Soviet American Relations 1929 Essay Example | Topics and Well Written Essays - 1250 words

Soviet American Relations 1929 - Essay Example No incident in examining a history of relations between these two powers is independent of other events that occurred prior to or during any such dialogue. To understand the context in which it is written demands an understanding of the milieu of the era. In order to facilitate this, I will first examine briefly the period prior to the Litvinov/Stimson communications from both the American and the Soviet perspective. At the culmination of World War One the United States engulfed itself in what is frequently termed as "Isolationism". The term infers that foreign policy dictated that the United States not concern itself with outside influence and concentrate instead on building a solid national base. This idea of isolation although embraced by many simply was not the case, nor was it the United State's intention during the 1920's. After World War One many American's felt that, although the Allies were victorious, the reasons for American involvement in the war were politically motivated rather than in the United State's best interest. More so, the loss of life suffered during the war intensified this feeling. Although not implicitly stated, many, at the time, felt that the United State's involvement was, in effect, to help the British government save face and retain their position as a global power. Although the United States did in many respects remove itself from direct intervention in the world relations, it was far from isolating itself. Much focus was placed on internal strengthening and development within the country, but at the same time America was still a key figure in world diplomacy and politics. The greatest contention between the United States and the Soviet Union at this time was the fall of the Russian government and the establishment of a Marxist's doctrine in what became the Soviet Union. After World War One Germany and the Soviet Union were virtually 'social outcasts' within the world political scene. Dialogue between the Soviet Union and the United States at the conclusion of the war was further strained by the Soviet Union's realization that American prisoners of war held by the Soviet government could be used as bargaining leverage to gain the United States' legitimization of the new Soviet government. Having previously negotiated for exchange of prisoners w ith the Soviet Union, the United States was unwilling to relent to these pressures when the Soviet government withdrew from the agreement and steadfastly refused to acknowledge its world legitimacy. Instead, the United States turned to Britain and France to assist in the negotiation for release of all three countries prisoners of war. The United States although politically refusing to recognize the Soviet Union as a sovereign nation - did so after World War One as it built, developed and strengthened economic ties. The national agenda of the era was to fabricate a strong economic base within the United States, but foreign investment including investment in the Soviet Union was prevalent by American industry during this period. During such times, as steadfastly as the United States refused to acknowledge the new communistic creation of the Soviet Union,

Discuss the IOM(institute of medicine) reports and how the reports Assignment

Discuss the IOM(institute of medicine) reports and how the reports apply to your specific practice area. Do you agree with the recommendations - Assignment Example The report also discusses the education of the nurses and their views to enhance their education. The nurses should be allowed to work along with the physicians and health care professionals in designing health care (Davis, Davis, & Williams, 2010). Registered Nurses (RN) are qualified and trained to perform an initial assessment of the patients. It is a part of their job to make health care plans for the patients. They are not allowed to do so in various states of US. The report also discusses the barriers that the nurses face in carrying out their duty. It is a reality that nurses are not given equal rights to practice their duty, and IOM and RWJF has joined hands and taken initiative to transform the nursing profession (Muehlbauer, 2012). The recommendation provided in this report is fair and just. The regulations of the state and its conflicts with APRNs must be resolved, so that the nurses can practice what they are trained to do during their education. If the nurses are trained to perform some task, which is a part of their course, then, they should be allowed to apply that part of the training in her professional life (Baljekar & Malet, 2014). Davis, S. P., Davis, D. D., & Williams, D. D. (2010). Challenges and Issues Facing the Future of Nursing Education: Implications for Ethnic Minority Faculty and Students. Journal of Cultural Diversity, 7 (4),

International Business Research Question and Answer

International Business Research Question and Answer Question 3 You are the CEO of a company that has to choose between making a $100 million investment in Russia or Poland. Both investments promise the same long-run return so your choice is driven by risk considerations. Assess the various risks of doing business in each of these nations. Which investment would you favour and why? Answer INTRODUCTION International Business International Business is evolved from international trade and international marketing. International business is a crucial venture due to the influence of varied social, cultural, political, economic, natural factor and government policies and laws. According to Michael H. Moffett, â€Å"International business is the process of focusing on the resources of the globe and objectives of the organizations on global opportunities and threats in order to produce, buy, sell or exchange of goods and services world-wide. Factors Lead to International Business Establishment of WTO Globalization of Economies Rapid technological Advancement Enlargement of European Union Increase in competition Higher growth rate of GDP in developing Countries Increase in business alliances in degree and variety Emergence of supportive institution RUSSIA Russia is the worlds largest country in terms of territory. Its consumer market consists of over 140 million people. It has vast resources, a highly educated workforce, and technologically advanced research and production capabilities. Still, Russias economic potential remains largely untapped. Many investors shy of Russia amid growing concerns that the political system in the country is breeding dissent among the population. As such, the economy has been in a state of flux in recent months and its close proximity to Europe amid the financial crisis remains a pivotal danger. However, none of these things change what Russia has to offer. Its technological capabilities matched with its natural resources give the countrys economy great potential. Political turmoil will only drive prices down, making it a better time to invest in this country. Investment Climate and Opportunities Overview 1. Dynamic Economic Growth 2. One of the Largest Consumer Markets 3. World-Renowned Human Capital 4. Vast Natural Resources 5. Unique Geographic Position 6. Technologically Advanced Economy 7. Attractive Taxation System 8. Extensive Government Support 9. Stable Social and Political System RUSSIA’S ECONOMIC OVERVIEW Russia has undergone significant changes since the collapse of the Soviet Union, moving from a globally-isolated, centrally-planned economy towards a more market-based and globally-integrated economy, but stalling as a partially reformed, statist economy with a high concentration of wealth in officials hands. RUSSIA: RISK ASSESSMENT 1. SLOW DOWN IN GROWTH: Growth has slowed down in Q2. This trend should beconfirmed over the whole of 2012, with the Russian economyhowever holding up in a very depressed internationaleconomic context. Oil production reached a record level inthe middle of the year. On the other hand, industrial productionhas suffered from a fall in demand from the mainpartners of Russia (European Union and China). Investmenthas been curbed by a rise in production costs reducingcompany profits. Private consumption, the main driver ofthe Russian economy, was buoyed in HY1 by the rise inwages and social spending, growth in banking credit aswell as the good state of the employment market. However,the rise in inflation is now affecting the increase in realwages and therefore domestic demand. Inflationary pressurehas increased since June, under the effect of the risein the price of food (increased by the effects of the summerdrought) and public services (energy). The Central Bankraised its refinancing rat e in mid-September (from 8% to8.25%) to try to contain the rise in prices within the limit ofits 6% target. 2. BUDGET CURRENT BALANCES DEPENDENT ON OIL PRICES: The 2012 budget was amended in June to take accountof an expected rise in oil prices (from $100 to $115 a barrel),which increases fiscal revenue and allows expenditureto be maintained. Oil revenue accounts for half of Staterevenue and the price of oil ensuring equilibrium in publicfinances has doubled since 2008. Taking into account therecent change in the price of a barrel, revenue should bebelow that expected while expenditure will not be reviseddownwards. Consequently, the balance should be slightlyin deficit at the end of the year. However, Russian publicfinances remain solid with public debt below 10% of GDP,leaving the government some room for manoeuvre, at leastin the short term. 3. COMPLEX JUDICIAL SYSTEM: Property rights are widely perceived to be contingent on political connections, and intimidation of businesses by the FSB and police for political and financial ends is frequent. Red tape stifles innovation, and lack of transparency makes adequate partner due diligence elusive. The judicial system is also problematic: legislation implementation is broadly unpredictable and the independence and integrity of Russian courts is deeply flawed. 4. CORRUPTION AND LACK OF GOVERNANCE: Corruption and weak corporate transparency is another major ongoing risk for investors. Many analysts admit say that this is a big problem particularly among some of the smaller companies, whose accounts are not particularly transparent. Even well-known and respected companies like IKEA which heavily focus on practicing ethical businesses activities declared a moratorium on subsequent Russian investments due to the ongoing concerns of corruption. Based on the Corruption Perception Index, Russia has a lot of obstacles to fair and efficient business practices. Even Iran, Libya and Pakistan are perceived as having less corruption. 5. POLICIES: Russia’s economic and fiscal policy is not investor-friendly. The tax code is overly complex. Russia also has a distinct penchant for protectionism: despite its WTO accession, it continues to unpredictably implement levies, tariffs and bans on hundreds of imports. Tight relations between business and politics are highly detrimental to the business environment. POLAND Polands economy is much smaller than that of Russia. However, with a strong consumer market of 38 million, it is still one of the biggest markets in Europe. The country benefits greatly from its geographical location, which makes it possible to export goods to all European countries and thus reach over 500 million consumers. Similar to Russia, Poland has a highly educated workforce. Therefore, Poland also falls victim to its proximity to Europe and the ongoing crisis. For these reasons many investors are also shying away from this nation. In these trying times though, Europe still remains a solid economy, and though it has faltered, it has managed to remain intact. As investors flee Europe amid growing concerns over the failure to revive the economy and provide successful solutions, Poland offers a great bargain. Polands economic performance could improve if the country addresses some of the remaining deficiencies in its road and rail infrastructure, business environment, rigid labour code, commercial court system, government red tape, and burdensome tax system. ECONOMIC OVERVIEW OF POLAND Poland has the largest economy in Eastern Europe, and one of the highest levels of foreign investment at $13.9 billion as of 2006. Polands economy has been growing quickly, at about 6%, for the past 5 years, and was growing at an even faster pace before this. Despite its GDP growth, Poland faces numerous economic issues; it has chronic high unemployment, low wages despite significant increase of productivity, massive flight of educated population abroad, and low level of innovativeness and highest percentage of people working for national minimum wage among countries of European Union Poland: Risk Assessment 1. DECELEARTING GROWTH IN 2012: Economic activity remained sustained in 2011, despite a slowdown in growth during the last quarter. Growth has continued to decelerate in 2012. Household spending, which represents 60% of GDP, effectively remains low due to a decline in consumer confidence, in conjunction with an annual inflation rate of 3.8% in August 2012, a public sector wage freeze and deterioration in the employment market (13.3% unemployment). The Polish trade deficit shrank in 2012 following a contraction in domestic demand in Q2 VS. Q1 (-3.1%) and slowing exports (+0.8%). Although exports were impacted by a slowdown in Western Europe, exports towards Russia and Ukraine progressed by more than 20%. The heavy deficit in the income balance wiped out most of the positive effect from the trade improvement. The impact of external trade on GDP was nonetheless limited on account of the low level of trade openness compared to other Central European countries. An expected reduction in i nflation should enable the Polish central bank to modify monetary policy. The governor has committed to cutting rates in the event of an economic slowdown. Despite the decline foreign investment flows will cover the current account deficit. At the end of July 2012 net investment flows covered the deficit, i.e. EUR 8 billion. The private construction sector was weighed down by a fall in household demand. The construction production index published monthly by Euro stat fell 8% over the first 7 months of 2012 compared to 2011. Furthermore, the construction sector was boosted, during several months, by the organisation of the European football championships in June 2012 (stadiums, hotels, road networks †¦) with support from public investment. Corporate credit remained dynamic during Q1, particularly in zloty terms, but investment will decelerate sharply over coming months. 2. STRUCTURE AND HIERARCHY IN POLISH COMPANIES: Organisations in Poland have a strong respect for hierarchy and authority, with structure and delegation coming from above. This hierarchical style is reflected in manyPolish businessformalities and settings, including the decision-making process and the use of professional titles. Seniority in Polish organisations is acknowledged and respected and the corporate hierarchy is often formed on the basis of age and educational background. For this reason, when negotiating, it is advisable to send delegates of a similar status to those of Polish colleagues, both in age and professional qualifications. Rules and regulations are an important part of the Polish business environment so Polish counterparts may expect theirbusiness partners to know and appreciate established etiquette and business protocol. 3. RELATIONSHIPS: Doing business in Poland requires an understanding of the importance of relationships in polish businessculture. Building individual relationships is essential to the success of business objectives, especially in the long term. Polish people take time to establish relationships with business partners and to build trust. Poland has a family-focused society, and poles value building and maintaining close personal relationships. This may be considered as a challenge for many foreigners doing business in poland who are not used to sharing personal information with their business partners. For poles this is one of the stages of the trust-building process. 4. COMPLEX BUREAUCRACY: Although Poland’s per capita GDP is increasing relative to the rest of the EU, it amounts to less than 70% of the EU average. Nonetheless, strong domestic consumption is one of the engines of growth in Poland. Poland has made great strides toward improving the commercial climate, but investors point to an inefficient commercial court system, a rigid labour code, bureaucratic red tape, and a burdensome tax system as challenges for foreign companies. 5. IMPROVEMENTS IN INFRASTRUCTURE: Although many infrastructure improvements have been completed or are underway, Poland still has much work to do in order to modernize its road and railway network. Weaknesses in transportation infrastructure increases the cost of doing business for U.S. businesses by limiting ready access to all of the markets within Poland and diminishes the country’s current attractiveness as a regional distribution hub. Internet access and connection strength is good in the cities, but still very limited in less populated regions. 6. IMPROVING PUBLIC FINANCES: The Public finances development and consolidation plan implemented by the government in order to respect Maastricht criteria from 2013 onwards will be pursued. The public deficit, which reached almost 8% of GDP in 2010, is expected to fall below 4% in 2012, through higher taxes on oil products and an increase in social contributions. As a result, public debt should stabilise at around 55% of GDP. However, as a large proportion of the debt is held by non residents, it is vulnerable to risk aversion among investors. Furthermore, the European recession has weighed on foreign direct investment flows in 2012 which has meant that the only stable capital flows financing the current account deficit have come from European structural funds. The Polish banking system seems relatively robust, with capitalisation ratios in excess of Basel III minimum requirements. However, subsidiaries of foreign banks, which are mostly implanted in the euro zone, represent two-thi rds of the banking sector, which is therefore dependant on foreign capital. Banks remain highly exposed to currency risk, as household loans denominated in foreign currency account for 14% of GDP. Furthermore, the zloty depreciated by 8% of its value against the euro between January and September 2012. 7. A COMPARATIVELY STABLE POLITICAL CONTEXT: -The 2010 presidential election resulted in Bronislaw Komorowski leading a coalition between his centre-right party (PO), which had been in power since October 2007, and the Polish people’s party (PSA). The general elections held on 9 October 2011 confirmed the coalition’s position. The Prime Minister, Donald Tusk has made budget deficit reduction a priority. However, the latest opinion polls highlight growing popular discontent with current fiscal austerity. Furthermore, the adoption of the euro has been postponed due to the single currency’s current lack of appeal according to the Prime Minister. CONCLUSION Both countries have positives and negatives aspect of investment. But after assessing risks Quotient in these two countries one can conclude that it is difficult to set up new facility in Russia. Because there are more factors affecting risk perception in Russia as compared to risk perception in Poland. Poland is better option than Russia REASONS FOR THIS The only EU country to have avoided recession in 2009 FDI appeal is reinforced by the size of the domesticmarket Diversified economy The highest absorption rate of European structuralfunds in emerging Europe

Comparing Dubliners and To the Lighthouse Essay -- comparison compare

Comparing Dubliners and To the Lighthouse In Dubliners and To the Lighthouse, James Joyce and Virginia Woolf explore the depressing results of lives devoid of growth or meaning versus those who dare to live their lives in spite of all strife and adversity. Joyce and Woolf are both concerned with the meaninglessness of stagnant lives, the first operating in pre-WWI Ireland, the second in England during and after the war. "The Dead" and To the Lighthouse both reveal the despair of lives that occupy but do not fill the short span of time between birth and inevitable death. With "The Dead", Joyce brings his lament for Ireland's plight to its depressing yet strangely peaceful conclusion. Like all the previous stories in Dubliners, "The Dead" gives the reader a heavy dose of the social depravity of an Ireland torn by internal war. Everyone in the story seems so caught up in remembering the faded glory of the past that the living have become even more stagnant and perished than the dead themselves. Aunt Julia appears first as a faded flower: "her hair...was grey; and grey also, with darker shadows, was her large flaccid face. ...[She had] the appearance of a woman who did not know where she was or where she was going" (187-188). Even this initial description seems to be of one near or even past death. Even while singing more beautifully than she ever had (202-203), she seems more prepared for her funeral than "Arrayed for the Bridal". She has both authored and, for every Christmas party she has ever thrown, performed this song about a wedding, and yet has never herself married or produced children. Her life, though intermittently beautiful while it has lasted, will soon end in obscurity, fruitless, childless, "wasted", as her ... ...ort of lasting meaning. What the lamented heroes of old had, and the zombie-like characters of the present generally lack, is the knowledge that the formation and maintenance of emotional bonds between human beings are the only meaningful enterprise of the human spirit and the only worthwhile endeavor of the human life. Both authors make it clear that those who spend their lives going through the motions of an unemotional society waste their lives as slowly and painfully as their bodies waste away. For them, the only way to truly live one's life is to follow the feeling, the passion of the soul. Works Cited: Benstock, Bernard. Critical Essays on James Joyce. G.K. Hall & Co. Boston, Massachusetts: 1985. Joyce, James. Dubliners. New York: Washington Square Press, 1998. Woolf, Virginia. To the Lighthouse. New York: Harcourt, Brace, Jovanovich, 1989.

Symbols and Motifs in King Lear

The issue of blindness is associated most obviously with Gloucester, who is blinded in the course of the play. It is peculiarly right for Gloucester’s eyes to be the organs through which he is tortured.  Ã‚   Gloucester thought he saw the truth about his sons, but was in fact blind.   With his eyes put out he does indeed see the truth. â€Å"Gloucester before he lost his eyes was spiritually blind, and could not tell the difference between a good son and a bad† (Muir, lx). It is this physical suffering that brings out the long debilitated moral stamina that has underlain his sympathy. Losing his eyes enables him to reach heroic and tragic proportions. He surely has the right to say, â€Å"All dark and comfortless† (III, vii, 84).   There is no irritating shadow of egotism on his accounts of his predicament. And when he learns that Edmund has betrayed him, his response is astonishing and wonderful: â€Å"O my follies!   Then Edgar was abused. / Kind gods, forgive me that and prosper him (III, vii, 90-1).   He knows that his injury to Edgar can never be forgiven:You cannot see your way.I have no way, and therefore want no eyes;I stumbled when I saw†¦.(IV, i, 17-19).Gloucester’s blindness is also a reflection of the unreformed Lear’s arrogant folly, and his inability to tell a good daughter from a bad, until he has been through his own ordeal.The StormIn III, i, the Gentleman gives us an account of Lear’s behaviour which shows him as, in a way, indulging in a sort of theatrical display, enjoying the spectacle of himself suffering in the storm.   The storm seems to appeal to Lear as a sort of melodramatic setting for a display of what is at this point his martyr-like self-pity. â€Å"tears his white hair†¦/ Strives in his little world of man to out-storm / The to-and-fro-conflicting wind and rain† (III, i, 6-10).   But Lear has not yet reached the truth about himself.   This is important be cause it is tempting to see the storm as a symbolic event, and Lear as man in the abstract contending with the forces of evil.   Shakespeare makes us stand back from Lear still, and not identify with him. The real meaning of the storm lies in the thought that it was inhumanly cruel of the daughters to shut him out on such a night.Certainly Kent’s description of the peculiar severity of the storm prompts one to see it as more than just a physical event. He has never in his life seen â€Å"such sheets of fire, such bursts of horrid thunder† (III, ii, 46) etc., and the implication is that the storm has more than natural causes.   This leads Lear to his reflection on the power of the storm to purge evil and crime:   Ã¢â‚¬Å"Let the Great Gods, / That keep this dreadful pudder o’er our heads, / Find out their enemies now†¦Ã¢â‚¬  (IV, ii, 49-51). His growing madness takes the form an obsessive interpretation of all ills in terms of his own personal sufferin gs.   Shakespeare makes sure we see the point: â€Å"this tempest in my mind / Doth from my senses take all feeling else / Save what beats there† (III, iv, 12-14).It is the internal tempest that matters in the drama, and the way it brings Lear to some sort of wisdom. The wildness of the elements leads him to a great advance when he sees Edgar as elemental man. Here real truth starts to appear to him: â€Å"Is man no more than this?†¦ unaccommodated man is no more but such a poor, bare, forked animal as thou art† (III, iv, 105-111).  Ã‚   He sees, for the first time, beyond the surface of things, and understands the folly of snobbery and blind selfishness in human life. His own trappings of pomp are vain, he sees himself as deluded, and Edgar as the truth.MadnessLear’s collapse into madness is his way to transformation.   One of his mad notions is to imagine the mock trial of the sisters.   The symbolic force of this is evident:(To Edgar)   Thou, r obed man of justice, take thy place.(To the Fool)   And thou, his yoke fellow of equity,Bench by his side.   (To Kent)   You are o’th’commission;Sit you too. (III, vi, 37-40).Here is a Christian inversion of the social order; a mad beggar, a fool, and an exiled man are set up over the mighty to sit in judgement on them.   It is a mad fancy of Lear’s, but it has a deep significance in the criticism of false sophistication that the play poses.   An unjust society has helped Lear to be an egotist and to do evil, as Kent said in the first scene.   Now Lear is learning and regrets his own â€Å"sophistication† in the face of Edgar, â€Å"the thing itself†.   What he is learning is the need for humility, and respect for others, and the importance of setting one’s eyes on the real truths of human existence if one is to live decently and with meaning. The knowledge Lear gains is percolated through his madness.But Gloucester does not go mad.   He endures everything.   As he learns from Edgar’s lesson on the â€Å"cliff†, it is not man’s right to choose his end. The point of that strange scene seems to be summarised at the end by Gloucester’s description of their relative fates:The King is mad: how stiff is my vile senseThat I stand up, and have ingenious feelingOf my huge sorrows!   Better I were distract:So should my thoughts be sever’d from my griefs,And woes by wrong imaginations loseThe knowledge of themselves. (IV, vi, 28106)  Ã¢â‚¬Å"I suggest that through him we grasp the central thread, which has to do with love and suffering and sticking it out to the end†¦ Lear is spared the worst. Gloucester gets it† (Mason, 1970, p.200).In Lear’s crazed mind all authority is in the hands of those who are unworthy.   It is only their established power, their rank and ceremonial clothes that distinguish the judges from the accused.   Morality is cynically ig nored.   Only selfishness rules.   â€Å"Let copulation thrive† – and the world in Lear’s distorted mind looks very like that presupposed by Edmund’s view of nature, a sort of jungle of self-interest, power and lust.BetrayalWhen Cordelia refuses to do what her foolish father wants in the first scene she invokes the idea of the bond. â€Å"I love your majesty / According to my bond† (I, i, 92-3) And by â€Å"bond† she means something quite different from the â€Å"bondage† that he interprets it as.   The question of the bonds of human relationships is central to the play; why human beings fail in their bonds, as the daughters do with Lear, and Edmund does with his father is the horrific mystery that Shakespeare cannot solve.   Cordelia goes on to spell out, in an embarrassed way – she had always thought it was obvious – what she means by â€Å"bond†.It is the natural range of duties and affection that exist between children and parents.   Kent too speaks of another bond, the sacred responsibilities of service. â€Å"Royal Lear, / Whom I have ever honour’d   as my King, / Lov’d as my father, as my master follow’d†¦Ã¢â‚¬  (I, i, 139-141).   It is the betrayal of these bonds that causes such chaos in the moral world of King Lear, of which Jan Kott says â€Å"There is neither Christian heaven, nor the heaven predicted by humanists.   King Lear makes a tragic mockery of all eschatologies† (Kott, 1967, p.116).Edmund’s speech in I, ii is plain because his thought is plain.   There is no hesitation in him because there are no doubts, and no traces of decent feeling in him at all.   He is utterly conscienceless.   Nothing in him works to check the urge of ruthlessness. His closeness to the sisters is clear.   His â€Å"Nature†, it is pretty obvious, is a different concept from that assumed in Cordelia’s definition of the n atural â€Å"bonds† of feeling and duty which underlie decent society.   It is, for him, nature as expressed in the law of the jungle – naked self-interest and the pursuit of power.   He is appalling in his plainness.   The sisters are equally ready to betray normal ties. It is astonishing to hear Regan’s total failure to respond to Lear’s appeals for sympathy.   After all, however absurd his selfishness, he is her father.   But she responds, as does Goneril, like a machine, with an icy formality of tone which is the voice of cold reason.O, Sir! you are old,Nature in you stands on the very vergeOf her confine: you should be rul’d and ledBy some discretion that discerns your stateBetter then you yourself. (II, iv, 147-151).We might be tempted to agree with Bradley that â€Å"in that dark cold world some fateful malignant influence is abroad, turning the hearts of the fathers against their children and of the children against their fathers † (Bradley, 214). But the bonds are not always betrayed. A notable incident   in III, vii, the scene in which Gloucester is blinded, is the intervention of the servant. He acts purely on a humane instinct of decency, knowing in his soul that such conduct as Cornwall’s is not tolerable in a human world. He invokes the sacred bond of service, just as Kent did to Lear :â€Å"Hold your hand, my lord! /   I have served you ever since I was a child; / But better service have I never done you /   Than now to bid you hold† (III, vii, 71-4). The point here – the infinitely blessed and optimistic point – is that this man is not a hero, but simply a decent human being.   But he is ready to die in defense of a tolerable worldWorks CitedBradley, A.C.   Shakespearean Tragedy.   London: Macmillan, Second edition, 1905.Kott, Jan, Shakespeare Our Contemporary, translated by Boleslaw Taborski, London, Methuen, 2nd edition 1967.Mason, H.A., Shakespeareâ₠¬â„¢s Tragedies of Love, London, Chatto and Windus, 1970.Shakespeare, W.   The Arden Shakespeare: King Lear. Ed. Kenneth Muir. London: Methuen, 1980.

Jack the Ripper’s identity Essay

INTRODUCTION In August 1888 a killer who became known as Jack the Ripper committed the first of a series of murders. To this day the identity of the killer remains a mystery. Five women were brutally killed in the East End of London, by a maniac who appeared to kill without warning and with no remorse. Why was the â€Å"Ripper† able to get away with his murders? Why were the police powerless to stop him? These are some of the questions that still puzzle Ripperologists who search for Jack the Ripper’s identity till this day, looking in old archives and books. ASSESSMENT OBJECTIVES Research and gain knowledge on: – > The development of the police forces in Britain in the nineteenth century. > Law and order in London in the late nineteenth century. > Whitechapel in the nineteenth century. With this knowledge you should be able to answer the following questions: – 1. Describe law and order in London in the late nineteenth century. (15 Marks) 2. Why did the Whitechapel murders attract so much attention in 1888 (15 Marks) 3. Why were police unable to catch Jack the Ripper? (20 Marks) QUESTIONS QUESTION 1 DESCRIBE LAW AND ORDER IN LONDON IN THE NINETEENTH CENTRY. (15 Marks) Law and order in London in the late nineteenth century was at a developing level, with new acts introduced this century, the way law and order was dealt with changed as the century was coming to an end. During the early and mid nineteenth century, watchmen patrolled the streets of London and special constables- this was ineffective as the number of civilians living in London outnumbered those watchmen and constables to a great level. However, the introduction of the new Metropolitan Police Force in 1829 was set up to change the situation. The new police force put in place by Robert Peel, was first constructed of 3200 men, 17 divisions, 4 inspectors and 144 constables. As with any major introduction of something, there were many early problems for the police force. However, as the years past on, the Metropolitan Police force gained more experience, and was able to deal more effectively with defections of law and order. To gain the peoples popularity, the Police Force carefully chose the uniform for its constables. The force was given a blue uniform, with a tailcoat and a helmet, which replaced the tall hat in 1870. The ‘blue’ colour of the uniform was chosen because Londoners disliked seeing the ‘redcoats’ of the army, as this was associated with violence. Blue was the colour of the navy, which was given ‘hero status’ because of their contribution to the British war effort. This, I believe was a good first step for the Met as it made the people appreciate and favour them. During the 1880’s, the training of new police officers was unsatisfactory, much of the training was on the job and constables could often start their duty the following day. Ill training meant some police officers were inexperienced and couldn’t deal efficiently with crime. This led to many incidents as the police disobeyed instructions. Ill policing also led to the serious incident named ‘Bloody Sunday’ on the 13th November 1887. Above all, towards the end of the century, the police were seen as discriminating against Londoners of the lower classes and favouring people in the middle and upper class- this damaged their reputation. Detective work was also improved as the nineteenth century progressed. At first, there were only two inspectors and six sergeants. It was feared that detectives would sympathize and become too lenient with criminals and as a result of this- become corrupt. The late nineteenth century bought radical changes to detective work. In 1869, the National Criminal Record was set up and dealt with infamous criminals, thereby reducing the number of crimes. The Detective Department in London was revised in the late nineteenth century- this led to the creation of a Criminal Investigations Department (CID) in 1877. In a space of 5 years, the number of detectives increased by 78, as did the number of arrests made. Increasing the number of detectives alone was not enough, as this didn’t increase the efficiency of their work. The detectives had to change the methods which they used in the early and mid nineteenth century in dealing with disreputable crimes. The detective methods did however change in 1879 in dealing with murder cases. Now, the body of a victim was not removed from its murder site, or anything else to do with it. These changes in the detective department showed that law and order was being enforced more efficiently and more criminals were being put to justice than before. Another aspect that increased the competence of detective work in the late nineteenth century was the introduction of forensics, finger printing and the ‘Alphonse Bertillon method of identification. With these methods, detectives were able to examine primary or secondary sources got to with a murderer or victim in order to gather up evidence and find out who the murderer is. This was an important change because murderers could be identified not only by an obvious clue lying in the murder site- this consequently meant that murderers became more intimidated and frightened to carry out a killing. Overall, the development of the police force in London in the late nineteenth century can be described as improving but unsatisfactory. I believe that the improvements made to restore law and order was still insufficient. With the population of London at that time being 5,255,069- I think having only 1383 police officers on duty was ineffective. Regular patrols could not stop a determined criminal. The police force would need to increase its size by many times so as to provide resistance and intimidate criminals. Being in its infant years, I think only time will solve this matter; because as time passes, there will be improvements in technology, the police will gain more experience and improve their methods of dealing with crime. With the Jack the Ripper murders round the corner, a crime like this will be enough to show the police force what they are lacking, how they are lacking and what things need to be taken into consideration. QUESTION 2 WHY DID THE WHITECHAPEL MURDERS ATTRACT SO MUCH ATTENTION IN 1888? (15 Marks) In the space of two months or so, the residents of Whitechapel were horrified at the five murders that occurred in their area by a somewhat unremorseful sexual serial murderer that was unknown and could not be found. The mysterious murderer, who came to name himself ‘Jack the Ripper’ became the focus of the press and media in late 1888, and attracted so much attention as he committed his rather graphic killings to prostitutes who lived on a day-to-day basis. In each of the five murders that the Ripper carried out; he brutally mutilated the prostitutes, taking out what ever organs out of their bodies using his debatable anatomical skill. In my opinion, I believe the Ripper did possess anatomical/surgical skill, as he was able to take out certain organs like the kidneys out of his victim’s bodies without causing meaningless cuts. He also used a long bladed knife similar to those used by surgeons while carrying out amputations. The Ripper used this skill while mutilating the bodies of Annie Chapman who had her small intestines withdrawn of her abdomen. Mary Kelly also had her internal organs removed because the Ripper had a lot of time to commit the mutilations as he was alone in a room and could have his privacy; away from public sight. I believe it was because of this reason- the ghastly mutilations on the prostitutes- that attracted the most attention to the people and police force as it showed what a determined murderer was capable of doing. Another aspect of the Jack the Ripper case that attracted so much attention in 1888 was Jack the Ripper himself. People were eager to know who the Ripper was, his identity, his background, and simply; why he targeted prostitutes and slashed, sliced and severed them the way he did. The letters that he sent to the police caused people and the police themselves to grow even more suspicious about the Ripper. For example, the ‘Dear Boss’ letter made people think that he was American. He portrayed himself as a psychopath through this letter; informing the police of what he will do in the future, ‘I shant quit ripping them till I do get buckled.’ All these queries were supposed to be answered by the Metropolitan Police Force; however, they weren’t able to catch the Ripper. This is the reason why the world press degraded them. British newspaper business were eager to sell more and more newspapers these days as the Education Act 1870 made it compulsory for everyone to attend school, meaning that now most of the British population was literate. The Fleet Street newspapers competed by writing articles, that more likely were incorrect and unreliable. However, the only thing that mattered to the newspapers at the time was selling, and as the British population was enthusiastic about the murders carried out by Jack the Ripper, they published incorrect material. This shows how much attention Jack the Ripper attracted, as to keep him in the minds of the British population, the very source that everyone depended on telling the truth, told a lie! The world press also played a big role in attracting attention to the murders. They deeply investigated the murders and at times produced false information and rumours that made the populace even more fearful and intimidated to stroll through the alleys of Whitechapel at night. Offering rewards was a tactic that the police used later on, which it previously thought was insufficient to collect evidence about Jack the Ripper and his whereabouts. By this, many people were attracted to the case and produced false evidence solely to get a reward in the end. This afterwards proved to be totally unsatisfactory as the police found the investigation harder as many people brought forward different and inconclusive information with regard to the identity of the Ripper. The double murders that took place in the night of the 30th of September 1888 also caused people to grow fearful and attentive in the East End of London. The first victim of the double murders was Elizabeth Stride who was found to have several cuts in the neck and windpipe. It was supposed that the horse and cart of Louis Diemschutz who worked near to the scene of the murder disturbed the Ripper. Because of this, the Ripper went and murdered a fourth prostitute named Catherine Eddowes less than half a mile away. What was peculiar about the Eddowes murder was not only that she had her intestines, left kidney and womb removed; but that written in chalk above the dead woman’s apron were the words: ‘The Juwes are The men That Will not be Blamed For nothing’. This could have been a genuine clue for the MPF as to who the Ripper was; as they could have seen whether the handwriting of this matched the handwriting of the letters he sent to the police. But before they could do so, Sir Charles Warren, Commissioner of the MPF ordered the writing to be removed immediately to prevent any anti-Semitic tension. Another reason why Jack the Ripper attracted so much attention, was because of the tension between political parties. A serial killer was out in the streets of London, killing innocent women, and sitting in Parliament were politicians who looked to be doing nothing about this. As a result of the Jack the Ripper murders, the poverty stricken area of Whitechapel was well known, and so was the poverty that the residents suffered. Opposition parties in the Government saw this as an opportunity, to attack the Government, in saying that the poverty that they (the government) had not solved was to blame for these murders. If there were no poverty in Whitechapel, then single women would not have had to result to prostitution, and Jack the Ripper would have had no prostitutes to murder. Jack the Ripper attracted so much attention, that even the politicians in Parliament were talking about his actions. In conclusion, I think that it was the way in which the prostitutes were brutally butchered, and the perplexity that the Metropolitan Police Force faced with dealing with the murders; are what engrossed so much attention in 1888. In particular, I think the murder of Mary Kelly- the last of the Ripper murders- is what attracted the majority of attention in the Ripper case as the victim was viciously mutilated. There were cuts all over her body and most internal organs had been removed. The breasts were also cut off as well as her uterus. The heart was removed and could not be located. Because of this, I think it was this murder that made people most fearful and kept the dark alleys of Whitechapel deserted at night as the people living their knew that a determined murderer could well be at their doorsteps next. QUESTION 3 WHY WERE THE POLICE UNABLE TO CATCH JACK THE RIPPER? (20 Marks) The police were unable to catch Jack the Ripper for several major reasons. It was mainly that the police did not know who or what they were dealing with. This was due to the fact that Jack the Ripper was the first serial killer to be reported on at such a scale. The police were unaware of the fact that they were dealing with a serial killer, and more importantly did not know what a serial killer was. Jack the Ripper was the first serial killer who had been focused on at such a scale by the newspapers or the media. This was mainly due to the fact that most of the adult population of the time were now able to read and write due to the Education Act 1870. This encouraged the newspapers to write more about the â€Å"Ripper†, sometimes quoting unreliable sources – which were also used by the police, leading them to false leads. As more and more of the public were getting interested in the â€Å"Ripper† murders, newspapers felt that they had to publish something on the â€Å"Ripper† murders otherwise the public would loose interest and the newspaper company loose money. Hence the newspapers were forced into writing false/incorrect information in their articles. As the methods of investigation used by the police were still developing, and forensic science just starting, the Metropolitan police were unsure about how to conduct their investigation. As a result they resulted to any means possible and even took the ‘false’ words of the newspapers as being true. Despite the fact that forensics experts of the time had visited the crime scenes and had drawn certain conclusions, the Metropolitan police still followed the false information published in the newspapers, despite the fact that it contradicted the conclusions drawn by the forensics experts. This shows how undeveloped the methods of investigation of the police was at the time as police were following information given by drunken lunatics who were giving witness accounts only to earn a little easy money, and based their witness accounts on the stereotypical image of the â€Å"Ripper† at the time to try and catch one of the most cunning and clever serial killers of all ti me. Another major factor why the police were unable to catch Jack the Ripper was that their nature of investigation was too narrow and that they should have widened their scope. At first the Metropolitan police believed that Jack the Ripper was someone local, from the evidence shown from his knowledge of the layout of all the alleyways and roads of Whitechapel. This enabled him to move very quickly and freely around the Whitechapel area without the police being able to catch him. This was very important because by the time the body of Jack the Ripper’s next victim was discovered he would have been long gone. A rumour had been spread about a man known as ‘Leather Apron’ as being the serial killer, Jack the Ripper. The police were intrigued by this information and were quick to respond. They arrested a man called John Pizer, a butcher from the Whitechapel area. He was foreign as many of the witness accounts suggested, and wore a leather apron, giving him the name â€Å"Leather Apron†. However he had an alibi, which cleared him of all charges. Again the police had followed false leads and had wasted more time. This then lead the police to believe that the murder was someone who was not from the Whitechapel area but could have had a job or another sort of connection within the area, because of his knowledge of the layout of Whitechapel. The police used many techniques to try and catch Jack the Ripper, however none of them succeeded. Firstly, the Metropolitan police increased the number of police officers and constables ‘on the beat’ (on duty), each being placed within five minutes of walking distance of each other. However this did not work as the â€Å"Ripper† was still too quick for the Metropolitan police. Another method used by the police was to try and go undercover to catch Jack the Ripper. Some officers dressed up as prostitutes to try and lure Jack the Ripper into spending some time with them. However this did not work as there were no female officers at the time, and the men who dressed up still wore their typical police boots which were still recognisable despite the heavily polluted smog that filled the air, blowing their disguise. Again the police had wasted more time, as their method of investigation was still unreasonable. These thoughtless actions were not kept quiet. Jack the Ripper news attracted worldwide attention. These actions were even commented on in the New York Times, â€Å"the London Police must be the stupidest police force in the World†. This did not give a good impression of the Metropolitan police force. On conclusion the police were unable to catch Jack the Ripper because of their lack of knowledge of serial killers and the undeveloped methods of investigation they used. When Jack the Ripper first started his ‘campaign of murder’, the police were unaware that they were dealing with a serial killer and more importantly did not know what a serial killer was. This was to the disadvantage to the police, as they did not know how to catch Jack the Ripper. Another factor why the police were unable to catch Jack the Ripper was the little knowledge of forensic science that they had at the time. The police were uneducated in forensic science, and in many occasions altered the scene of the crime. Lastly, the police were unable to catch Jack the Ripper because of the methods that they used. The police at the time were uneducated in ‘undercover’ work as well. They did not know how to disguise themselves into the normal population to trap Jack the Ripper.

010 Revision and Review Professor Ramos Blog

010 Revision and Review Revision Exercise: Talk Back Quick Write What questions do you have about the review essay? Revision Exercise: Talk Back Imagine you are the creator of the text or product you are reviewing. Write a rebuttal to the review. Make sure to ground your defense in the best evidence you can find. What objections or reactions can you imagine to the review? Place yourself in the shoes of the creator. 5 minutes. Revise Using the Templates Starting on page 141-145, go through the questions looking at your own essay. Use the templates to make sure that you have utilized the points we went over through the semester.

Free Essays on Cynthia Mckinney

The argument that I chose to analyze is one of Cynthia McKinney and her thoughts on the terrorist attacks on September 11th and America’s â€Å"War on Terrorism†. Cynthia deals with a few different arguments in one passage. I do not know if it is possible to say that her argument is both good and bad but I think some aspects of her argument are good and some very bad. My assessment will show you why I feel this way. In her argument she accuses the President and his administration of knowing about the attacks, but keeping quite about the attacks for reasons of personal financial gain. Cynthia also contends that others knew about the attacks such as our elected officials and the media and need to be held accountable. She also states that the â€Å"War on Terrorism,† is a gateway of rights violations that target different races by committing racial profiling. In Cynthia’s first claim, that the President had personal financial gain her conclusion statement is: Persons close to the Administration (Bush’s) are poised to make huge profits off America’s new War. McKinney supports this conclusion with four premises. Premise number one: Former Bush sits on the board of the Carlyle group (Established in 1987, The Carlyle Group is a private global investment firm that originates, structures and acts as lead equity investor in management-led buyouts, strategic minority equity investments, equity private placements, consolidations and buildups, and growth capital financings). Premise number two: The Los Angeles Times reports that on a single day, Carlyle earned $237 million selling shares in United Defense industries, the Army’s fifth largest contractor. Premise number three: The stock offering was well timed; Carlyle officials say they decided to take the company public only after September 11th. Premise number four : The stock sale cashed in on increased congressional support for hefty defense spending, including one of United ... Free Essays on Cynthia Mckinney Free Essays on Cynthia Mckinney The argument that I chose to analyze is one of Cynthia McKinney and her thoughts on the terrorist attacks on September 11th and America’s â€Å"War on Terrorism†. Cynthia deals with a few different arguments in one passage. I do not know if it is possible to say that her argument is both good and bad but I think some aspects of her argument are good and some very bad. My assessment will show you why I feel this way. In her argument she accuses the President and his administration of knowing about the attacks, but keeping quite about the attacks for reasons of personal financial gain. Cynthia also contends that others knew about the attacks such as our elected officials and the media and need to be held accountable. She also states that the â€Å"War on Terrorism,† is a gateway of rights violations that target different races by committing racial profiling. In Cynthia’s first claim, that the President had personal financial gain her conclusion statement is: Persons close to the Administration (Bush’s) are poised to make huge profits off America’s new War. McKinney supports this conclusion with four premises. Premise number one: Former Bush sits on the board of the Carlyle group (Established in 1987, The Carlyle Group is a private global investment firm that originates, structures and acts as lead equity investor in management-led buyouts, strategic minority equity investments, equity private placements, consolidations and buildups, and growth capital financings). Premise number two: The Los Angeles Times reports that on a single day, Carlyle earned $237 million selling shares in United Defense industries, the Army’s fifth largest contractor. Premise number three: The stock offering was well timed; Carlyle officials say they decided to take the company public only after September 11th. Premise number four : The stock sale cashed in on increased congressional support for hefty defense spending, including one of United ...

The Complete Guide to ACT Grammar Rules

The Complete Guide to ACT Grammar Rules SAT / ACT Prep Online Guides and Tips Even though the English language is complex, ACT English tests a specific set of grammar rules. Furthermore, it tests these rules the same way, over and over again. In this complete guide, we've compiled the comprehensive list of ACT English grammar rules you need to know to ace the ACT English section. If you master all these rules and practice them with realistic ACT questions, you'll have a huge advantage on the English section.Unlike other guides, we give you lots of examples to help you understand how grammar rules will show up on the ACT. After all, you need to master the ACT format to do well on the ACT. Quick Overview The English rules tested on the ACT can be grouped into two categories: Usage and Rhetoric. Usage skills are what are typically called "grammar rules," such as punctuation, subject/verb agreement, and verb tenses. Rhetorical skills have to do with style, organization, and writing logic. You'll need to know how to organize sentences in a paragraph, connect two ideas together logically, and sequence paragraphs together. We'll start first with Usage skills, then move onto Rhetorical skills. Want to improve your ACT score by 4 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free ACT guide now: USAGE SKILLS Usage questions cover primarily grammar and punctuation - what we generally think of as correct English. Punctuation The ACT only tests very specific uses of certain kinds of punctuation. Those rules, and only those rules, are detailed below. Commas Use commas to separate words and word groups in a simple series of three or more items. We had coffee, cheese, crackers, and grapes. Use a comma to separate two adjectives when the adjectives are interchangeable. It was a vibrant, massive painting. When starting a sentence with a dependent clause, use a comma after it. When Jim studied in the library for his chemistry quiz, it was very quiet. Use commas to set off nonessential parts of the sentence. The woman, knowing it was late, hurried home. Apostrophes Apostrophes are used two ways on the ACT: to show possession and to create contractions. Many of the apostrophes issues are tested using the "Word Choice" skill further below. To form possessives of nouns: Laura's hat The kids' toys The tree's leaves Note that the singular possessive Laura's has the apostrophe before the s, while the plural possessive kids' has the apostrophe after the s. To create contractions (show the omission of letters): There's a clown. You'd love it. Who's there? Colons Use a colon after an independent clause when it is followed by a list, a quotation, appositive, or other idea directly related to the independent clause. The vote was unanimous: the older candidate had won. Semicolons Use a semicolon to join 2 independent clauses when the second clause restates the first or when the two clauses are of equal emphasis. I'm not sure how to get there; let's get directions. Use a semicolon to join 2 independent clauses when the second clause begins with a conjunctive adverb (however, therefore, etc.) or a transition (in fact, for example, etc.). The basement is scary; thus, I do not go down there alone. Dashes Dashes are used to set off or emphasize the content enclosed within dashes or the content that follows a dash. Dashes place more emphasis on this content than parentheses. Upon discovering the errors- all 124 of them- the publisher immediately recalled the books. End Punctuation Use a period at the end of a sentence that makes a statement. He will try again. Use a question mark after direct questions. Where are we? Use (rarely) an exclamation point at the end of a sentence to express strong emotion. Stop it! Pronouns A pronoun is a noun that can stand in for another noun. For example, the pronoun "she" can stand in for "the woman" or "Queen Elizabeth." But, unlike nouns, pronouns change their form if they're used in different ways. These are the ways that pronouns are tested on the ACT. Subject vs. Object Pronouns Nouns, in relation to verbs, can be subjects or objects. Subjects "do" verbs and objects have verbs "done" to them: a dog (the subject noun) chases (the verb) its tail (the object noun). Regular nouns like dog or tail do not change depending on whether they are subjects or objects, but most pronouns do. For example, in the phrase "she likes him," the woman is the subject, so the pronoun is she; in the phrase "he likes her," the woman is the object, so the pronoun is her. Subject Pronouns Object Pronouns I you he she it we they me you him her it us them Examples Error: Me and my parents ate dinner. Corrected: My parents and I ate dinner. Error: The tourists asked my friends and I for directions. Corrected: The tourists asked my friends and me for directions. Error: The Girl Scouts sold cookies to my sister and I. Corrected: The Girl Scouts sold cookies to my sister and me. Note above that all of the examples pair the faulty pronoun with another noun. This is almost always how the harder ACT pronoun questions test this skill. That vs. Who This concept is simple: who is the pronoun for a person or people, and that is the pronoun for everything else. Examples Error: The coach is the person that is in charge of the team's schedule. Corrected: The coach is the person who is in charge of the team's schedule. Error: The elephant is the animal who asks for the most treats. Corrected: The elephant is the animal that asks for the most treats. Error: The corporation is who owns this land. Corrected: The corporation is what owns this land. Pronoun Agreement When we use pronouns more than once in a sentence, we have to use the same perspective throughout. Examples Error: If a person wants to succeed in corporate life, you have to know the rules of the game. Corrected: If a person wants to succeed in corporate life, she has to know the rules of the game. Error: Everyone should make their own decision. Corrected: Everyone should make his own decision. Error: Every student must study hard if they want good grades. Corrected: Every student must study hard if she wants good grades. Note: In the second example, that the error is the commonly-used "their" to mean a singular noun (everyone); while this is used in common, everyday speech, using "their" as a possessive pronoun for a single person is not formally accepted as grammatically correct on the ACT. These singular nouns that seem plural (such as nobody, anyone, and each person), as well as "their" instead of the singular "he" or "his," are often tested in the hardest pronoun questions. Ambiguous Reference Wherever there is a pronoun, it should be obvious what the pronoun is "standing in" for. Examples Error: Ethel told Lucy that her pie was wonderful. Corrected: Ethel told Lucy that Lucy's pie was wonderful. Error: The files arranged by the temporary workers were out of order, so we sent them back to the main office. Corrected: The files arranged by the temporary workers were out of order, so we sent the files back to the main office. Error: Once Nora and Elise go to live with their husbands, they have to convert to their ways of living. Corrected: Once Nora and Elise go to live with their husbands, the husbands have to convert to their wives' ways of living. Verb Forms: Tense and Agreement There are two main issues with verbs tested on the ACT: verb tense and subject-verb agreement. The subject is the noun that "does" the verb (below, the subject of the sentences is they.) Verb Tense There are six basic verb tenses, two for each time period: Simple Present: They sing. Present Perfect: They have sung. Simple Past: They sang. Past Perfect: They had sung. Future: They will sing. Future Perfect: They will have sung. All of these tenses are created out of three forms of "to sing": sing (present), sang (past), and sung (past participle). As you can see, some of the correct verb forms are created by adding forms of the words "have" and "do." The idea is to keep verbs in a single sentence within the same time period. Examples Error: The boy insisted that he has paid for the candy bars. Corrected: The boy insisted (past) that he had paid (past perfect) for the candy bars. Error: The doctor suggested bed rest for the patient, who suffers from a bad cold. Corrected: The doctor suggested (past) bed rest for the patient, who suffered (past) from a bad cold. Error: I told him that he can drop by any time and I will be happy to help him. Corrected: I told (past) him that he could (past) drop by any time and I would (past) be happy to help him. Subject/Verb Agreement Nouns and verbs are both parts of speech with number: they are written differently if they refer to just one thing or multiple things. Subject/verb agreement just means that the noun and the verb have the same number (singular or plural). For example, one dog runs fast, but two dogs run fast. Examples Matching subjects and verbs are underlined, while verbs that don't match subjects are bold. Error: The climate in those cities are uncomfortably humid. Corrected: The climate (singular) in those cities is (singular) uncomfortably humid Error: There was a rat and three buckets of whitewash in the corner of the basement. Corrected: There were (plural) a rat and three buckets of whitewash (plural) in the corner of the basement. Error: Ms. Russell is trying to read a book outside but a swarm of flies keep distracting her. Corrected: Ms. Russell is trying to read a book outside but a swarm (singular) of flies keeps (singular) distracting her. Comparisons These are pretty simple. Comparisons between two things are formed by the construction "x is more/less [adjective]/[adjective]-er than y." For example, Bill is more friendly than Louis. Comparisons between three or more things, however, are formed by the construction "x is the most [adjective]/[adjective]-est of the [things]." For example, Lucy was the most adept student in the class or The cheetah is the fastest land animal. The ACT tests this skill by mismatching the types of comparison: Examples Error: Between butterflies and spiders, humans admire butterflies the most. Corrected: Between butterflies and spiders, humans admire butterflies more. Error: Cheetahs are the faster of all land mammals. Corrected: Cheetahs are the fastest of all land mammals. Error: Nationalists think theirs is the better nation of all. Corrected: Nationalists think theirs is the best nation of all. Wondering how best to practice these grammar rules? Check out our #1 rated online ACT prep program. Unlike most prep programs, PrepScholar is special because we give you focused practice on individual skills, customized to your strengths and weaknesses. Are you weak in punctuation? We'll give you dozens of practice questions to master how to use commas. Confused about subject/verb agreement? PrepScholar will drill you on this grammar rule until you master it. We guarantee your money back if you don't improve your ACT score by 4 points or more. Check out our 5-day free trial: Word Choice These questions are about commonly confused words. Just memorize which is which. Its vs. It’s It's is short for it is or it has. It's too late. Its shows possession, like his and her. These are its footprints. Their vs. There vs. They’re There refers to a place. There is a terrarium in the first building; it is over there. They're is a contraction of they are. They're not in this building. Their is the possessive pronoun. Their house is on the next street. To vs. Too vs. Two Two is a number. There were two books on the table. Too means "more than enough" and "also." After we got our dinner for free, they gave us too much ice cream for dessert, too!" To indicates direction and action. We're going to the park to play basketball. Then vs. Than Then is mainly an adverb, often used to situate actions in time. That was then; this is now. Than is a conjunction used mainly in making comparisons. Shaq is taller than Kobe. "Might Have" vs. "Might Of" "Might have" is correct. "Might of" is not. She might have gotten lost. Idioms Idioms are expressions that mean something different than the actual words they use, such as "rain cats and dogs" or "kick the bucket." But in English we also have short phrases made of words that always go together, and these are also tested on the ACT. Examples Error: Maria stumbled in her old rocking horse in the garage. Corrected: Maria stumbled upon her old rocking horse in the garage. Error: Loud guard dogs keep burglars in bay. Corrected: Loud guard dogs keep burglars at bay. Error: Arturo and I happened for meet at the library. Corrected: Arturo and I happened to meet at the library. Verbal Phrases The ACT particularly loves one type of idiom: verbal phrases, which are verb + preposition pairs. They always want to know if you know which is the correct preposition, as in the incorrect sentences below. Examples Error: The show was followed on an encore. Corrected: The show was followed by an encore. Error: She is responsible of returning her library books. Corrected: She is responsible for returning her library books. Error: One should refrain for texting while driving. Corrected: One should refrain from texting while driving. Bonus: Looking for the very best guides to every ACT section? Check out our top guides for every single section of the ACT. Choose the score level you're aiming for: 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay Choose these guides if you're scoring a 26 or above on a section, and you want to get the highest ACT score possible. 24 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Science Choose these guides if you're scoring below a 24 on a section, and you want to boost your score to at least a 24 level. These are the very best guides available on boosting your ACT score, section by section. They're written by Harvard grads and perfect ACT scorers. Don't disappoint yourself - read these guides and improve your score today. Sentence Fragments Run-on Sentences Sentences are made up of groups of words that are called clauses. There are two types of clauses: independent (can be a complete sentence) and dependent (must be attached to an independent clause in order to be a complete sentence). An independent clause has a subject-verb pair and does not start with a word or phrase that makes the clause dependent, such as "when" or "because" (as in example 3 below). In the examples below, the subjects are underlined and the verbs are in bold. A Sentence Fragment is a sentence made of anything less than an independent clause. To fix it, we add an independent clause. Examples Fragment: Such as electrical, chemical, and industrial engineering. Corrected: There are many STEM careers, such as electrical, chemical, and industrial engineering. Fragment: Saving her team at a time when they needed her. Corrected: The goalie was saving her team at a time when they needed her. Fragment: Because the one I have now isn't working out too well. Corrected: I need a new roommate, because the one I have now isn't working out too well. A Run-on Sentence is made of multiple independent clauses joined by only a comma or no punctuation at all. It can be fixed with a comma and conjunction (example 1 below), a joining word like and or because (example 2 below), or a semicolon (example 3 below). Examples Run-on sentence: My favorite Mediterranean spread is hummus it is very garlicky. Corrected: My favorite Mediterranean spread is hummus, as it is very garlicky. Run-on sentence: I rushed out to the shop, I had no milk left. Corrected: I rushed out to the shop because I had no milk left. Run-on sentence: Mary likes dogs she has a beagle. Corrected: Mary likes dogs; she has a beagle. Parallel Construction Parallel construction is when we present a list of things all in the same way. For example, if two things in a list are adverbs, the third should also be an adverb. If two things in a list are "to [verb]," then the other should also be in the form "to [verb]." To fix it, we just phrase all of the items in the list the same way. Examples Error: The couple bought the concert tickets, arrived at the theater, and went about finding their seats. Corrected: The couple bought the concert tickets, arrived at the theater, and found their seats. Error: The deer moved carefully, quietly and in a way that was slow. Corrected: The deer moved carefully, quietly and slowly. Error: Peeling hazelnuts requires skill, patience, and the ability to persevere. Corrected: Peeling hazelnuts requires skill, patience, and perseverance. Faulty Modifiers A modifier is a word or phrase that describes (a.k.a. modifies) something. There are two kinds of modifier problems tested on the ACT: dangling modifiers and misplaced modifiers. Dangling Modifier A dangling modifier is a modifier that begins a sentence, has a comma after it, and has the noun it describes NOT placed after the comma. In the first example below, for example, the modifier is "coating the sidewalk," and it describes the snow. Since "we" is the first word after the comma, not "snow," "coating the sidewalk" is a dangling modifier. Modifiers are underlined, while nouns being modified are in bold. Examples Error: Coating the sidewalk, we trudged through the heavy snow. Corrected: We trudged through the heavy snow coating the sidewalk. Error: Long and tangled, it was difficult to comb the child's hair. Corrected: Long and tangled, the child's hair was difficult to comb. Error: Exhausted and weak, the soldiers' uniforms were covered in frost. Corrected: Exhausted and weak, the soldiers were covered in frost. Misplaced Modifier A misplaced modifier is a modifier that's not close enough to the thing it describes, so it looks like it's describing the wrong thing. In the first example below, for example, the modifier "on the sale rack" seems to be describing how the jacket fits the rack, which isn't right. To correct it, we move the modifier closer to the noun it describes. Examples Error: The jacket was too small on the sale rack. Corrected: The jacket on the sale rack was too small. Error: Ray wore his one collared shirt to the job interview, which was stained with mustard. Corrected: Ray wore his one collared shirt, which was stained with mustard, to the job interview. Error: She handed out brownies to children wrapped in foil. Corrected: She handed out brownies wrapped in foil to children. Bonus: Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. RHETORICAL SKILLS We're now going to cover the Rhetorical skills you need for ACT English. Where Usage skills tend to focus on smaller subparts of a sentence, Rhetorical skills broaden the scope to consider how sentences are constructed, and how sentences fit together with each other. Relevance This skill is deciding what the passage is about and whether a certain detail belongs in that category or not. Which sentences, if any, are irrelevant in the paragraph below? [1] My uncle explained to me that bonsai cultivation was part of our ancestors’ culture that could remain with me for my whole life. [2] He said that bonsai as old as Hoshi didn’t need much maintenance, but he would teach me what I needed to know. [3] He added that I could easily do everything necessary for Hoshi's care in my dorm room. [4] It’s funny to think that Hoshi is older than my great grandparents. Bonsai are grown from parts of normal-sized trees that are kept small by pruning and planting in small pots. [5] They thrive in only partial sunlight but need to be pruned several times per year and kept in temperatures that stay well above freezing year-round. [6] Bonsai also require careful watering, and Hoshi in particular needs to live outside in the summer to get the best light and inside in the winter because of the cold. If you said Sentence 4 is irrelevant, you're correct. The paragraph is all about bonsai cultivation, and Sentence 4 is about the age of bonsai trees. Author Intent For this skill, we need to be able to identify the writer's topic, point, or goal, and the ways she achieves it. What is the writer's point, t in the above paragraph? The correct answer is something along the lines of "the idea of Ra shows that people personify objects they depend on." Organization: Transitional Logic The ACT wants to test our ability to transition between ideas within a sentence, a paragraph, or a whole essay. Examples Error: All through high school, we were inseparable; however, even our parents eventually became friends. Corrected: All through high school, we were inseparable; in fact, even our parents eventually became friends. Error: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Nonetheless, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Corrected: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Indeed, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Organization: Macro Logic Macro-logic is the skill of putting the parts of an essay in the right order. Fortunately, on the ACT, there are tons of clues as to what order sentences and paragraphs should go in. Can you spot the out-of-place sentence(s) in the passage below? [1] He wore a sailor’s uniform and used papers given to him by a free black sailor, showed his ingenuity and courage. [2] After a number of previous failed attempts, Douglass finally escaped to freedom. [3] He took two boats and two trains to get from Havre de Grace, Maryland to a safehouse in New York City, completing his journey to freedom in less than twenty four hours. [4] He received the uniform from Anna Murray, a free black woman in Baltimore who later became his wife. If you said Sentence 4 is out of place, you were right. It should go after Sentence 1. Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Conciseness and Redundancy There are times when saying something twice is needed: for emphasis, to review a difficult topic, or to explain something more clearly. None of these apply on the ACT. The two ways this skill is tested on the ACT is through wordy sentences and redundant sentences. They're related, but different. Wordy Sentences Examples Error: To travel around Berlin, we have the option of choosing many different transport systems; among them are the U-Bahn, or the underground rail system similar to New York’s Subway, and the tram, which is another form of transport that involves railways that have tracks on the streets. Corrected: To travel around Berlin, we might take the U-Bahn, or subway; we could also take the tram. Error: High-quality learning environments are a necessary precondition for facilitation and enhancement of the ongoing learning process. Corrected: Good schools enable people to learn more. Error: With reference to the fact that the company is deficient in manufacturing and production space, the contract may in all probability be awarded to some other enterprise. Corrected: The company may not be awarded the contract because it lacks production facilities. Redundant Sentences Examples Error: Many uneducated citizens who have never attended school continue to vote for better schools. Corrected: Many uneducated citizens continue to vote for better schools. Error: The eye of a storm is a region of mostly calm weather found at the center of a tropical cyclone. Corrected: The eye is a region of mostly calm weather found at the center of a tropical cyclone. Error: The teenage woman who wanted to audition was talented, but only sixteen years old. Corrected: The woman who wanted to audition was talented, but only sixteen years old. Formality and Tone Every piece of writing has a level of formality, from none (a note passed in class) to maximum (official government or legal documents). The skill here is understanding the formality of the text (which is always pretty close to a book you'd read in English class). What's the informal phrase in the passage below? Examples Many cultures in recorded history have venerated and even worshipped the Sun. To some civilizations, the Sun represents all life; to others, the reason for the cycles of day and night. To Plato, the Sun represented the offspring of all that was good. In other myths, though, the Sun might have another kind of significance. It's for sure that the Sun carries great significance for many cultures both ancient and modern. If you said "it's for sure," you got it! It's less formal than the rest of the passage, which sounds quite academic. That's It! That's every rule tested on the ACT, as well as the ways in which they are likely to appear. Knowing these rules will make it easier to move forward confidently in your ACT practice. But this is just the beginning. Keep reading to find our most recommended links to master ACT English. What's Next? Knowing the grammar rules is just the beginning. Now, you need to practice them over and over again until you perfect your knowledge of them. Want an 36 on ACT English? Read our detailed guide on how to get a perfect English score. Be sure to also check our ultimate guide to ACT English, with links to all of our articles on ACT English tips and strategies. Better yet, read our guide on how to score a perfect ACT 36 score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Market Entry Strategies Essay Example | Topics and Well Written Essays - 2500 words

Market Entry Strategies - Essay Example The process of choosing the particular place to enter with a new venture is important since it determines the level of success of the firm. The factors that should be considered when setting the destination for the new venture include internal factors, external factors, desired mode characteristics, and transaction specific behaviors. Consider the location of any direct investment and then consider the culture of the country in terms of religion, Other factors that need to be considered includes institutional weaknesses and government policies of the country in which the new market is situated. Choosing the appropriate space involves market scanning and is based on secondary data and it should give the advantages and the disadvantages of investing in a particular market. Market research is the most complex part of determination of where to invest and it requires more resources to manage. Market research is mainly based on primary research and this is the reason why it requires more r esources to manage. Among the factors that are studied during market research are the geographic distance, cultural proximity, maturity of the distribution system and the economic and political stability in the region (Su, 2013). Timing of entrance According to Veronika (2007), timing of entrance is also an important for the organization just like the positioning of the market system. Both the latecomer and first mover have got advantages and disadvantages that they enjoy in market acquisition and establishment in the market (Limbersky, 2008). The first mover takes the advantages that include technological leadership and pre-emption of scarce resources in the market. The first movers also enjoy the advantages that come with of strong brands and the establishment of entries of barriers in the market. According to Michael and Hans (2012), the late movers also enjoy some advantages in the market that first mover cannot easily enjoy and they include opportunities to ride on first mover investment in the market. Janet and Gao (2012) also

Business strategy Essay Example | Topics and Well Written Essays - 2500 words - 1

Business strategy - Essay Example To begin with, it would be vital for the company to clearly define its mission statement before venturing into the emerging market. This can be achieved through use of strategic analysis, which allows the company to formulate necessary measures that would help it develop and maintain high performance in the market (Collis 1999). In this regard, it would be crucial if the company evaluated factors that would influence its operations in the emerging market. Such evaluations would involve PEST and SWOT analysis. These are crucial in that according to Green and Keegan 2012, in every market, there exists market forces, which dictate operations in the market. In regard to the company in the new market, both internal and external factors need to be assessed comprehensively. For example, it would be vital for the company to know if issues like management or working capital would act as barriers to emerging successful in the new market. Since clothing industry has many players in the market, it would be crucial if the company assessed external forces like environmental and other factors beyond the company’s control (Hill, & Jones 2010). Therefore, such evaluations enable the company to come up with measures to overcome them. SWOT Analysis It is apparent that venturing into a new market calls for strategic planning in order to develop and establish a strong, competitive advantage. However, one of the major factors that determine how to go about the business is the line of business a company is intending to deal with (Hill, & Jones 2010). In this regard, the business is able to analyse the market in relation to services or products intended to be offered in the market. It is, therefore, necessary to analyse factors that would determine the performance of the products offered. Among these factors are strength, weaknesses, opportunities, and threats of the business. Strengths The clothing industry can be argued to be a fascinating business only if business entities a nalyse the strength of their operations in the emerging market. Some of the factors to consider include the performance of other brands. For example, it would be vital to study how other brands perform in the market. In light with this, evaluation of the strength of other brands would involve assessing the quality, quantity, and customer service (Green & Keegan 2012). For example, this would involve assessing other men clothing brands. One of the strength of Versace is that venturing in Southern Sudan would give it an opening to develop a mutual relationship with customers by a way of offering best quality products (Todeva 2006). The products should also be adequate and steady in order to satisfy the demand of the market. For example, the company may decide to offer a variety of Versace designs, which would cater for needs of every age group in the market (Hill, & Jones 2010). This would be beneficial in such a way that unlike in other brands where they deal with a niche market, Ver sace will have the advantage of meeting the needs of all men in the market (Bohm 2009). Additionally, Versace may not require a large capital to establish a business in Southern Sudan. Therefore, it would be beneficial for Versace to establish a business in such a market since less capital would be needed. Weaknesses It is apparent that establishing a business in an emerging economy could be tricky in a way. This is arguably true because unlike in an already established economy where the company

Police academy training Research Paper Example | Topics and Well Written Essays - 1500 words

Police academy training - Research Paper Example It also included knowledge in areas such as law, traffic enforcement, officer safety and arrest procedures. Somewhat neglected areas were those of communications, problem solving, police-community relations, and diversity-the areas of which new era sees the importance. Training is now considered to be one of the key elements necessary for community policing to reach its full potential (King and Lab, 2000) Community-oriented policing, or shorter-COPS, is currently touted by academicians and practitioners (to be able to answer to crime and solve police-community conflicts) and financially supported by the federal government, enabling COPS to be a well-funded government program. However, training of police officers has yet to receive much attention. Police training is relatively a new phenomenon, even though COPS existed since the 1980s both in theory and practice. From the historical point of view, training of police officers doesn’t quite keep up with policing practice, with no exception of training in COPS. The responsibilities of police officers under COPS differ and the training programs do not focus enough on causes of crime and disorder and crime prevention; by traditional training, officers are prepared for a narrow focus on law-enforcement duties instead of focusing on more generalist approach entailed by community. Recruits spend 90% of their training time on driving, firearms, self-defense, first aid, as well as some other use-of-force tactics, even though only 10% of their duties will maybe put them in positions to need to use these skills. Some jurisdictions base their basic recruit program on a Job Task Analysis (JTA) to be able to ensure that what is done on the job is reflected by the training. However, JTA often focuses on what has been done on the job and not on what needs to be learned to be able to do the job better or to prepare new officers for community policing. Training is adapting to community policing very slowly and what makes th is transition especially difficult is the conflict values between traditional (reform) policing and the current one. The purpose of community policing training is to help officers to be able to solve problems and employ community engagement techniques every day while they are working. The recruit academy is a very important part of occupational socialization for police officers, and for that reason training centers should teach the philosophy of COPS during the recruit training. If they do not receive a proper training, officers will be less likely to understand the philosophy of COPS and, therefore, they will not be able to translate the philosophy into effective practice. The fact that policing shifted toward community relations and problem solving leads to COPS’ improved knowledge and additional skill, but doesn’t exclude the need for traditional skills. The skills that are needed for COPS will not become second-nature if comprehensive training in the theories and m ethods of community-oriented policing are not provided. This means that recruits must understand the values of community-oriented policing (e.g. building trust within the neighborhood), and also the skills that are needed for the community-oriented policing to be conducted. (Eck and Spelman, 1987). Those who promote the innovative training programs recognize the need of police recruits to learn the traditional

Comparative Analysis of A Rose for Emily by William Faulkner and Luck Essay

Comparative Analysis of A Rose for Emily by William Faulkner and Luck by Mark Twain - Essay Example The presence of a universal characteristic in literary works also means that there are also texts that provide scenarios, feelings, thoughts, or experiences that are unique and not experienced by the majority. In this paper, a comparison of two short stories is provided as an illustration of Johnson's point in elucidating the meaning of "just representations of general nature. The literary texts included in the comparative analysis are "A Rose for Emily" by William Faulkner and "Luck" by Mark Twain. The choice for these texts is motivated mainly by the 'level of representativeness of each.' That is, Faulkner's short story is identified as more universal in its theme, while Twain's equally entertaining short story differs from Faulkner's because of its unique quality. The discussion and analysis posits, then, that "A Rose" is an example of a literary work that possesses the "representativeness" quality that Johnson talks about because of its utilization of society's hostility of an individual because Emily chose to deviate from the norms of her community. Meanwhile, Twain's "Luck" lacks the universality that Faulkner's work has because luck is an uncommon phenomenon, not universally experienced by people throughout their life, as opposed to what was illustrated in the life of the story's primary subject, Lt. Gen. Arthur Scoresby. Emily Grierson is depicted as a social outcast in the community that she lived in, setting the mood early on in Faulkner's short story. The relationship between the community and Emily was one that bordered between hostility and indifference: while most of the people in the community had considered Emily as an individual who lived in the past (i.e., trying to live the affluent life that she had when she was young), and thus they became indifferent, even uninterested, in her, there were some members of the community who reveled on the fact that there lived a woman in their place that does not 'fit' the image of a 'pleasant' community member. This relationship is effectively illustrated by the narrator's description of people's behavior during her funeral: "our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity" The fact that Emily managed to survive on her own and with the help of her servant, Tobe, is not the only mystery that intrigued her community. Despite her denial to admit that she lives in poverty at the time of her death, another mystery that remained was the fate of Emily's relationship with Homer Barron, her supposed fianc who had suddenly disappeared from the community and Emily's life. Emily's deviant behavior was indeed confirmed when it was revealed later in the story that she was both poor and a murderer, having killed Homer when he denied her of her love for him. Though deviant in nature, the community's treatment of Emily as a deviant is a universal experience among us. At some point in our lives, we had experienced fair or unfair persecution by our society and community, and Faulkner's effective and sensitive portrayal of this theme through Emily and her community makes the short story truly representative of humanity's behavior and nature. The reason for "Luck"'s lack of representativeness or universality to humanity's general experience in life is because the story focused on the phenomenon of luck, which is not only uncommon, but an unpopular phenomenon in a human society that is currently dominated by the ideology of rationality, logic, and science. Embodied by the character of Scoresby, luck

Procurement Management Plan for Laces Essay Example | Topics and Well Written Essays - 1000 words

Procurement Management Plan for Laces - Essay Example It also throws light on the procedure of endorsement of agreement and decision making strategy. Approach: The plan should define plainly the compulsory stages and duties thought the life of the company. The company manager work with the project team, contract, purchasing department and vendors to go through different stages of the plan, and make sure that the plan should be able to guide the company in the effective termination of the project. Definition: The procurement definition identifies clearly the articles to be acquired and states associated circumstances. Procurement deadlines are also clearly defined which is very necessary for the effective accomplishment of the assignment. Thus in the definition articles to be procured should be listed, justification given, conditions stated and any other specification required must also be described. The names of the persons must also be given who can approve the purchase etc. in the absence of the manager. Table I: Shows the articles/se rvices to be procured, rationalization and deadline. Article/Service Rationalization Deadline 1. Laces Required for the shoes and its preparation is very costly 1 October 2011 2. Studded soles Required for the completion of the shoes and its preparation is very time consuming 1 October 2011 3. ... The articles required in this case are usually procured by firm-fixed price contract. The project team specifies the articles, their amounts, services and deadlines. The purchasing department calls bids from different vendors according to the specifications and deadlines. It also bargains the price of the articles with the selected vendor according to the firm-fixed price. Contract accomplishment procedure: The contract execution procedure varies greatly among different companies but it is very important to specify all the rules for finalizing a contract relating to procurement with the company. The authorities which will be involved in decision making should also be mentioned. First of all it is decided that which articles are to be procured. It can be done through a survey of the cost analysis of the required articles provided internally compared with that procured from different vendors. After making decisions about the items to be procured based on the cost analysis, the purchasi ng department will call for bids from different vendors. Different vendors will send proposals which will be reviewed to see which proposal is according to the criteria set out by the project team and purchasing department and offers lowest price. It is also decided that up to what amount the project manager can approve the purchase and the purchases greater than that amount will require the approval of The Contract Review Board. This Contract Review Board usually consists of agents of the project team, purchasing department, finance and project manager office. Decision making criteria: The standard which is used by the contract review board/project manager for the selection and award of contracts differs from company to company. However, following criteria