runaway slaves the way to freedom in the North for longer than a decade before the American Civil War. During the war she was as a scout, spy, and nurse for the United States Army. After that she kept working for rights for blacks and women. Harriet Tubman was originally named Araminta Ross. She was one of 11 children born to Harriet Greene and Benjamin Ross on a plantation in Dorchester County, Maryland. She later took her mother's first name. Harriet was working at the age of five. She was a maid and a children's nurse before she worked in the field when she was 12. A year later, a white guy either her watcher or her master smacked her on the head with a really heavy weight. The hit was so hard it left her with permanent neurological damage. In result of the hit she had sudden blackouts during the rest of her life. In 1844 she got permission from her master to marry John Tubman, a free black man. For the next five years Harriet Tubman was a semi-slave. She was still legally a slave, but her master let her live with her husband. In 1847 her master died. Followed by the death of his recipient and young son in 1849. That made Harriet’s status uncertain. In the middle of rumors that the family's slaves were being sold to clear the estate, Harriet Tubman went to the North and freedom. Her husband stayed in Maryland. In 1849 Harriet Tubman moved to Pennsylvania. She returned to Maryland two years later hoping to get her husband to come to The North with her. John Tubman had remarried by then. Harriet did not marry again until after John Tubman died. In Pennsylvania, Harriet Tubman became an abolitionist. She worked to end slavery. She decided to become a conductor on the Underground Railroad (a network of antislavery activists who helped slaves escape from the South). On her first trip in 1850, Harriet Tubman brought her sister and her sister's two children out of slavery in Maryland. In 1851 she rescued her brother, and in 1857 Harriet Tubman returned to Maryland and brought her parents to freedom. Over a time period of ten years Harriet Tubman made an estimated 19 trips into the South and brought about 300 slaves to the North.

Nebosh Igc Study Notes

Element 6 Page 1 of 6 Describe the general principles of control and basic hierarchy of risk reduction measures that encompass technical, behavioral and procedural controls? General Principles of Prevention: There are some general principles of prevention that can be applied to eliminate hazards and reduce the risk in the workplace. These principles rely on the correct selection of technical, procedural and behavioral controls. 1. Avoid risk: 2. Evaluate risks which cannot be avoided 3. Control hazards at source: 4. Adapt work to suit the individual 5. Adapt to technical progress 6.Replace the dangerous with the non dangerous or less dangerous 7. Develop logical overall prevention policy 8. Give priority to collective protective measures over individual protective measures: 9. Give appropriate information, instruction, training and supervision to employees. Avoid Risks: Where possible Evaluate risks which cannot be avoided: Through the risk assessment process Control hazards at sourc e: By going to the source of the problem directly (e. g. if there is noise hazards in the workplace tackle the source of the nose> Adapt work to suit the individual:By applying good ergonomic principles to job and workplace design (by job rotation) Replace the dangerous with the non dangerous or less dangerous: By substituting one hazard with something less hazardous e. g. replace a corrosive chemical with one that does the same job but is classified as less irritant and less harmful Develop a coherent overall prevention policy: By consistency using the same approach across the whole organization Give priority to collective protective measures over individual protective measures: By creating a workplace that is safe for all rather than relying on measures that only protect one worker at a time e. . install a guard rail rather than rely on PPE. Why do instruction, training and supervision form a part of safe system? Give appropriate information, instruction, training and supervision to employee: So that workers have the necessary background information to make correct choices. IGC-1 Element 6 Page 2 of 6 When selecting control options form these general principles of prevention you should be aware that preventive measure can be categorized as: 1. Technical 2. Procedural 3. Behavioral General Hierarchy of Control The following elements make up the general hierarchy of control: 1. . 3. 4. 5. 6. 7. 8. 9. 10. Avoid risks Elimination / substitution Reduce exposure or the time of exposure Isolation / segregation Engineering controls Safe system or work Training and information Personal protective equipment Welfare Monitoring and supervision Avoid risks Risk avoidance is simply to avoid completely the activity giving rise to the risk Elimination / substitution If a hazard can be eliminated then the risk created by the hazards disappears. For example hazardous substances can sometimes be replaced with materials which do the same job but present no risk to health.Reduce exposure or the time of exposure If the degree to which a worker is exposed to hazard can be reduced then that worker is far less likely to have an accident with that hazard. For example an engineer who spend all day working on machinery with hazardous moving parts is more likely to suffer injury than the engineer who spend only an hour of their working day to exposed to the same hazard. Isolation / segregation Isolation: The aim her to isolate the hazard physically so that nobody is exposed to it e. g. coustic enclosure of a noisy machine to reduce the noise exposure; guards around moving machinery to prevent contact Segregation: refer to the idea that certain hazards must not be accessible to unauthorized workers e. g. in a workplace with radiation hazard only authorized person should have access only What do engineering controls do? Engineering controls IGC-1 Element 6 Page 3 of 6 Engineering control involves use of an engineering solution to prevent exposure to the hazard. Engi neering control also refer to the inclusion of safety features that ensure that the item is used in correct way.For example interlock switches are fitted to moveable guard on machinery to ensure that when guard is open the machine will not work but guard is close it will. Safe system of work Safe system of work procedure helps to eliminate hazards or minimizes the risk associated with them. Training and information Training is instrumental in enabling employees to become competent. Personal protective equipment Equipment or clothing that is worn or held by a worker that protects them from one or more risks to their safety or health. It is duty of employer to: ? ? ? ? ? Supply suitable PPE where risk cannot be controlled by other more effective methods Ensure that when tow more items of PPE have to be worn together they are compatible Provide suitable storage for PPE Provide information instructions and training to workers on the PPE they will wear. Enforce the use of PPE Replace or repair damaged or lost items. Welfare Welfare facilities include the provision of toilets, washing facilities, clean drinking water, rest area and clean place for eat meals. Monitoring and supervisionMonitoring: For maintain surveillance over something by periodic observation or measurement and inspection to ensure that they are using prescribed safe working method. Supervision: Refers to routine inspection and surveillance or workers but concern direct line management authority to control behavior Define a safe system of work? SAFE SYSTEM OF WORK: A safe system of work is a formal procedure based on a systematic examination of work in order to identify the hazards. It defines safe methods of working which eliminate those hazards or minimize the risks associated with themResponsibilities of Employer: It is the responsibilities of the employer to develop safe systems of work with the involvement of both competent persons and employees who will be carrying out the work. These safe sys tem must be documented. IGC-1 Element 6 Page 4 of 6 What is the difference between technical, procedural and behavioral controls? Technical, procedural and behavioral controls: As safe system of work will involve all the elements of control that we identified ealrlier in the general hierarchy of control 1.Technical or engineering control 2. Procedural control 3. Behavioral control Technical or engineering control: Applied directly to the hazard in order to minimize the risk, this may involve fencing or barriers of different kinds to isolate workers from hazard. Procedural control: The way, in which work should be carried out in relation to the hazards, They specify the exact tasks involved their sequence and the safety actions and checks which have to taken. Behavioral Control: How the individual worker acts in relation to the hazard e. . good housekeeping or using PPE Development of a safe system of work: Safe system of work usually developed using the process of task analysis, whi ch involves breaking work down into a series of steps so that hazards can be identified and risk controlled at each step using technical, procedural and behavioral controls. Once developed, safe systems must be implemented and monitored to ensure continued effectiveness. Describe what factors should be considered when developing and implementing a safe system of work?When developing a safe system of work it is important to consider that 1. 2. 3. 4. PEOPLE: Who is the SSW for what level of competence or technical ability should they have? EQUIPMENT: What equipment will be worked on? What safety equipment will be required? MATERIALS: what materials will be used or handled the work? Who will waste dispose of? ENVIRONMENT: in what type of environment will the work take place? Useful acronym SREDIM can be used to identify the hazard associated with every step of work 1. 2. 3. 4. 5. 6.Select the task to b analyzed Record the steps or stages of the task Evaluate the risk associated with ea ch step Develop the safe working method Implement the safe working method Monitor to ensure it is effective. IGC-1 Element 6 Page 5 of 6 Explain the role and function of a permit to work system? Or What is permit to work? Permit to work system: A permit to work system is formal documented safety procedure forming part of a safe system of work which ensures that all necessary actions are taken before during and after particularly high risk work.A permit system formalizes the control of high risk work to ensure that all the risks have been identified all the precaution put in place and that appropriate information has been communicated to all relevant parties. What are the key elements of typical permit? There are four main sections to a permit to work: 1. Issue 4 Cancellation 2. Receipt 5. Extension 3. Clearance / return to service Explain the need of emergency procedures and the arrangements for contracting emergency services? Or What is the main objective of an emergency procedure? Emergency Procedures:Importance of developing emergency procedures: An organization should develop emergency procedures to deal with foreseeable incidents such as: Fire, bomb threat, spillage of a hazardous chemical , release of a toxic gas, outbreak of disease, severe weather or flooding and multiple casualty accident. Emergency procedures: These procedures should cover the internal arrangements for dealing with the foreseeable incidents which will include; 1. Procedure to follow 2. Provision of suitable equipment 3. Nomination of responsible staff 4. Provision of training and information 5. Drills and exercises 6.Contracting the emergency services Procedure to follow In the event of a fire normal practice for worker to exit the building and go to assembly area but in bomb thread this will be opposite person has to go inside the building and away from the windows Provision of suitable equipment IGC-1 Element 6 Page 6 of 6 If there is a fire suitable fire extinguisher are available and proper PPE wear by the person involve in fire fighting Nomination of responsible staff In case of fire there need for fire wardens and fire marshal who will tell to occupant of building about safety instruction in case of fire.Provision of training and information Workers will only know what to do in case of emergency if they have training and information Drills and exercises Emergency procedure should be practiced to ensure that people are familiar with action they might be expected in case of emergency Contracting the emergency services (first Aid) Describe the requirements for and effective e provision of first aid in the workplace? First Aid Requirements: An employer must make appropriate first aid provision for his employees. This will include ? First aid facilities ? Equipment ?Appropriately trained personnel. What factors might need to be considered when determining the first aid provision for a workplace? First aid coverage: To determine what first aid provision to make an employer will have to undertake an assessment which should consider various factors such as: ? The general risk level of the workplace ? The hazards present in the workplace ? Accident history ? The presence of vulnerable persons ? The number of workers in the workplace ? Work patterns and shift systems of workers ? The geographic location of the workplace ? The spread of the workplace IGC-1

Describe the Benefits of Mobile Technology Essay

Nothing is beyond human imagination. If we had been told just five years ago that we would be able to see the person on the phone, we would not have believed it at all. Today almost everything is doable thanks to the technological progress that has been made in the last 20 years. We are now able to access any kind of information at an incredible rate and communicate with people regardless of time and space with mobile technology. Despite having several drawbacks that some people are growing concerned about, mobile technology is an indispensable aspect of human life in terms of comfort and abundance of facilities it offers. Doubtlessly, enhanced mobile technology is a golden opportunity for all humans to get the utmost enjoyment of life in comfort. Initially, the latest technology lets people do what they cannot imagine. For instance, they are able to connect to the Internet at far greater speed through wireless service and make video calls on their mobile phones with â€Å"3rd Generation (3G) Technology†. Moreover, 3G also enables them to use their phones for entertainment purposes as well. That is, they can watch and download videos as if they were using their laptop computers. Secondly, mobile technology has increased the speed of accessibility to sources. Humans are no longer obliged to go to libraries and flick through the pages of numerous (countless) books, journals or magazines. This means, with only one click, you can have access to a great deal of information such as articles, pictures, statistics, latest news and videos. In brief, today’s mobile technology presents a vast world where any source of information is available. Mobile technology also organizes our relations with others in both private and work life. To begin with, thanks to our laptops and mobile phones which have been made smaller and smaller in appearance, we are able to store any information we will use. To illustrate, it is possible to save birthdays, anniversaries or important meetings in our computer and mobile phones so that they can remind us of these dates in due course. Another advantage that mobile technology grants us is making our work life easier. That is, we can overcome the problems stemming from a hectic work life and heavy work load. To exemplify, we have the opportunity of keeping in touch with our colleagues instantly when something unexpected occurs through either with our mobile phones or the Internet connection on the computer. Likewise (Similarly), we can deal with the hundreds of pages of documents on the laptop with ease instead of keeping their hard copy in many files. This, undoubtedly, facilitates our lives and we can save our invaluable time without getting exhausted. To sum up, having an advanced mobile technology has many advantages such as comfort and easiness. As a means of communication, mobile technology is a sine qua non of our daily lives and it offers a variety of facilities that make our lives easier. In my view, without advanced mobile technology, it is virtually impossible to cope with the challenges of life since it guarantees an organized and systematic life style.

Writers that Influenced our Go essays

Writers that Influenced our Go essays Writers that Influenced our Government Locke and Rousseau were two philosophers who both wrote about human nature. Both philosophers agreed that before civilized man began to govern himself, man existed in a state of nature. These philosophers recognized that people develop a social contract within their society. Even though Locke and Rousseau each had different views on what exactly the social contract is and how it is established, they both agreed that certain freedoms had been surrendered for societys protection and that the government has definite responsibilities to its citizens. They both agreed that before men came to govern themselves, they all existed in a state of nature. The state of nature is the condition men were in before political government came into existence, and what society would be if there was no government. John Locke was born at Wrington, Somerset, on August 29, 1932. He had attended the University of Oxford. Locke had spent his boyhood in Beluton, near the village of Pensford. John Locke was an Oxford scholar, medical researcher and physician, politician, and economist. John Locke was the man who presented the idea of separation of church and state. . Jean Jacques Rousseau was born on June 28, 1712 in Geneva, Switzerland. His mother died shortly after his birth, and when he was a boy of ten years his father fled the county to escape criminal charges. His aunt and uncle raised him until the age on sixteen, when he left Geneva and wandered from place to place. He eventually settled in Paris in 1742, earning a living by doing all jobs from footman to an assistant to an ambassador of church and state. Rousseau's most important work is "The Social Contract" that describes the relationship of man with society Even though both Locke and Rousseau agreed that man is free naturally, Locke argued that the state of nature lacked impartial judges, precise laws, and sufficient power to uphold moral. It is ...

How to become an OTR driver

How to become an OTR driver When you think of the phrase â€Å"truck driver,† you’re probably envisioning an over-the-road (OTR) truck driver: someone who drives a big rig long distances to deliver a load of freight. As opposed to delivery drivers, who typically have set local routes, OTR truckers can transport goods across the county, state, or even country. There’s something very appealing and old-school about the idea of hitting the open road- is it the right option for you? What does an OTR trucker do?OTR trucking (also known as long-haul trucking) is a type of driving that involves using large tractor-trailer trucks to haul freight of all kinds (including heavy loads of goods, machinery, or other equipment) long distances. Routes are typically across state lines, and may include parts of the United States and Canada- basically anywhere accessible by main roads and highways.This is definitely not your typical 9-to-5 job. These drivers work on demanding schedules and can be away from hom e for weeks at a time. These schedules may require driving nights, weekends, or holidays to meet unforgiving deadlines. It can also be a very solitary job, with drivers often traveling alone on long trips.What skills does an OTR trucker have?OTR truckers are masters of logistics and need to have a number of skills ready to go, on the road or not.Driving Skills:  This may seem like a no-brainer, but OTR drivers require some next-level driving skills. Drivers should drive with an eye on safety and their freight at all times. And in addition to a commercial driver’s license (CDL), a clean driving record is essential for scoring a job in OTR trucking.Mechanical Skills:  Out on the road, you may need to be your own mechanic, if something happens out of AAA range or a place where the nearest mechanic is miles away. OTR drivers should have a solid base set of mechanical skills to be able to troubleshoot minor mechanical difficulties along the way.Time Management Skills:  Nothi ng drives (pun mostly intended) a trucker’s world more than the delivery schedule. Truckers need to be able to manage their time independently and efficiently to make sure they’re delivering their freight on schedule.Self-Starter Skills:  Out on the road, you won’t have a boss looking over your shoulder to make sure you’re doing everything that needs doing or staying on task and on time. Truckers should be able to independently determine what needs to be done and develop a game plan for delivering the load on schedule and without major issues.What do you need to become an OTR trucker?The most essential step in becoming an OTR driver is getting your CDL certification. The licensing process may vary by state, but will involve a combination of a written test and a practical driving test. As with any driving test, you can go it alone and try to cram on your own, but there are many commercial driving schools that offer programs that train you, walk you throu gh testing, and prepare you for what life will be like as an OTR driver. The CDL focuses on the skills and mechanical know-how necessary to operate large tractor trailers. You can also get optional certification in specialties like transporting hazardous materials.How much do OTR drivers get paid?According to the U.S. Bureau of Labor Statistics, the median annual salary for delivery drivers is $41,430, or $19.87 per hour. This can vary pretty widely, depending on factors like the driver’s experience level, the type of freight being transported, and the distance. Some drivers are paid a flat rate for an entire trip, while others are paid by the mile.What’s the outlook for OTR drivers?This is a very steady field and will continue to be so. The U.S. Bureau of Labor Statistics anticipates that the OTR driving field will grow by about 5% by 2024.

How to Conduct an Interview in Sociology Research

How to Conduct an Interview in Sociology Research Interviewing is a method of qualitative research (used by sociologists and other social scientists) in which the researcher asks open-ended questions orally. This research method is useful for collecting data that reveal the values, perspectives, experiences and worldviews of the population under study. Interviewing is often paired with other research methods including survey research, focus groups, and ethnographic observation. Key Takeaways: Research Interviews in Sociology Sociologists sometimes conduct in-depth interviews, which involve asking open-ended questions.One advantage of in-depth interviews is that they are flexible, and the researcher can ask follow-up questions to the respondent’s answers.The steps necessary for conducting an in-depth interview include preparing for data collection, conducting the interviews, transcribing and analyzing the data, and disseminating the study results. Overview Interviews, or in-depth interviews, are different from survey interviews in that they are less structured. In survey interviews, the questionnaires are rigidly structured- the questions must all be asked in the same order, in the same way, and only the pre-defined answer choices can be given. In-depth qualitative interviews, on the other hand, are more flexible. In an in-depth interview, the interviewer has a general plan of inquiry and may also have a specific set of questions or topics to discuss. However, it is not necessary for the interviewer to stick to predetermined questions, nor is it necessary to ask questions in a particular order. The interviewer must, however, be fully familiar with the subject in order to have an idea of potential questions to ask, and must plan so that things proceed smoothly and naturally. Ideally, the respondent does most of the talking while the interviewer listens, takes notes, and guides the conversation in the direction it needs to go. In such a scenario, the respondent’s answers to the initial questions should shape the subsequent questions. The interviewer needs to be able to listen, think, and talk almost simultaneously. Steps of the Interviewing Process Although in-depth interviews are more flexible than survey studies, it is important for researchers to follow particular steps in order to ensure that useful data is collected. Below, we’ll review the steps of preparing for and conducting in-depth interviews, and for using the data. Determining the Topic First, its necessary that the researcher decides on the purpose of the interviews and the topics that should be discussed in order to meet that purpose. Are you interested in a populations experience of a life event, set of circumstances, a place, or their relationships with other people? Are you interested in their identity and how their social surroundings and experiences influence it? Its the researchers job to identify which questions to ask and topics to bring up to elucidate data that will address the research question. Planning Interview Logistics Next, the researcher must plan the interview process. How many people must you interview? What variety of demographic characteristics should they have? Where will you find your participants and how will you recruit them? Where will interviews take place and who will do the interviewing? Are there any ethical considerations that must be accounted for?  A researcher must answer these questions and others before conducting interviews. Conducting Interviews Now youre ready to conduct your interviews. Meet with your participants and/or assign other researchers to conduct interviews, and work your way through the entire population of research participants. Typically interviews are conducted face-to-face, but they can also be done via telephone or video chat. Each interview should be recorded. Researchers sometimes take notes by hand, but more commonly a digital audio recording device is used. Transcribing Interview Data Once youve collected your interview data you must turn it into usable data by transcribing it- creating a written text of the conversations that composed the interview. Some find this to be a cumbersome and time-consuming task. Efficiency can be achieved with voice-recognition software, or by hiring a transcription service. However, many researchers find the process of transcription a useful way to become intimately familiar with the data, and may even begin to see patterns within it during this stage. Data Analysis Interview data can be analyzed after it has been transcribed. With in-depth interviews, analysis takes the form of reading through the transcripts to code them for patterns and themes that provide a response to the research question. Sometimes unexpected findings occur, and these findings should not be discounted even though they may not relate to the initial research question. Validating the Data Next, depending on the research question and the type of answer sought, a researcher may wish to  verify the reliability and validity of the information gathered by checking the data against other sources. Sharing Research Results Finally, no research is complete until it is reported, whether written, orally presented, or published through other forms of media.

Ip1 managing high performance Research Paper Example | Topics and Well Written Essays - 250 words

Ip1 managing high performance - Research Paper Example Therefore, supervisors have to interact with sub-ordinates to find out the best style of management to utilize for effectiveness. Some will need an authoritarian manager while others will perform adequately in a participative manner that guarantees the best result. Theory X can use in managing unskilled labor-force and large scale production. Theory Y is best suited for professional services as well as knowledge-based work, such as call center procedures (Winslow, 2009). Theory Y and democratic decision-making are at some degree comparable. The employees working under theory Y naturally merged their objectives to the organization’s objectives. Theory Y allows employees to participate in decision-making but leave management to implement decisions made. However, democratic decision-making is when an individual makes decisions without external influence. Employees’ performance and morale can improve if a manager understands the two theories. The manager can hence practice the excellent leadership style. As a result, he can advance the productivity of the organization (Drucker,

Financial Modeling Essay Example | Topics and Well Written Essays - 750 words

Financial Modeling - Essay Example It has been argued that this economic turmoil has rendered portfolio management theories irrelevant. This paper explores this assertion. Recent Upheavals in World Financial Markets The global financial crisis of the 21st century has been described as the greatest economic and financial crisis the world has seen since the Great Depression of the 1930s (Ciro 2012). This economic turmoil, unlike the 1930s depression, caught many by surprise. Governments, investors, and the knowledgeable and sophisticated market participants were caught unawares by the speed and intensity of the economic decline. The international credit and financial markets were disrupted and dislocated by this financial crisis especially in 2008 and 2009. Governments in response to this economic crisis came up with policy and fallout responses from 2009 and 2011. These responses to some extent have rendered portfolio management theories irrelevant. Why Portfolio Management Theories Have Become Irrelevant Portfolio man agement theories are two; portfolio theory and capital market theory. ... Brentani (2004) on the other hand defines capital market theory as dealing with the effects of investor decisions on security prices. This theory shows the relationship that should exist between risk and security returns if investors constructed portfolios as specified by portfolio theory. Markowitz (1952) asserts that the process of selecting portfolios is divided into two stages; observation and experience, and beliefs about the future performance of available securities. The impact of the financial crisis disrupted the forecasts on future performance of available securities as asserted by the portfolio theory. According to Ciro (2012), the financial crisis forced most of the banks and lenders to shut their doors as investments in the stocks markets declined drastically. This aspect made the application of forecast facet of portfolio theory difficult. King (1966) basing his argument on the 1930’s financial meltdown and the random-walk theory, claims that this upheaval has se en stock prices move together. Portfolio theory assumes that investors will choose investments that have the lowest amount of risks whenever they are presented with the same level of expected returns. Fama and French (2002) argue that investors will seek to maximize their utility basing the decision to invest on investment’s risk and return. Apparently, the financial slowdown increased the risk levels and as such it was expected that investment rates may fall. This did not happen as expected. According to Amenc and Martellini (2011), this market turbulence has also impacted the wealth levels around the globe negatively and led to doubts about the value added by professional managers by the institutional investors. According to Statman (1987),

You choose A topic Essay Example | Topics and Well Written Essays - 1250 words

You choose A topic - Essay Example Brave Orchid studied in a medical school, and had spent nights in a room haunted by ghosts. She encountered actual ghosts there, and made a successful exorcism. Brave Orchid lived in the caves which served as shelter to the Chinese people in Japanese air raids. She calls Moon Orchid in the fourth chapter, her younger sister, and continuously badgers her to defy her husband who has abandoned her and had gone to America to a second wife. The final chapter discusses how Chinese women are quiet as compared to the American women. The chapter brings up Kingston’s childhood memories of her school. One of the main themes that â€Å"The Woman Warrior† presents is femininity. Kingston dreaming of being a warrior named Fa Mu Lan, motherhood and bravery of Brave Orchid, the role of Moon Orchid as a wife and sister, and Tsai Yen whose Chinese songs the grandma loved, all are a depiction of the femininity the Chinese women are believed to have. Kingston states, â€Å""Im not a bad girl," I would scream. â€Å"I’m not a bad girl. Im not a bad girl." I might as well have said, "Im not a girl"† (2.152). This statement shows how Kingston feels that her femininity is a shame for her when she observed the world treating her differently. Another theme presented in the novel is identity. Kingston has given the name ‘memoir’ to the collection of her stories, which means that all the stories are her personal experiences. She identifies herself as a Chinese woman who cannot understand the double standards women are subjected to in the Chinese culture and the identity of women in the American culture. â€Å"Chinese-Americans, when you try to understand what things in you are Chinese, how do you separate what is peculiar to childhood, to poverty, insanities, one family, your mother who marked your growing with stories, from what is Chinese?† (Kingston 1.12) shows how Kingston explores Chinese identity in America. Third main theme is communication. Kingston has tried to

Second (2nd) narrow bridge collapse Essay Example | Topics and Well Written Essays - 2500 words

Second (2nd) narrow bridge collapse - Essay Example The cause of accidents in the construction of bridges has been attributed mainly to the error committed during the project design. The errors are caused by negligence in the side of the contractors. The fatalities in the construction industry are caused by failure to comply with the industry’s safety and health guidelines. It is important to adhere to safety and health directives and guidelines to avert future disasters such as the second narrow bridge accident. Wienand and Zunde (147-158) confirmed that the second narrow bridge was made of steel metals, timber and reinforced concrete. According to Akesson (124), the construction of new highway bridge in British Columbia began in November 1957. The second narrow bridge had six lanes and was a continuous truss bridge (in all 1992 meter long) with the main 335-navigation span. It was also a cantilever construction having two anchor spans, (142 m each). The second narrow bridge had lanes specifically for the pedestrians and bicycles. It was the second bridge constructed at the Second (east) Narrows of Burrard Inlet in Vancouver, British Columbia, Canada. It was named the Second Narrows Bridge as it connects Vancouver to the north shore of Burrard Inlet, which includes the District of North Vancouver, the City of North Vancouver, and West Vancouver. It was constructed adjacent to the older Second Narrows Bridge, which is currently an exclusively rail bridge. The bridge was a steel truss cantile ver bridge, designed by Swan Wooster Engineering Co. Ltd. On June 17, 1958, the north anchor span through failure of the temporary truss, collapsed without warning and caused death of the sixteen workers and two engineers. Akesson (125) said that on the fateful afternoon of June 17, 1958, the crane was stretched to join the two chords of the arch that was under construction from the north side of the new bridge. Just before

Major Historical Event in US History Essay Example | Topics and Well Written Essays - 2250 words

Major Historical Event in US History - Essay Example Thus, the agenda of 'legal equality' and then 'social equality' will be the general themes that brings together or provides a cohesion for the woman's movement in US history from 1865 to the present. The period of 1865 to 1876 can be said to be pivotal to the woman's movement in U.S. history. The introduction of the fourteenth Amendment to the Constitution of the U.S. is largely thought to be a step backward. That is, as far as the goal of bringing the franchise to women and other groups not yet recognized to have a legal right to vote. In U.S. history, the right to vote for women was an agenda that went back as far as the early to mid seventeenth century, and historians trace the first legal challenge in the U.S. as occurring at that time in the state of Maryland. A one-time governor named Leonard Calvert, appointed a woman named Margaret Brent as his personal executor. Brent was an attorney which was exceptional in the seventeenth century, and found herself in 1648 petitioning the government of Maryland for the right to vote as well as the right to carry out her duties as executor. She was a property holder, and a successful attorney at the time. By 1868 when the Fourteenth Amendment was introduced, there had already been a significant woman's suffrage movement, and indeed, legal challenges for the right to vote [Mays 58-9]. ... Unit one as associated with post 1865 is the beginning of the period known as reconstruction, and what follows in the aftermath of the Civil War (1860-1865) is a fairly reactionary political mandate. Arguably, the period following the Civil War can be characterized as a period where a great number of concessions were made to the interests of Southerners who had been defeated in the war that was centered around the issue of slavery. During the period in question or the era of Reconstruction after the Civil War, the notorious â€Å"Jim Crow† legislation throughout the South had introduced a pattern of which distinct traces can still be seen in the southern states. The new laws stated that no one could vote unless a poll tax had been paid and in some places, unless the voter could pass a literacy test, too. Blacks were not allowed to use the same railway cars, schools or residential areas as whites. These laws contradicted the Fourteenth Amendment but the Supreme Court seems to h ave turned a blind eye to what these state laws meant in relation to the laws of the central government. By this time, northerners seem to have allowed themselves to feel less responsible for post-War developments in the South. Blacks would feel abandoned by the north while facing southern hatred expressed both officially and violently. As Gillett explained, even white reformers seemed more concerned by what ought to be done with Blacks, as opposed to for Blacks and with many content to state that the slaves had been freed by the northern Civil War effort and that they now must work towards their own betterment [Gillett 368]. Segregation continued in a system which managed the Black population by keeping them separate from

Second (2nd) narrow bridge collapse Essay Example | Topics and Well Written Essays - 2500 words

Second (2nd) narrow bridge collapse - Essay Example The cause of accidents in the construction of bridges has been attributed mainly to the error committed during the project design. The errors are caused by negligence in the side of the contractors. The fatalities in the construction industry are caused by failure to comply with the industry’s safety and health guidelines. It is important to adhere to safety and health directives and guidelines to avert future disasters such as the second narrow bridge accident. Wienand and Zunde (147-158) confirmed that the second narrow bridge was made of steel metals, timber and reinforced concrete. According to Akesson (124), the construction of new highway bridge in British Columbia began in November 1957. The second narrow bridge had six lanes and was a continuous truss bridge (in all 1992 meter long) with the main 335-navigation span. It was also a cantilever construction having two anchor spans, (142 m each). The second narrow bridge had lanes specifically for the pedestrians and bicycles. It was the second bridge constructed at the Second (east) Narrows of Burrard Inlet in Vancouver, British Columbia, Canada. It was named the Second Narrows Bridge as it connects Vancouver to the north shore of Burrard Inlet, which includes the District of North Vancouver, the City of North Vancouver, and West Vancouver. It was constructed adjacent to the older Second Narrows Bridge, which is currently an exclusively rail bridge. The bridge was a steel truss cantile ver bridge, designed by Swan Wooster Engineering Co. Ltd. On June 17, 1958, the north anchor span through failure of the temporary truss, collapsed without warning and caused death of the sixteen workers and two engineers. Akesson (125) said that on the fateful afternoon of June 17, 1958, the crane was stretched to join the two chords of the arch that was under construction from the north side of the new bridge. Just before

Debate Topic Research Paper Example | Topics and Well Written Essays - 500 words

Debate Topic - Research Paper Example Many developing countries had not covered medicines and pharmaceutical products, because of its disadvantages to generic drug research and production. Multinational Corporations (MNCs) should manufacture cheap generic life saving drugs for poor countries or give up their patents to others who want to make generic drugs, because it will save millions of lives, allow development of generic and patent-less drugs, and breed innovation. The poor have the right to free or cheaper generic drugs and MNCs should not hinder them from getting the pharmaceutical products they need. The pros of cheap generic life saving drugs or giving up drug patents are: 1) Millions of lives are saved, 2) Other drug companies can develop cheaper drugs or patent-less drugs that will benefit the public, and 3) Large companies will benefit from innovation, because they will no longer have to depend on their blockbuster products for revenues, and instead, they will be pushed to develop generic life saving drugs. Bo seley reports about Glaxo which stopped Africans from buying a cheaper version of its AIDS Drugs. It is an inhumane act, because South Africa only wants to do something right- to help its own people, which large drug MNCs are not looking after.

Sample Questions and Answers Essay Example for Free

Sample Questions and Answers Essay This is tricky not to waffle or give unrelated information. You need to aim to address your capability, commitment and cultural fit, here is a sample answer: ‘Good morning, my name is James Smith.* I am a qualified accountant with six years post qualified experience gained within the pharmaceutical industry. I worked with Glaxo Smith Klein* as an assistant accountant and I have spent the past 4 years working with Pfizer* where my most recent role was as project accountant. I managed the project finance team of 8 staff and I’m proud to say that I recently implemented a new financial management system saving the company over  £500,000 in year one. I have a reputation for my attention to detail and delivering within strict deadlines and enjoy working with financial data. Going forward I want to work in a challenging finance role within the same industry and your organization is one in which I believe I could settle down and make a real contribution.’ How long have you been looking for a job †¦. The interviewer may be concerned that there is something wrong with you that other employers have picked up on! Here is a sample answer: ‘After I was made redundant from my last job, I took the opportunity to take some time out to examine my career goals and where I was going with my life. I have just begun my search in the last few weeks. I have a definite goal in mind and have been selective about the positions I consider. Your company and this position are of great interest to me.’ How did you prepare for this job interview †¦. The interviewer is gauging if you are interested enough to do some research or are you going to wing it. Here is a sample answer: ‘When I was told about this position by Hamlin Knight I was immediately interested. I checked out the company website and mission statement, looked at the bios of company founders and executives and was impressed. Once I had the interview appointment I looked at some industry press and I’m sure I’ll find out a lot more in today’s meeting.’ What is your salary expectation for this job †¦. The interviewer is trying to find out if they can afford you, or if they can get you for less than budgeted. Here is a sample answer: ‘I’ll need more information about the job and the responsibilities involved before we can begin to discuss salary. Can you give me an idea of the range budgeted for this position?’ How do you keep current and informed about your job and the industries that you have worked in †¦.. The interviewer is trying to ascertain if once you get the job you will continue to learn and grow, stay challenged and motivated. Here is a sample answer: ‘I pride myself on my ability to stay on top of what is happening in my industry. I do a lot of reading – the business section of the newspapers and industry magazines. I belong to a couple of professional organizations and network with colleagues from these. I take seminars or training whenever they are of interest or offer new information or technology.’ Tell me about a time when you had to plan and coordinate a project from start to finish †¦. This is a behavioural questions, your interviewer is trying to seek an example of specific past behaviour. Here is a sample answer: ‘I headed up a project which involved customer service personnel and technicians. I organized a meeting to get everyone together to brainstorm and get their input. From this meeting I drew up a plan, taking the best of the ideas. I organized teams, balancing the mixture of technical and non-technical people. We had a deadline to meet, so I did periodic checks with the teams, After 3 weeks we were exceeding expectations and were able to begin implementation of the plan. It was a great team effort and a big success. I was commended by management for my leadership, but I was most proud of the team spirit and cooperation which it took to pull it off.’ What kinds of people do you have difficulties working with †¦. Your interviewer is trying to see if you are flexible and can work in a diverse environment. Here is a sample answer: ‘In my last 3 roles I have worked with men and women from very diverse backgrounds and cultures. The only time I had difficulty was with people who were dishonest about work issues. I worked with one woman who was taking credit for work that her team accomplished. I had an opportunity to talk with her one day and explained how she was affecting morale. She became very upset that others saw her that way and said she was unaware of her behaviour or the reactions of others. Her behaviour changed after our talk. What I learnt from that experience is that sometimes what we perceive about others is not always the case if we check it out.’ We expect managers to work more than 8 hours a day, do you have a problem with that †¦. The interviewer is trying to see if you are a ‘workaholic’ or a person that requires balance. Here is a sample answer: ‘I have no problem working long hours. I have worked 12 or 14 hour days. What I have found works for me is to work smarter, not necessarily longer. My goal is to get the job done, whatever it takes, in the most efficient manner.’ When have you been most satisfied in your career †¦. The interviewer is trying to ascertain what motivates/de-motivates you. Here is a sample answer: ‘The job before the one I am currently at was my most rewarding experience for me. I worked in a wonderful team environment. There was a lot of camaraderie. I worked with a team of four people and we did some really original thinking. It is that kind of environment that I want to be involved in again.’ Why do you want this job †¦. The interviewer is trying to see if you are using a shotgun approach to your job search or do you really know what you want. Here is a sample answer: ‘I’ve been very careful about the companies where I have applied. When Hamlin Knight told me about this position, I knew I had found what I was looking for. What I can bring to this job is my 7 years of experience and knowledge of the industry, plus my ability to communicate and build customer relationships. That, along with my flexibility and organizational skills makes me a perfect match for this position. I see some challenges ahead of me here and that’s what I thrive on. I have what you need, you have what I want.’ We are ready to make an offer, are you ready to accept today †¦. Your interviewer doesn’t want you to go away and change your mind. Here is a sample answer: ‘Based on my research and the information I have gathered during the interview process, I feel I am in a position to consider an offer. I do, however, have a personal policy that I give myself at least 24 hours to make major life decisions. I could let you know by tomorrow.’ There is no way to accurately predict the questions that you will be asked by an interviewer, but you can be ready and prepared by thinking about the factors that might concern an employer before the interview

Analysing The Culture Shock For International Students English Language Essay

Analysing The Culture Shock For International Students English Language Essay Students from all around the world come to UK for building their career and to take the highly recognized qualifications. During their studies in the uk they face many challenges and the reality is different from their expectations. This report focuses on the experiences and issues faced by international students in the UK. The most common challenge is the culture shock. Culture shock results due to the new and unknown culture of uk for the most of the students and results in the stress, anxiety, frustration, loneliness and lower results in the studies. Oberg has explained it in his model. Making foreign friends, keeping close in touch with family and remaining busy in the academic activities are some ways of reducing the effects of culture shock. Plagiarism is also a problem faced by the students from developing countries as they dont know the importance of referencing. This report elaborates the importance and ways to avoid plagiarism and ways to learn how to reference your work. This report discusses the issues like teacher student role and the expectations and the different roles of the teachers in different parts of the world and their main focus. Finally this report emphasis on the importance of time management and working part time to meet the daily expenses by the students in the uk and what problems they face while working in the uk and improper time management. This report has also explained the experiences of the international students on the above mentioned issues. Introduction Thousands of students around the world travel to UK for study form the highly prestigious universities to build a brilliant career. They entre UK with high expectations and thinks that studying in the UK will be like a dream come true. This report highlights the experience of the students who has come to UK for study. This report will discuss the main issues which are faced by the international students in the UK and how they adjust in the new environment. The aim of this report is to show the life of a foreign student in the UK and how they manage all the challenges they face in the UK. This report will also help in understanding the foreign students approach in uk. This report will discuss issues like culture shock, plagiarism and referencing, teacher student role in UK, part time work and the time management relating to the international students while they are studying in UK. Culture shock Culture shock is the most common problem that foreign students face when they come to study in UK. The shock which people have to face when they are confronted with a new and unknown culture is called culture shock, say Elisabeth Marx (2001a). The experience of an unknown culture is always a surprise because the reality is usually different from the expectations, she added. This means that now the students have to live, adjusts and perform in an unknown culture. According to Elisabeth Marx (2001b), the symptoms of the culture shock are isolation, tension and confusion, feeling depressed and guilty, reduction in the performance, excitement and exhilaration, frustration, feeling lonely and helpless. Students from different countries travel to different universities of UK for their education. Every country has different culture and norms. So they have to adapt in a culture which has different language which causes communication problems. Even if someone knows the language very well, the different accents and different meanings of different phrases in different parts of the world of the same words can cause misunderstandings for them. Similarly people have different food priorities; lives in different climate, have different dress preferences, and have different social behaviors and different religious norms e.g. in the subcontinent the climate is very warm and people wear light clothes but in UK one have to wear heavy clothes as it remains cold most of the year. This can cause irritations to the students who are not in use of wearing such clothes. Similarly in the UK the accent of spoken English is different like French accent, Italian accent, polish accent etc while the students from different parts of the world may find all these difficult to understand. Similarly the food priorities are different in the UK giving more preference to fast food then in other parts of the world. These differences cause frustration and all the symptoms discussed above of the culture shock resulting sometimes in severe depression and loss of confidence. Students then start avoiding the host national students and starts feeling complex. Culture shock can also cause some physical health problems as well. Changes in the diet and mental stress sometimes make students seriously ill. Oberg (1960) has explained the culture shock in a model. In his model of adaptation, culture shock has four phases i.e. honeymoon phase, culture shock, recovery phase and adjustment phase. In the honeymoon phase the students are excited and ambitious due to the new environment and ignore any complex matters that they dont understand as a part of their learning process. They take everything positively and their judgments are reserved at this time. After the honeymoon phase the culture shock sets in with the negative emotions coming out and the unknown culture is taken as unpleasant experience. Everything foreign is taken as hostile and sometimes stress and boredom is the consequence. They feel themselves guilty and consider the decision of foreign education as wrong because of reduced academic performance. The next phase is recovery phase in which students start compromising between their expectations and reality. Then they start accepting and understanding the unknown culture. They r ealize that they have to work out this problem and concentrate on their future goals. Finally students accept the new environment and adjust with it by devising ways to cover up their weakness and understanding the new culture. (quoted in Elizabeth Marx, 2001). There are some ways which will help students to reduce the effect of culture shock. Students should keep in mind that culture shock is temporary and normal and this will not affect them permanently and it happens to everybody. Making friends from the host culture will help to understand their culture easily. Keep yourself busy in academics as well as sporting activities and keep in contact with your family so that you will not miss them much. Try to take the food which you are used to eat in their country and exercise well so that you remain physically well. Plagiarism and referencing Plagiarism The word plagiarism is refer to practices which involve deliberate taking another person words either directly or indirectly and claiming it as personal ideas when writing or researching, it also seen to be educational offence in Britain, it has been a major concern when studying in United Kingdom Since mid-1990s.this give more recognition to necessity of proper referencing practice to avoid plagiarism. Foreign student especially from the African and the Asia find it difficult to adapt to the issue of plagiarism, for example, majority of the student in the Nigerian university, about 95% have no or little knowledge about plagiarism, and coming from such background to studying in United Kingdom is quite challenging and difficult to cope. Angelil-carter (2000) make it critics which refers tutors have much emphases on referencing is like a fetish who engage in to thinking substitute (p, 130), also another critics from Levin which also feel that asking student to cite all source of work ,` insisting they learn to dance with their shoe tied together` (2003, p.7) he later argue academic and the administrators that is quite a time to recognised plagiarism among student unconsciously` work is inevitable and perfectly reasonable (Levin, 2003, p.7). Levin point of view is that student can get bogged because of the responsibility to search for the right source to back their piece of work or assertions, to know their capability to write without depending on others. Strategy to avoid plagiarism Reference every piece of work and cite references correctly. When writing a report or easy the source of the material used must be acknowledge. Completely understanding of material use is very important when paraphrasing and try as much as possible to use personal words. Quotation mark to indicate the citation and the verbatim text with material should enclose When using a journal, instruction that is provided by the author should be understood. When there probability about a particular concept or fact, it should be referenced. Referencing Studying in UK, more emphases are given to references, student studying in United Kingdom from other country where important is not given to references are often surprise because of the significant attached by the university or institute. Student Referencing a research work, it will show the appropriate source the student find his information, though many institution around the world do not keen to references. For example, Nigeria do not shows much interest to referencing compare to the rule that guild the system of studying here in England. Referencing in England is recognised even in social and political context not just the academic system. It is an aspect of societal system of value that seriously supports the knowledge of the credible right of other property. The British institutions lead the driving force of proper references to limit the Increasing rate of plagiarism. Importance of referencing Spreading of ideas Referencing gives opportunity to the writer and the readers to build their own ideas and knowledge. It assists them to locate the citation source. The significant of bibliography and the reference list at the end of every articles journal, will identically relate the source of research. Understanding the bibliography help to establish knowledge from original source to another, it will help to build learning round the study. Influence It s also important to list the reference of a research to enable the reader identifying which authors or source give the writer the shape and the direction used in the research. This will also help to introduce new ideal to author that will also generate and expand their knowledge. Criteria of making Studying in post graduate level, providing relevant evidence and proper referencing is very crucial in grading the assignment of student. Perfect referencing can distinguish different grade in the level of study. Avoid plagiarism Solving the problem of plagiarism to avoid educational offence, accurate references can help to avoid it. The grey line between deliberate cheating and carelessness, references assist to prove the ignorant of it. An appreciation Ideas are required from education with a prospective to strive. Strictly testing has to be applied and subjected to examination of others, this can be realised by good preparation, researching and presentation of work within the reach of public as a responsibility of formidable writers, and this can take long time to achieve. Referencing is then, to express appreciation and given regard to work of others. This is about given gratitude, respect and honouring the writer and acknowledging them. TEACHER STUDENT ROLE EXPECTATION Among all the relations in the world, teacher student relationship would consider as one of the transparent relation. All teachers have high expectations for students; their expectations may varies from student to student. Teachers have the great observation power with themselves, they have their individual views for every student who is in connect with them, they find the strength and weakness of a student and then they guide them, make them learn how to overcome with their weaknesses and how to get specialised or polish their strength. The students who come to uk for studies they belongs to different countries and in every countries the pattern of learning or teaching (studies) differ from each other say for example the students are not aware of the professional presentations who belongs to Pakistan they dont know how to present themselves in front of others they never did presentation work while studying in their country so they get nervous for the first time presenting themselves but this is very common here in uk to work on presentations because uk studies are more highlights the practical knowledge rather than the knowledge which students get from the books and other study materials. Problems faced by different students with uk teachers: Lack of bonding. Teachers have high expectation. Teachers are just to guide here, not to feed students with spoon. Lack of understanding about the concepts. Teachers are more interested to build the qualities of the students. Difficult for students to cope up with the teaching skills. Merits and demerits: Students may build their qualities but they dont get aware of their weaknesses. They learn how to perform well along with the groups but their individual skills may suffer. Students start presenting themselves to the world with more confidence but they face feeling of frustration, facing the problems while learning. Teachers are highly experienced here in terms of practical knowledge so they are tough towards students, sometime this may discourage the students. Working part time meeting your expenses In uk , students come from many different countries such as India, Pakistan, Nigeria and all have their home countries currency say for example a student from India have to convert his money from rupees to pound Because of the low value of his currency as compare to the uk currency he will go short of money in hand and he will start searching part time jobs he got disfocussed from his studies and once anyone start working here in uk he wants to earn more and more. Some of the students came here to earn money they thought of earning more money by working part time at two, three places and just start making money. There are so many expences which a student has to fulfill to meet the basic needs. The basic expenses are such as house rent, food, clothing, travelling etc. When any person come to the new country he doesnt know anything about that country so he will misuse that money because of the lack of knowledge about the country expences, when we move to a place which is developed and have high quality of food and facilities so it will charge even more to meet out the expenses. Normally, we have a huge excitment while visit a new country to see the different places, different cities, different towns, historical places, and even fun do places. When we start enjoying ourselves with all this special activities we have to invest money on it because without it nothing will come in our hand so, to meet those area of excitment one has to work for it and normally the mentality says that we can invest more easily when we earn more say for example if we had a conversion of a currency from rupees to pound it will problem a student bcauseof the fear of getting money short in his hand because he had limited amount in is hand or he borrowed limited amount from his place so, if he starts earning in pounds it will be easy to invest that money happily because that he considered as a extra money to meet out his expences than he will enjoy more and feel free to spend his money which he earned here. Factors influencing the topic (working part time-meeting your expenses) It affects the studies. It will also affect the health as well. It will disfocussed the mind in different direction. Some time it will resulted into big losses such as penalties, re-examintion fees etc. Some time students will start doing work illegally. It will result into lower grades that will impact bad senario overall on the professional career. Time management Time management is one of the most important aspects which play an important role while studying in uk. A student who come across from another country follows the different lifestyle belongs to different culture and society as well. Lots of job has to be done on time here in uk, the only person who can be successful here is the one who manages his time well, who will always keep on trying to accomplish the work before the deadlines. Importance of time management: It helps in managing the work and accomplished it before the deadlines. It creates a different image in the professional career. It allows students to learn how to value the time. CONCLUSION Students coming to uk from different parts of the world face problems like culture shock , time management , part time job, different teacher student role in the uk and avoiding plagirism. This report has covered all these aspects in the students life in uk and how they can avoid these problems. This report also has highlighted the ways to easily adapt the new studing experience and how to cope up the new challenges. REFERENCES Marx ,2001 breaking through culture shock , 1st edition Nicholas Brealey in association with cultural press. http://chestjournal.chestpubs.org/content/133/2/579.short Colin Neville, 2007. The complete guide to referencing and avoiding plagiarism

A Man For All Seasons :: essays research papers

A "Man for All Seasons" is about a man so subtle and saintly that an actor who takes on the role must be able to project an almost superhuman presence. As is evident, the story is based on the life of Sir Thomas More, man of God and chancellor to the court of Henry VIII. The year is 1530 and from what I know, actors in this movie typically wear transparent half-masks and double up on roles. More was the only member of Henry VIII's government who would not be seduced or corrupted by Henry's threats. When the king asked More to sign an oath establishing the monarchy as head of the Church of England, More refused. He could not alter the law, he said. As the play progresses and More loses his wealth and even his freedom, he becomes almost self-righteous in his strict adherence to the law. Exasperating, but he must remain sympathetic as his family goes down with him into grief and poverty. The man who plays him must show both his affectionate disposition and his unshakable piety or the script would be just an exercise in mouthing lines. What I saw from the story was how the wheels turn in More's mind, the glow of warmth and the bleakness of despair that flicker across his face. It is not enough to paint him as a man. He must be a man among grovelers and syncophants, a towering presence. A man for all seasons, in other words. In most cases, I am compelled to say that one probably would not be able to successfully preserve their integrity in a situation such as Thomas More's. But in response to the question of whether or not a man can reasonably hope to do so, I believe that More's behavioral response exemplifies a positive confirmation of such. Even if it could not be reasonably expected for a man to maintain his integrity when consistently faced with such a dilemma, it would probably be asserted that such was understandable. Somewhat indirectly, this case reminds me of Aristotelian and Platonic discussions of virtue and the nature of man. Some philosophers would probably insist that man

“Story of an Hour” by Kate Chopin – Character

A dynamic character is a major character in a work of fiction that encounters conflict and is changed by it. In â€Å"The Story of an Hour† by Kate Chopin, the emotional pattern and thought process of Louise Mallard after she is informed of her husband’s death are explored. Over the course of the hour in which the story takes place Louise has a realization about the constraints she feels in her life and in her marriage. By delineating Louise as a flat and dynamic character, Chopin is able to convey her theme that real freedom is found in death.Over the course of the story, all the characters are left as fairly flat and undeveloped. Louise is simply described as a young woman with â€Å"a fair, clam face whose lines bespoke repression and even a certain strength† (paragraph 8) and that was suffering from a heart condition. When the death of her husband, Brently, is revealed her immediate reaction was that of despair. After weeping suddenly with â€Å"wild abandon ment,† Louise retreated to her room in order to collapse in solitude (paragraph 3 and 4). The tragic realization and emotional exhaustion eventually leads Louise to a realization of freedom.By whispering â€Å"free, free, free! † (paragraph 11) under her breath and not over thinking the feeling she had, Louise was able to embrace the joy with open arms she discovered in her newfound freedom. Although she knew that she would be torn apart at the sight of â€Å"the face that had never looked save with love upon her† (paragraph 12) as a corpse, Louise welcomed the oncoming years spent in devotion to her own desires. This shift in position on death motivates Louise to realize that Brently’s death should not be dwelled on with sorrow. Motivation is a sufficient reason for a character to act the way they do.Louise’s motivation for living a liberated life comes through the open window. Through nature, Chopin provides Louise with purpose. For example, while being described, the upstairs room is left with the simplistic depiction that it has only a single roomy armchair. When her husband is no longer there to restrict her potential, the house, which was once her cage, finally opens up to the outside world. With the â€Å"breath of rain in the air† and the tree tops bursting with life (paragraph four), Louise begins her journey to her conclusion.Even though the visualization of nature, Louise is competent enough to grasp that her love for Brently could not compare to the â€Å"possession of self-assertion which she suddenly recognized as the strongest impulse of her being† (paragraph fifteen). Soon enough she had nearly forgotten her departed lover and was â€Å"drinking in an elixir of life through that open window† (paragraph eighteen). After the inhalation of submission, Louise â€Å"carried herself unwittingly like a goddess of Victory† (paragraph twenty) down the stairs.In doing so, the once emotionally unstable and physically ailed woman with â€Å"white slender hands† (paragraph ten) was able to prepare for a life without discretion or restrictions. The development of Louise only seized due to her preexisting medical condition claiming her life. However this motivation is what caused Louise to act in the ways she did and refined the theme. The development of character in â€Å"The Story of an Hour† is left stagnant. Having a flat main character allows the reader to identify with the story on a level of understanding separate from that of any round character.Although the reader is inserted into Louise’s mind, an entirely understood background for her is missing. In doing so a void is made in which the reader can implant themselves into the character’s shoes to further comprehend the exact emotions of Louise during the hour. This further expands the understanding of theme because as Louise remains in front of the window with her arms spread welcoming the years to come, since she is left lacking in detail, the reader can jump into her place; they can shed tears with her or drink the elixir of life with her.The theme that death is the ultimate release from constraint is understood in the story due to Chopin’s development of Louise as a flat and dynamic character. While companionship and love are significantly important aspects of life, Chopin was able to demonstrate that Louise was ecstatic only when she realized the new way she could live her life. After all, the Greek historian Thucydides once said, â€Å"the secret of happiness is freedom. † Works Cited: Kennedy, XJ and Dana Gioia. Literature, An Introduction to Fiction, Poetry, Drama and Writing. Seventh edition. Boston: Pearson, 2010. Print.

American History-Cold War

This work is an effort to acknowledge the Korean War. This is not an attempt to provide a history. The purpose of this work is to consider the argument that the Korean War was a natural extension of the Cold War and would not have been fought if relations with the U. S and Russia/China were not cold. Many see the Korean War as a mystery. Some parts of it seem almost immune to study and understanding. Statistics tell some things, and chronological narratives can provide a story upon which to hang data and factual information.But the problem is simply that people still do not know very much about the war. It was so complex, both in terms of its causes, and of the progress of the fighting, that the usual methods of reporting do not always tell a clear story. It was (and is) a significant part of American history, and within it are located keys to understanding America's highly transitional role in the increasingly complex world events of the time. The outbreak of the Korean War in 1950 was one of the great sea changes in postwar American history. Like the Trojan horse sent into Troy, President Harry S.Truman's June 1950 decision to intervene in the Korean crisis laid the nation bare to a bombardment of economic, political, military, and social changes. As it turned out, the Korean mobilization went far beyond preparations for America's first undeclared war; it evolved into the nation's de facto Cold War preparedness program, which came to span nearly forty years. The Korean War, which began with the invasion of the Republic of South Korea in June of 1950, can be more easily understood if we consider it as two, perhaps even three, wars.The first phase was between the United Nations and the Democratic People's Republic of North Korea. This period can be considered a victory for the United Nations. Surely there is no other word for the successful landing at Inchon in September 1950, the recapture of the South Korean capital of Seoul, and the approach, by Eighth Army on the west and X Corps on the east, to the Yalu. By the middle of November, the forces of the United Nations had scattered the troops of North Korea's army and occupied most of its territory. The goals of the United Nations, to drive the invader from South Korea, had been accomplished.The second phase, which General of the Army Douglas MacArthur called â€Å"an entirely new war,† began with the Chinese entry into the conflict. This phase must be considered much less successful. In the light of the goals established for the second stage of the war – to expel the Communist Chinese and to occupy and control the territory of North Korea – the war was a failure. But somewhere during the second year of fighting, around November 1951, the nature of the goals changed again. This change may be sufficient to define a third phase of the war.The third phase was marked by the decision to take a defensive posture in Korea. After the defeat at the Chosin reservoir and the slo w United Nations return to the 38th Parallel military victory seemed to be too great a goal. The war became one of attrition, not unlike World War I. The third phase was one of waiting, patrolling, skirmishing, destroying supplies, and attacking to kill rather than to occupy, and negotiating. If the legitimate purpose of war is to create a more perfect peace, as some have suggested, then phase three of the Korean War was its most important.Certainly the long-term goals, as well as the short-term reactions, seemed to be more directed at an easing of the Cold War than at victory in Korea. The decision made by President Harry S. Truman and his advisors to enter the war in defense of South Korea was one of major significance. Some historians believe it may have been predetermined by earlier events leading up to the invasion. On the surface, however, the decision looks like a rather abrupt shift in the administration's policy concerning Korea. The reaction gave Korea more importance than it had previously held for Americans.Later, when Truman authorized General MacArthur to move across the 38th, and seek the occupation of North Korea, that decision did not appear so much out of character. In the final analysis, however, this latter decision introduced a period of military defeat, public concern, and political difficulty. There is much about the fighting during the Korean War that, in an overview, appears paradoxical. The tremendous technological advances made during World War II paid off between 1945 and 1955. Weapon development moved quickly and weapons became more and more complex.Nevertheless, the Korean War was primarily fought with weapons left over from World War II. To a significant degree it was also fought with the strategies and often with the commanders, of that war. It was war fought in the beginning by untrained and unprepared occupation troops, then by â€Å"retreads† (recalled World War II veterans), then by draftees caught up in one of the lo osest conscription nets in modern history. Of course, it was a war in which military methodology and expectancy were severely limited.Finally, we can say that the Korean War verified Clausewitz's understanding that a limited war can be true to its defined goals only as long as it remains subject to political (civilian) control. The Korean War emphatically marked the end of the post-Second World War era. The Sovietization of Eastern Europe, the Greek civil war, the Czech coup, and the Berlin Airlift, not to mention the â€Å"loss† of China to the communists, had all served to erode what had remained of the wartime â€Å"Grand Alliance† between the United States, Great Britain and the Soviet Union that had persisted through the war and to the establishment of the United Nations.But with American, British, French, Dutch, Canadian, Australian, New Zealand, South African, Greek, Turkish, Filipino and Thai troops actually engaged in combat with Communist forces, the Cold War seemed obviously to have taken on a new and far more bitter dimension, and indeed, might no longer even merit the term â€Å"Cold War†. In the words of one scholar, â€Å"Without the Cold War there would have been no Korean War† (Mcmahon 69) In fact, the entry of China into the conflict in late 1950 unleashed apocalyptic imaginings of a Third World War, particularly amongst Americans.Even after the Armistice concluding the Korean War, the Cold War would continue for more than four decades. The Korean War marked a pivotal turning point in the global execution of the Cold War. To understand the larger context—the Cold War—is to understand how and why Korea fundamentally altered the political and economic scene in the United States. First, Korea marked the militarization of Harry Truman's containment policy.Before June 1950, the United States tended to emphasize the economic aspects of containment, during which time it sought to build a strong, free-marketà ¢â‚¬â€based international order to serve as a bulwark against Soviet communism. Once the war in Korea began, however, the United States emphasized military rearmament—here and abroad—to resist perceived Soviet aggression. Second, by militarizing containment as it did, the Truman administration globalized it as well.After Korea, the nation prepared itself ideologically and militarily to resist the Sovietsin every corner of the world. Thus, in the final analysis, the Korean mobilization was a mobilization within a mobilization: the nation began arming for the Korean conflict in the short-term while simultaneously mobilizing for the Cold War in the long-term. Division and Cold War came to Korea first and foremost because of the inability of outside powers, the United States and the Soviet Union, to devise a unification plan that would protect the interests of both (Wainstock 36).From the start the two powers regarded internal political configurations as highly unpredicta ble, so they were disinclined to encourage creation of an indigenous government that crossed zonal boundaries. The best opportunity for the emergence of such a government came in September 1945 with the rise of the KPR, a group that possessed strong linkages with the people's committees at the local level. Had the Americans supported the KPR, thus encouraging the KDP to play coalition rather than class politics, Koreans might have taken the lead in developing a vision of a united, independent country unthreatening to the great powers.Yet the best opportunity in this case does not represent a good opportunity, since such an outcome would have required extraordinary patience and trust on all sides, ingredients that were far from common at the time. The unexpected invasion ushered in a new and much more dangerous phase of the Cold War, not just in Asia but globally. Certain that the attack could only have occurred with the backing of the Soviet Union and China – a correct assess ment, as nowavailable evidence confirms – and convinced that it heralded a bolder and more aggressive worldwide offensive by the communist powers, the Truman administration responded vigorously.It immediately dispatched US naval and air forces to Korea in order to stem the North Korean advance and bolster South Korean defences. When that initial intervention proved insufficient, the administration dispatched US combat troops, which became part of an international force owing to the UN's condemnation of the North Korean invasion. ‘The attack upon Korea makes it plain beyond all doubt’, declared Truman in a 27 June address to the American people, ‘that Communism has passed beyond the use of subversion to conquer independent nations and will use armed invasion and war’ (Malkasian 21).He also revealed, in that same speech, that he was ordering the US Seventh Fleet to the Taiwan Strait, increasing aid to the French in Indo—China, and speeding addit ional aid to the pro—American Philippine government which was battling the radical Huk insurgency. Behind those four interventions – in Korea, China, Indo—China, and the Philippines – lay the American perception that a unified threat of formidable proportions was being mounted against Western interests by a hostile and newly aggressive world communist movement under the leadership of the Soviet Union and its Chinese junior partner.The impact of the Cold War on the Korean War is difficult to overstate. Not only did the Korean fighting lead to an intensification and geographical expansion of the Cold War, threaten a wider conflict between the United States and the communist powers, and foster increased East–West hostility, but it also spurred a huge increase in American defence spending and, more broadly, a militarization and globalization of American foreign policy. Beyond Asia, the conflict in Korea also hastened the strengthening of NATO, the armi ng of Germany, and the stationing of US troops on European soil.‘It was the Korean War and not World War II that made the United States a world military—political power’, diplomat Charles Bohlen has argued. With uncommon unanimity, scholars have affirmed that judgement, identifying the Korean War as a key turning point in the international history of the postwar era. America's ‘real commitment to contain communism everywhere originated in the events surrounding the Korean War’, contends John Lewis Gaddis. Warren I.Cohen calls it ‘a war that would alter the nature of the Soviet—American confrontation, change it from a systemic political competition into an ideologically driven, militarized contest that threatened the very survival of the globe’ (Anthony 42). Yet, as Cohen also notes, ‘that a civil war in Korea would provide the critical turning point in the postwar Soviet—American relationship, and raise the possibilit y of world war, seems, in retrospect, nothing short of bizarre’ (Ball 15). Certainly, in the aftermath of World War II, few places appeared less likely to emerge as a focal point of great power competition.Occupied and ruled by Japan as a colony ever since 1910, Korea factored into wartime councils merely as yet another minor and obscure territory whose future disposition fell on the Allies' already overburdened shoulders. At the Potsdam Conference, the Americans and Soviets agreed to share occupation responsibilities there by temporarily dividing the country at the 38th parallel; they also agreed to work towards the establishment of an independent, unified Korea at the earliest practicable time.In December 1945, at a foreign ministers' meeting in Moscow, the Soviets accepted a US proposal for the establishment of a joint Soviet—American commission to prepare for the election of a provisional Korean government as a first step toward full independence. But that plan soo n fell victim to larger Cold War tensions that militated against any meaningful cooperation, or compromise, between Moscow and Washington. By 1948, the occupation divisions had instead hardened. In the north, a pro—Soviet regime under the leadership of the former antiJapanese fighter Kim took on all the trappings of an independent regime.So, too, did its counterpart in the south: a proAmerican regime headed by the virulently anti—communist Syngman Rhee, a Korean nationalist of long standing. Each side regularly rattled sabres at the other; neither North nor South Koreans could accept a permanent division of their homeland. In 1948, the Truman administration, seeking to extricate itself gracefully from its Korean commitment, began withdrawing US military forces from the peninsula. American defence planners believed not only that US military personnel had become overextended worldwide, necessitating this pullback, but that Korea, in fact, possessed minimal strategic wort h.The North Korean invasion two years later brought a different calculus to the fore. Although it might have lacked great intrinsic strategic value, Korea stood as a potent symbol, especially in view of America's role as midwife and protector of the Seoul regime. Further, the North Korean attack, sanctioned and backed by the Soviet Union and China, threatened America's credibility as a regional and global power every bit as much as it threatened the survival of the South Korean government. To Truman, Acheson, and other senior decision—makers, the stakes at risk in Korea appeared enormous.Consequently, without any dissenting voices being raised, the president quickly authorized US military intervention. ‘If the United Nations yields to the force of aggression’, Truman declared publicly on 30 November, ‘no nation will be safe or secure. If aggression is successful in Korea, we can expect it to spread throughout Asia and Europe to this hemisphere. We are fight ing in Korea for our own national security and survival’ (Roe 90) That statement came right after the entry of Chinese Communist ‘volunteer’ forces into the fray, a development that changed the character of the Korean conflict – and, arguably, the Cold War as well.Truman and his military advisers grew overconfident after MacArthur turned the tide of battle in September 1950 by outflanking the North Koreans with his legendary Inchon landing. The UN forces under his command crossed into North Korean territory on 7 October; by 25 October, some advance units reached the Yalu River, along the North Korean—Chinese border. As they inched closer to Chinese territory, Mao informed Stalin that he had decided to send Chinese troops across the Yalu.‘The reason’, he explained, ‘is that if we allow the United States to occupy all of Korea and Korean revolutionary strength suffers a fundamental defeat, then the Americans will run more rampant to the detriment of the entire East. ’ Mao, too, saw broad regional and global implications in the Korean outcome. MacArthur, who had so cavalierly underestimated the Chinese military threat and whose forces were almost completely driven out of North Korea by the end of November, informed the Joint Chiefs of Staff: ‘We face an entirely new war’ (Paige 12).The world faced an entirely new Cold War by that time as well, one whose boundaries reached well beyond Europe. The emergence of Mao's regime in China, the Sino—Soviet alliance, Soviet and Chinese support for North Korean adventurism, the intervention of US and UN forces in Korea, the subsequent entry of Chinese troops, the presence of communist elements within Southeast Asia's nationalist movements – all ensured that the Cold War would remain a commanding presence in postwar Asia for a long time to come.The Korean War itself dragged on inconclusively until July 1953, when the warring parties signed an armistice that achieved little more than an exchange of prisoners—of—war and a return to the status quo ante bellum. The 38th parallel remained an ominous line of division – not just between North and South Korea, but between the Eastern and Western blocs. With the Korean conflict, the Cold War became increasingly global in scope. In the decade that followed the onset of the Korean fighting, few corners of the world managed to escape the ensnaring web of superpower rivalry, competition, and conflict.Indeed, the principal international flashpoints of the 1950s and 1960s – Iran, Guatemala, Indo—China, the Taiwan Strait, Suez, Lebanon, Indonesia, Cuba, the Congo – lay well beyond the Cold War's original boundaries. Only Berlin, whose contested status triggered Soviet–American crises in 1958 and again in 1961–2, belongs to the set of immediate post—World War II disputes that precipitated the East–West breach in the first place. From the standpoint of the great power struggle, the grounds for defending South Korea were strong.It was believed that if the North Korean aggression succeeded, Indo-China would be almost certain to fall under Communist control, with the aid of whatever Chinese forces were necessary. The snowballing effect of Communist triumphs might make Thailand and Burma relatively easy conquests. Since Indo-China is strategically the key to all South East Asia, the stubborn communist guerrilla movement in Malaya might be expected to gain momentum, with aid from the north, and gun-running to the Huks in the Philippines would not be too difficult.Both in the Philippines and Japan, also, the psychology of Red success would operate powerfully. In the end it might be difficult to hold Japan, especially since she cannot exist, apart from American doles, in the absence of trade with China and South East Asia. As in every crisis of the Cold War, the image of the falling dominoes was allow ed free rein. Thus far the Truman Doctrine had been enforced in Europe, but it had been a dismal failure in East Asia. If now the tremendous triumph of communism in China were capped by further Red gains in Asia the effect on Europe might be decisive.In the United States, too, the result might well be decisive politically for the Truman Administration. Its foes were already making capital bitterly about the non-enforcement of the Doctrine in China. If it collapsed in Asia there would be a mighty outcry indeed. A stage in the Cold War had come which seemed to compel a defense of the Doctrine in Asia. These considerations were sufficient to induce resolute action in Korea, without going to the defense of the United Nations. Up to this time enforcement of the United Nations Charter had not been a compelling motive in Washington.The UN was brushed aside in Greece, and independent action taken to defeat the Communist guerrillas. In Indonesia the United States had brought strong moral pre ssure to bear on the Netherlands in the Security Council, but no troops and planes were sent to fight the Dutch when they defied a UN cease fire order. Nor did the United States mobilize the UN to save the infant Israeli Republic when five Arab states invaded Palestine in 1948 to overturn by force the partition plan adopted by the UN General Assembly.Defiance of the United Nations could not have been more flagrant, but the United States moved no troops and planes to save the victims of Hitler's hate who had gathered in Israel, and who appeared to be on the point of being destroyed by the armies of UN members converging on them from all sides. In the end Israel was saved by her own heroic fighting, with arms obtained largely from communist Czechoslovakia. The United States gave no armed support to Israel as the ward of UN. The Koreans did not ask for the division of their country, even temporarily.They also organized a government which was broadly representative and quite capable of governing the country. But neither the U. S. S. R. nor the U. S. A. would permit this government to function. Each insisted on creating a government for half the country in its own image. In this attempt the Soviets succeeded, but the United States brought a twenty-year emigre back to Korea and permitted him to build himself up into a lifetime despot capable of inviting the American people in their own capital to join him in self destruction.Division having resulted and hardened, two successive attempts to unite Korea by force were made, but the outcome was a great power war which nearly destroyed Korea and did not significantly alter the division of the country. On the contrary, the division was hardened and South Korea was left an overpopulated, undernourished, unviable country, existing only on the military dole of the United States and under a police state government which was a standing invitation to revolution – Red or otherwise.To highlight the argument, it is necessar y to review the years 1945 through 1948. There can be no more striking reflection of Korea's dependence on others than the decision to divide the peninsula into occupation zones in 1945. Koreans had no input in the decision because they had no recognized government or armed forces to defend their interests. They had been swallowed up in the Japanese empire early in the century and were now being freed from that status because of Japan's defeat in a war in which Koreans had contributed more to the losing than to the winning side.Prospects for the peaceful unification of Korea from August 1945 onward were between slim and nil. The first step toward June 25, 1950, had been taken by the great powers—alone. Koreans in 1945 were deeply split among themselves—between close collaborators with the Japanese and underground dissenters; between landowners and peasants; between businessmen and factory workers; between police and civilians. These divisions had festered beneath the s urface before 1945, as the Japanese used the strategy of divide and conquer to ease the task of ruling Korea.The collaborationist issue aside, many of the disputes were foreshadowed in the divisions among exiled independence groups. After liberation from Japan they burst into the open on the peninsula itself. Their existence eliminated any chance for a united indigenous resistance to the country's partition by outsiders. Yet the particular form the divisions took and the ultimate outcome of the resulting conflicts were deeply influenced, indeed often determined, by the foreign presence.That the exiled groups during the Japanese period had looked to outsiders for assistance—Nationalist China and the United States in the case of the Right, the Soviet Union and Communist China in the case of the Left—and that one of the outsiders on each side now occupied half of Korea greatly magnified the problem. The trusteeship issue represented an extreme case, since it was totally c reated by the outsiders. Although the Soviets were able to keep the Korean Left in line on trusteeship, the Americans never persuaded the indigenous Right to support it—or even to exercise restraint in attacking it.Ultimately the United States gave in to Syngman Rhee and abandoned trusteeship, but only because, by September 1947, he represented the best hope for keeping South Korea out of Communist hands, an important U. S. objective in its own right. By the end of 1948, two indigenous governments existed on the peninsula, one exercising authority above the thirty-eighth parallel, one below it, one leftist in orientation and aligned with the Soviet Union, the other rightist and aligned with the United States.It is impossible to imagine this result without the Soviet-American agreement of 1945. If the situation in Korea at the end of 1948 cannot be grasped without reference to the foreign presence since 1945, it is also fair to say that the picture is incomplete without mentio n of the civil conflict that had waxed and waned below the thirty-eighth parallel since the fall of 1946. The unrest began in September with strikes and riots by workers in several cities and soon spread to the countryside, where landlords became frequent objects of attack.Hundreds of civilians and police died in the turmoil. The Left lost heavily in the violence, and for the next year, while unrest was widespread at the village level, it appears not to have been as well coordinated as before. The violence picked up greatly during 1948, with the biggest revolt against government authority beginning in April on Cheju Island. By the end of the year, guerrillas operated extensively on the mainland, so much so that the United States decided to postpone withdrawal of the last of its combat troops from the South.Six of South Korea's eight provinces eventually saw substantial guerrilla activity, which peaked in the fall of 1949 and subsided in the spring of 1950 as a result of strong count eraction by ROK forces. Violence in the South from late 1946 to mid-1950 brought death to some one hundred thousand Koreans. If the Americans were instrumental in suppressing the activity, the Soviets played an integral role in fostering it.Although the general strike in South Korea of September 1946 appears to have begun at the initiative of the Korean Communist Party below the thirty-eighth parallel, the Soviets soon took an active part, giving advice, which the southern rebels often solicited, encouragement, and considerable financial aid. The Soviets also pushed successfully for the merger of the three leftist parties in the two zones and participated in the training and infiltration of North Korean agents and guerrillas into the South.The unrest in South Korea grew in part out of local conditions, but neither its origins nor its course can be understood without devoting heavy attention to activities originating in the North or to actions heavily influenced by the Soviet and Ame rican presence on the peninsula. The local, national, and international forces blended together in a manner that would have made the actual course of events largely unrecognizable with the elimination of any of the three (Stueck 44). On June 25, 1950 NorthKorea invaded South Korea.The invasion was less important in actual strategic terms than in what it symbolized: a confirmation of the aggressive nature of Soviet communism. President Truman attached this symbolism immediately to the war. In his statement issued on June 27 the president declared: â€Å"The attack upon Korea makes it plain beyond all doubt that communism has passed beyond the use of subversion to conquer independent nations and will now use armed invasion and war† (Lowe 120). In response he ordered the Seventh Fleet to protect Formosa, sought U. S. condemnation of the North's aggression, and eventually committed U. S.military forces under the auspices of the United Nations to fight the Korean War. The cold war had suddenly turned into a hot war. But it was a hot war of a peculiar kind. In fact, it was the new face of war in the postwar world. The Korean War was a proxy war fought in Korea but symbolizing the worldwide struggle between the free world and the communist world. If the North Korean invasion symbolized communists' intentions to dominate the world, the U. S. response symbolized the resolve of the United States to resist Soviet domination. It was a critical moment. Metaphysical symbolism replaced tangible objectives as the focal point of war.Such a transcendental transformation had its roots in the original request of economic aid to Greece and Turkey, but it was to have consequences that would reach to the rice paddies of Vietnam. The anticommunism rhetoric was now pervasive and complete. Politicians and people interpreted the meaning of each of these three sets of events – the Hiss conviction and the other charges of domestic communist activities, the invasion of South Korea by the North, and the Chinese intervention into that war – by the standards of that rhetoric and at the same time used these events as proof that the rhetoric was correct in the first place.It was a classic tautology. Understanding and proving arose simultaneously and led to action. And action confirmed the understanding and proof. The Korean War was the linchpin of these final proofs. John Lewis Gaddis (1983) remarked that the widely shared but erroneous impression that the invasion of South Korea was the first military step in the Soviet Union's plan to conquer the world had three important consequences: (1) the transformation of NATO from â€Å"a traditional mutual defense alliance into a[n] integrated military structure† that led to the appointment of a U.S. supreme commander of NATO and the stationing of U. S. troops in Europe; (2) the rearming of West Germany and the signing of a peace treaty with Japan, thus making alliances with old enemies to fight a new enemy; and (3) the approval of National Security Memorandum No. 68, better known as NSC-68 (32). Perhaps the only issue on which the United States and China had significant common interests concerns the Korean peninsula. Washington and Beijing had a strong interest in preventing North Korean acquisition of nuclear weapons.Not only would a nuclear-armed North Korea make a North-South war far more dangerous, but it might also encourage South Korean and Japanese acquisition of nuclear weapons and cause a nuclear arms race in Northeast Asia. Thus, at times Beijing has applied economic pressure on North Korean rulers, assisting U. S. efforts to compel Pyongyang to curtail its nuclear program. Indeed, Chinese policy toward nuclear proliferation into North Korea was one Chinese policy that consistently drew praise from Washington for having â€Å"concerns similar† to America's and for playing â€Å"an important cooperative role† and providing â€Å"critical cooperation† in U. S.efforts to freeze North Korea's nuclear program. China has also been supportive of U. S. efforts to bring about North Korean participation in the four-party peace talks involving the two Koreas, China, and the United States (Guttmann 59). The United States and China also shared an interest in preventing economic and political instability in North Korea from leading to war between the two Koreas. China has contributed to this common objective of a â€Å"soft† rather than a â€Å"crash landing† of the North Korean government by encouraging Pyongyang to open its economy to foreign trade and investment and by supplying it with subsidized energy resources.As the North Korean economy rapidly deteriorated, Beijing supplied Pyongyang with emergency food and clothing supplies. Since then, Beijing has continued to provide North Korea with food, consumer goods, and energy assistance. But even U. S. -China relations on this relatively cooperative issue had tensions. Whe reas Washington's policy toward North Korea was primarily focused on preventing nuclear proliferation, Beijing's policy attached equal weight to its vital interest in preserving its significant influence in a border state located at the intersection of all of the great powers.Moreover, Beijing had even greater interest than Washington in preventing war on the Korean peninsula, insofar as it would be waged on China's border and could spill over into Chinese territory. U. S. China friction results from Washington's frustration when Chinese caution inhibits Beijing from applying greater pressure on the North Korean leadership. Thus far, U. S. -China common interests in regional stability have prevailed, but should the U. S. -North Korean agreement collapse, U. S. -China tension over North Korea could intensify.The nuclear problem on the Korean peninsula was, in part, a holdover from the Cold War. It stemmed, ultimately, from the division of the country and the threat to the status quo posed by the Communist regime in the north – the same set of circumstances that had led to war in 1950. The same dictator – Kim II-sung-who had launched the attack in 1950 was in power and threatening to acquire nuclear weapons in 1994. The problem of North Korean nuclear weapons produced a political alignment in the region that demonstrated the differences between the Cold War and post-Cold War eras in yet another way.In 1950 the United States and Japan were allied with South Korea against North Korea, the Soviet Union, and the People's Republic of China (Buzo 89). Korea has common borders with both Russia and China. All four powers participated, directly or indirectly, in the Korean War of the 1950s. The Korean War was extension of the conflict in and the Cold War, at least in American eyes. North Korea, China, and later Vietnam were seen in Washington as part of a single Communist bloc, all allies and instruments of Moscow. A scenario suggests that the Soviet Union, North Korea, and Communist China conspired to begin a war in Asia.The North Korean invasion of South Korea was the opening move in a Communist offensive for worldwide domination. However, while it is fairly certain that Premier Mao Tsetung and Stalin were both aware of North Korea's decision to invade, there is less evidence that the nations involved were acting under the aegis of international communism. In fact, failure to understand the difference between national and international communism is a significant part of the inability of the United Nations to comprehend the depth of the problem it faced.The actual element of conspiracy, it there was one, may have been in the willingness of major political powers to use small and vulnerable nations in the Cold War. 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