Probation Research Paper Example | Topics and Well Written Essays - 1250 words

Probation - Research Paper Example It further indicates that probation can be prearranged by way of suspended sentence or a conditional discharge. Probation can include disposition such as intermittent sentence, fine, imprisonment for term not more than two years and conditional sentence. A probation order comes in on the day it is made and if it is to follow incarceration, it is made on the finishing term of the prisons. Probation order comes into effect at the conditional sentence expiration. Probation orders cannot be made to run consecutive to another order. Again, it cannot remain in force for more than three years and can only end on the expiry date unless there is termination or revocation of the order by the court. According to Mcscs.jus.gov (2011), breach of probation by the offenders without logical excuse, is termed as an indictable offence and can fetch a maximum penalty of not more than two years and also the offence is punishable on conviction summary and jail penalty not exceeding 18 month or a fine not exceeding 2,000 dollars. The suspension of the sentence permits an appositive action to be taken may be either the execution of the sentence of suspension or imposition of the sentence of the suspension. ... violation of probation, the judge usually suspends sentence imposition and the judge looks for additional material of information on which to base a decision regarding the imposed sentence. There are conditions of probation which are laid where a probation officer has authority to supervise a person who has been put on probation with a reporting condition. Mcscs.jus.gov (2011) states that form of reporting and frequency are outlined by the court. Where the condition is phrased as â€Å"report as directed† and a reporting schedule is outlined, the probation officer completes a comprehensive assessment to determine frequency and intervention of reporting based on the offender’s analysis risk to re-offend and need in areas linked with conduct of the criminal. Hough (2006) states that probation is explicitly people-focused compared to other mixed value system at officer level in the prison services. People-focused values often coincide with those liberal values towards enfo rcement, punishment and the number of times that an offender should be given when their lives are in chaos. In probation services, the government’s assumption is that the senior management has more control and that they have what is needed to secure judicial and public confidence. Although there have been problems in the early and mid 1990s with the primacy given to probation staff to the expense of control and with failure to enforce the conditions of probation orders with acceptable rigors; national association of the police organization (NAPO) has dealt with these cases pretty decisively. Since then, energy for probation enforcement has improved continuously and the role of probation in the community for delivering punishment is now an accepted fact. However, in the process, the workforce

Risk management at wellfleet bank Essay Example for Free

Risk management at wellfleet bank Essay This case illustrates risk management in the world of corporate lending which is quite di? erent from the retail, subprime, and mortgage lending at the root of the recent banking turmoil. It is also interesting because Well? eet (actually, Standard Chartered PLC; ticker symbol: STAN) is one of the few banks which successfully weathered the 2007-2009 credit crisis. Chief executive Alastair Dowes has to decide if the risk governance process is adequate to uncover mega-risks in light of the current risk-assessment process and the credit decision regarding a bn loan application. Working for the Chief Credit O? cer (CCO) as a senior loan supervisor, you have been asked to assess and review the risks in the proposal and to make a credit recommendation, i. e. , whether Well? eet should accept the loan application or not. At the same time, you are worried about gray-area risk decisions and, in particular, the fact that risk-adjusted performance measurement can rarely be automated. Risk governance requires executives to strike a balance between risk modeling and qualitative business judgment—a holistic (rather than silo-based) view of risks. You are preparing either an executive memo to the CCO and CEO or a presentation to WellFleet’s credit committee. The following questions are meant to guide your analysis: 1. How much credit risk should banks take? What avenues do they have to manage credit risk ex ante and ex post? 2. Research the history of WellFleet = Standard Chartered. How well has Well? eet performed? Why and how has it avoided major problems in its orporate loan portfolio? Was the bank lucky or smart? 3. Analyze the risk management process at WellFleet Bank. What suggestions might you make to the CEO about improving the process? (a) What are the objectives of loan o? cers and supervisors, respectively? What about the risk management unit? (b) Are the incentives of line and risk management units aligned? Why or why not? (c) How would you organize origination and risk management activities? What risk factors drive the credit exposure to Gatwick? Analyze what a credit bet on Gatwick really amounts to. a) Download stock prices for pure gold-mining companies such as Barrick (ticker: ABX) and Newmont (ticker: NEM) as well as a gold prices and the SP 500. Calculate the instantaneous return Rit = ln PPit . it? 1 (b) Compute the correlation matrix for the 4 variables. How would you interpret the results? (c) Run a CAPM-type regression of the gold-miner’s return Rit on a constant, the SP 500 return Rmt the gold return Gt by OLS, i. e. , estimate the following model: Rit = ? + ? Rmt + ? Gt + ? t How would you interpret the results? What does it tell you about the credit exposure? 2 5. Calculate the Expected Loss, Economic Revenue and Economic Pro? t for both proposals. What would your decision regarding the two credit proposals be? Why? (a) What steps if any could Well? eet take to reduce its credit exposure to Gatwick? (b) What avenues are open to the bank to manage its credit exposure ex ante (before and in the lending process) and ex post (after the loan went onto its books)? 6. Given Well? eet’s new focus on large corporate deals and its need to recruit relationship managers from investment banks, what are the challenges for the risk culture of the organization, and its style of risk management in particular?

Another Hamlet :: essays research papers

The real question is Hamlet crazy or is he just acting it. In my opinion there are many things throughout the play that make me tend to believe that he is crazy. When Hamlet enters Opheliu's room and she has the question if he is truly mad or if he is just acting. Hamlet is proven o be crazy in this play and statements and actions he days and does are the thing that prove this. There are many things that make me tend to beleive that Hamlet is crazy. There are also many things that he does that does not want to make you think that he is crazy but for others to think this of him it just make me want to beleive even more that he is crazy. One of the things that shows that he is crazy is that he contemplates suicide or as Hamlet says "self slaughter", this is definately a true act of pure craziness. Hamlet also wants to believe that he see's this ghost of his father that is odd because when he is in the room with his mother he starts to talk to the ghost and the mother does not see it. Also when he walked into Ophelius's room he just stood there staring at her for a long time and no normal person does this. This is just another example of one of the examples that proves that Hamlet is crazy. Hamlet also has a lot of evil in him like when he killed Polomius for no reason when he was behind the curtains in his moms room. Also when he see's his Uncle Claudius praying he is deciding whether or not it is a good idea to kill him. These are just other examples how I think that he is crazy. Another importnt thing to show that he is crazy is that he has no fear like when he started to follow his father apparation even when Horatio said don't go because it could be dangerous. He also does things that are very odd and random like when Ophelius and him were wathcing the play he just put his head in her lap and started mumbling about nothing. Hamlets image has also got very scrubby by the way he dresses and the way he looks. Ophelius said that when she saw him she was scared. These are all examples about why I think that

A Levels

w w ap eP m e tr .X w *6364028069* 9701/05 CHEMISTRY Paper 5 Planning, analysis and evaluation October/November 2007 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. You are advised to show all working in calculations.Use of Data Booklet is unnecessary. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use 1 2 Total This document consists of 9 printed pages and 3 blank pages. SPA (NF/CGW) T30933/8  © UCLES 2007 [Turn over om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL E XAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level 2 1 The hydroxides of Group I metals (LiOH, NaOH, KOH, RbOH, CsOH) are highly corrosive white solids which rapidly absorb water vapour on exposure to the atmosphere.All of these solids dissolve exothermically in water. The enthalpy change of solution, ? Hsoln, is the energy change associated with the following reaction. M represents the Group I metal. M +(aq) + OH–(aq) M OH(s) + (aq) The following diagram represents theoretical stages in the formation of aqueous MOH. M +(g) + OH-(g) + (aq) lattice energy hydration enthalpy of the ions H hydration M OH(s) + (aq) H soln M +(aq) + OH-(aq) Lattice energy and hydration enthalpy are both more exothermic when ions carry a higher charge and/or ions have a smaller radius. When comparing Group I hydroxides, changes in ?Hhydration are more significant than changes in lattice energy. (a) By considering trends in the size and charge of the ions, pred ict the likely trend in ? Hsoln from LiOH to CsOH and sketch your prediction. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Hsoln LiOH NaOH KOH RbOH CsOH [2]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use 3 (b) The enthalpy change of solution, ? Hsoln, for any Group I hydroxide can be measured For Examiner’s Use experimentally in the laboratory. In experiments to compare ? Hsoln for LiOH, NaOH, KOH, RbOH, CsOH state the independent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ , the dependent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. the other variable to be controlled †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . [3] (c) Draw a labelled diagram to show the apparatus you would use to obtain data from which ? Hsoln could be determined. From the information given on page 2 and the apparatus you plan to use, identify two possible sources of error in the experiment and state how you would minimise the effect of each. rror 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ error 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [3] d) Identify a health and safety risk in the experiment and explain how you would minimise it when carrying out the experiment. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦ [2]  © UCLES 2007 9701/05/O/N/07 Turn over 4 (e) Describe the procedure you would carry out to find the enthalpy change of solution, ? Hsoln, for one of the Group I hydroxides. Your plan should give a step-by-step description of the method, including †¢ how you would measure the independent variable, †¢ how you would measure the dependent variable, †¢ appropriate masses and volumes of reagents. The following data may be of use in planning the detail of your experiment. Ar: Li, 6. 9; Na, 23. 0; K, 39. 1; Rb, 85. 5; Cs, 133. 0, O, 16. 0; H, 1. 0 4. 3 J are required to raise the temperature of 1. cm3 of any solution by 1 °C. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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[4]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use For Examiner’s Use 5 (f) The procedure is repeated for each of the Group I hydroxides. Show how you would tabulate the results for all the experiments. [1] (g) Show how you would use the results of one experiment to calculate the enthalpy change of solution, ? Hsoln, for the reaction. [1] [Total: 16]  © UCLES 2007 9701/05/O/N/07 [Turn over 6 2Students were asked to investigate how the rate of reaction between magnesium ribbon and hydrochloric acid varied with change in concentration of the acid. 2HCl(aq) + Mg(s) MgCl2(aq) + H2(g) Student 1, looking at the equation, suggested the following. rate of production of hydrogen gas = k[HCl ]2 This student used the following apparatus to investigate the rate of production of hydrogen gas, H2. gas syringe magnesium ribbon dilute hydrochloric acid The student used a 500 cm3 measuring cylinder to measure 100 cm3 of dilute acid into a conical flask. A 1 cm length (0. 1 g) of magnesium ribbon was dropped into the acid in the flask and the stopper quickly replaced in the flask. The stop-clock was started and the volume of gas collected was measured at 0. 5 minute intervals. The results of the experiment were recorded as shown in the table below. time / min time / min volume of H2 / cm3 0. 5 15. 5 5. 5 80. 0 1. 0 25. 0 6. 0 82. 5 1. 5 34. 0 6. 5 85. 0 2. 0 43. 0 7. 0 87. 0 2. 5 51. 0 7. 5 87. 5 3. 0 59. 0 8. 0 91. 0 3. 5 65. 0 8. 5 92. 5 4. 0 69. 5 9. 0 93. 5 4. 5 74. 0 9. 5 94. 5 5. 0  © UCLES 2007 volume of H2 / cm3 75. 0 10. 0 95. 0 9 701/05/O/N/07 ForExaminer’s Use For Examiner’s Use 7 (a) Plot a graph of volume of hydrogen produced against time. [2] (b) Identify clearly on your graph any anomalous readings and suggest a reason for these anomalous readings. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [1] (c) On the graph you have plotted, construct a line from which you can calculate the initial rate of reaction.Calculate the initial rate of reaction and show your working. initial rate = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. cm3 min–1 [2]  © UCLES 2007 9701/05/O/N/07 [Turn over 8 (d) By considering the experimental method described, explain why the plotted line does not pass through 0,0. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (e) Identify a further source of error in the method describ ed and suggest a change to the method to reduce this error. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (f) Students 2-8 carried out similar experiments with different concentrations of acid. The initial rate of reaction was calculated for each of their experiments and is shown in the table below. Enter in the table the initial rate you have calculated for Student 1. student volume of acid used / cm3 volume of water used / cm3 mass of magnesium used /g initial rate relative concentration of acid / cm3 min–1 1 100 0 0. 01 2 45 55 0. 01 8. 0 3 90 10 0. 01 16. 4 4 60 40 0. 01 11. 5 5 100 100 0. 01 9. 3 6 35 65 0. 01 6. 8 7 80

International Marketing Vifon to Japan

Japan is still the 2nd biggest retail market in the world with 127 million consumers that appreciate high quality and excellent service. China may have more factories these days, but how many people there can really afford western goods? When it comes to measure market size, Japan still accounts for more than 55% of the whole Asian retail market. Japan is also the nation with the highest demand for foods imports as it has the lowest self-sufficiency rate (39% only), 61% of all foods consumed in Japan is imported (United Nations, 2008).In 2011 the Japanese retail market had to cope with the March 11, 2011 shock and then compensate for the various after effects. Initially consumption spiked with the mass purchases of emergency items such as bottled water and batteries, followed by corresponding declines in purchases like party items and non-essential goods. The economy shifted from a rocky footing onto a more stable pathway by summer and consumer behaviour normalized.Japanese consumer adapted to new preferences in reaction to the events, changing retail market demands significantly. First, Japanese consumers began eating out less, while having meals at home more. This has led to an increase in the Home Meal Replacement (HMR) sector, as well as the frozen food sector. Second, Japanese consumers are more attentive to products with longer shelf life, in case of future emergency situations. The Japanese retail market is dominated by two demographics: Young career seeking individuals in single person households B.Market breakdown Total retail sales including food, beverages, general merchandise, fabrics, apparel, and accessories in Japan amounted to $832. 6 billion in 2011. Of this fgure the total food and beverage retail sales amount was $527. billion. Total retail sales have increased each year since 2008. In 2007, there were total retail sales of $614. 6 billion and food & beverages sales of $370. 6 billion. Below are the total sales fgures: C. Food sales 2011 The Japanese retail food industry in 2011 experienced growth across all three categories of large and conventional supermarkets, department stores, and convenience stores.As stated previously the resilience of the industry and its ability to quickly adapt to the market changes along with economic growth in the latter half 2009 to 2011 for the three retail categories D. Food and Beverage Sales Japan While food sales grew across all segments, overall sales growth was observed in most regions of Japan as many households spent more time and money purchasing food items to consume at home rather than spending money at restaurants in 2011. Restaurant spending did increase in 2011, but food purchases for home consumption were the larger portion of spending.Japanese real economic growth rate for 2011 was estimated at minus 0. 4% by the Bank of Japan. The negative growth rate was expected due to the hardships that had to be overcome, but it is important to keep in ind that even in an environment of stagnant sales; geographic markets in Japan are quite sizable – often exceeding that of entire countries. E. Establishment Trends In 2011, supermarkets and convenience stores continued to be the primary distribution channel for food in Japan.The market has been relatively stable over the last 3 years with the only notable trend that department stores are losing ground slightly, but this corresponds with the decline of department store sales in general. F. Large Scale and Conventional Supermarkets Japan Supermarkets in Japan represent the largest provider of food and within the upermarket sector the top 5 companies (AEON, Ito Yokado, Uny, Daiei, and Life Corp. ) represent 65% of all sales. 1. Target Market As the Japanese market continues to mature, supermarket giants have strengthened their networks to reach single adults and Generation M.The older generation especially has wealth to spend they are targeting this group by changing store hours. In addition to opening early, supermarkets have special promotions related to these early bird specials – resulting in more foot traffic especially among the elderly population. 2. Price Competition Price competition has become more intense and is a major feature of the upermarket business in Japan. Supermarkets are reducing costs and improving their infrastructures through restructuring and closing unprofitable stores in an effort to improve efficiency.The companies which have succeeded to reduce management cost and to prevent losses have regained their profit. Speciality supermarkets are important for export products because these stores carry products with higher prices. Their focus is own branded import foods and beverages, there is about 900 speciality supermarkets within the top 10 chains, plus about 200 POS as 3. Company Highlights The following table highlights the Japanese supermarket industry food sales, and the percentage component those sales represent.The general trend has been greater food sales in 2011. G. Convenience Stores (CVS) Japan There is a total number of about 48,000 convenience stores in Japan. In 2011 convenience stores were proactive and were one of the first retailers to move into the Northeast Japan area. The mobility of convenience store operations, smaller size, and less SKUs allowed convenience stores to play a vital role in supplying the region. One way convenience stores helped after the disaster was by releasing â€Å"Mobile Convenience Stores†.These are small 3 ton trucks which can hold up to 300 items of â€Å"bento boxes†, rice balls, drinks, and snacks. These trucks were used in areas where stores were destroyed or where evacuees had trouble accessing food. Convenience stores in 2011 continued strategies to develop and maintain efficient networks. Convenience stores for the top 7 operators in 2010 numbered 41,663 and in 2011 the total number of convenience stores in Japan increased by 13. 4% to 48,139 according to the Nikkei fisc al 2011 convenience store survey.This expansion and competitive trend will continue in 2012 as the top 5 convenience stores plan on opening over ,700 new stores. Food sales grew again in 2011 by an additional $8 billion and three of the top 4 convenience store chains broke their records for operating profit. Profits were boosted by female and elderly customers buying fresh food, desserts, and ready to eat meals in the aftermath of the quake. Seven & Eleven became the first Japanese retailer to achieve more than trillion ($37. 1 billion) in annual sales.With the earnings in 2011, convenience stores are set to once again expand outlets and network capabilities in 2012. H. Department Stores Japan Since the 1980s Japanese department stores have faced steeper competition from he growth of supermarkets, malls, and convenience stores. Department stores generally have a variety of shops and services, with the basement level having a grocery or eatery shops. ln 2011 department store food sal es amounted to $23. 9 billion, representing 12. 3% of the Retail Food market in Japan.Over the last decade total department store sales of non-food products have declined. However, food sales at department stores have grown because of premium products, location, and the use of the depachika. Depachika means the basement floor of the department store where fresh food halls are traditionally located. Traditionally, depachika was a quiet retail food location. This changed when shops introduced high-quality HMR, creating a new niche food market in Japan. In addition, famous restaurants became tenants and lent their brand names to popularize depachika.The depachika phenomenon customers to department stores. Department stores are often attached to large train stations (such as the newly opened Shibuya Hikarie owned and operated by Tokyu Corp). Because of the proximity to the stations, pedestrians can easily access depachika eateries; Tokyu Corp's Hikarie location is estimated to attract 1 4 million isitors a year, with 200 shops, and many of the eateries staying open until 4am on weekends. Pricing, Quality and Premium Department stores usually carry imported branded products, but they are typically in low quantities.Many of the items are packaged as take-and-go products due to the proximity to stations and the premium nature of the products for use as gifts. l. Consumer Preferences Japan Japanese consumers have some general historic preferences that one should consider. Japan is a nation that prefers convenience, quality, and single-serving sizes. Returning to the latter item, an estimated 3. 3 million people commute into Tokyo every day according to Tokyo Metropolitan government. The commute is mostly done via train and then on foot. Therefore convenience and accessibility are highly valued by Japanese consumers. J.Recent Retail Trends in Japan There are recent trends of burgeoning growth for Private Brands, Healthy Foods, Eco- friendly or Energy saving foods (typic ally as frozen foods), market consolidation for greater efficiency, and new retail ideas to meet new demands. Energy efficient foods (frozen foods – bento dashi), prepared foods (Home Meal Replacements – HMR), and esserts have all seen a strong market growth. Healthy or Functional foods continue to be important. WHOLESALE MIDDLEMEN IN JAPAN Wholesalers are middlemen who purchase only to resell, and whose customers are often not final demanders but instead retailers or other wholesalers.Any sensible analysis of wholesaling needs to begin by recognizing that middlemen of all sorts lower the costs of trading rather than adding to them; otherwise they could not charge prices that their customers willingly pay and that cover their own costs. The costs of middlemen are transactions costs by definition; they are costs of activities hat are either essential to trade or that facilitate trade. These include the costs of assuring ownership rights, detecting the quality of traded goods, discovering valuable trading opportunities, negotiating mutually agreeable terms, and so on.Those who can perform these services at costs that are lower than the middleman;s spread (difference between bid price and asking price) to the lowest level that Just covers their own costs. In all these respects, wholesaling in Japan surely resembles wholesaling in other nations; but there is one thing about wholesaling in Japan that stands out. The peculiar thing about wholesaling in Japan is the often large number of separate wholesalers through whose hands goods pass before reaching their ultimate destinations on the shelves of retail stores.One indication of this fact is the large percentage of merchant wholesalers' sales that are to other wholesalers: 41. 9% for Japan versus 24. 8% for the US and 16. 2% for West Germany. A more precise indication of the numbers of wholesale steps in Japan can be constructed from data on the gross markup of retailers' prices over manufacturers' pr ices and from the average price spreads of all wholesalers. Dividing the total price markup in a wholesale chain by the average price spread of all wholesalers gives an estimate of the number of wholesalers in the chain.The average total price markup in wholesale chains is in fact less in Japan than in the US, but the average price markup of each wholesaler is also less in Japan than in the US, so we infer that on the average Japanese marketing channels have a greater number of wholesale steps. The typical or average marketing channels in Japan includes two wholesalers in sequence while that in the US includes only one. The common held view that wholesale marketing hannels are longer or have more steps in Japan than in the US is thus supported.Japan's multiplicity of wholesale steps reflects its proliferation of retail outlets. Retail business like food, liquor, and toiletries that have vastly more outlets person in Japan than in the US also tend to have more wholesale steps in Japa n. One further fact about wholesale marketing channels in Japan is worth iterating. Marketing channels that have particularly many wholesale steps in the US. For instance, fresh fish, meat, and vegetables all have more wholesale steps than most other kinds of business in both nations. Shoes and apparel have relatively few wholesale steps in both countries.Common forces appear to be operative in the economies of both Japan and America. Marketing channels in Japan and elsewhere reflect the calculated attempts of profit-seeking entrepreneurs to economize on transport costs, to avert spoilage, and to collect and act on information about the local demands for goods. The same is true of other aspects of Japanese marketing channels, including that which we next address, the contractual arragements among channel members. MEDIA According to the latest survey on the time-usage of the Japanese (Kokumin Seikatsu-Jikan Chosa) done in October 1995 by NHK Oapan Governmental Broadcasting Corporatio n), the average Japanese watches television for three hours and twenty- eight minutes a day. This nation-wide survey has been conducted every five years, and the time spent watching TV in 1995 was longer than that of 1990 by more than TV broadcasting began in Japan in 1953. The same survey reports that the average Japanese reads a newspaper for twenty one minutes a day, which is so short compared to the time spent watching TV. In addition the time spent reading newspapers has not changed so much for the past twenty five years (19 min. 1970, 20 in. 975, 21 min. 1980, 20 min. 1985, 20 min. 1990). Another survey reports that already in 1962 more than a half of the Japanese got news information mainly not from newspaper but from television, and this trend is by far more evident than ever at present. Thus the role of the TV in the Japanese everyday life is so big, but as we will see later we cannot always say that the social position of it is high in the social information environment of Japan. And this is also the case of other developed countries like the I-JK, about seventy percent of whose people got news information not from newspapers but from television in 1993.

What Marx Really Said essays

What Marx Really Said essays Throughout the world today, the lives of millions of people are governed by what Karl Marx said. In the brief period since his death, his doctrines have exercised an almost unparalleled influence. Both Karl Marx and Friedrich Engel, a fellow philosopher, put together the famous Communist Manifesto, which was published in 1848. This was by far, the most extraordinary book written by Marx. The social classes as defined by Marx are the bourgeois, which are only made up of two percent of people on earth. Bourgeois have enough people and products working for them that they do not need to work; hence, they are extremely wealthy. Petite bourgeois are small business owners who own property and/or sources to generate a circulating supply of money, however, they must work to earn their living as well. An example of the petite bourgeois is the dentist. He must go to work everyday to earn his share, yet he has the receptionist and his helper who are proletariats. Without the dentist himself, the firm would not hold, hence, he is needed. Proletariats, or the working class, make up the bulk of a countrys population. Lumpens are the people that do not work and own no property or goods. An example of a Lumpen is a homeless for he owns no property and has no source of money generation. Most of the social structure is made up of the petite bourgeois and the proletariats. The social classes that make up a class pyramid are measured by things that a person owns (land, machinery, workers) that make money (commodity). A commodity is the end product of what a product is capable and willing to make. Everything from a person to machinery is a commodity. A car for example is a commodity; it has to keep its wheels turning, once the car is no longer used, the car stops being a commodity. You are a commodity; you must get up in the morning and go to work so that you can buy food and supplies, if you stop working, then you join the l...

All we have to fear is fear itself essays

All we have to fear is fear itself essays All we have to fear is fear itself In his inaugural speech as President, Franklin Delano Roosevelt remarked, The only thing we have to fear is fear itself. Indeed these words very accurately describe the problems faced by the people of America from that time till December 1941. How deeply had this man, destined to become one of the most remembered of our presidents, thought before speaking these everlasting words on March 4, 1933? Roosevelt had in fact spoken what was actually realized eight years later when the Japanese army attacked Pearl Harbor on December 7, 1941 and brought the United States into the Second World War. Before expressing my views in favor of my convictions let me recall the exact words that I am going to talk about. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. (FDR March 4 1933.) The cause of the fear that Franklin D. Roosevelt was referring to was the economic depression America was in when he took office. Roosevelt was warning America not to let their economy be paralyzed by the fears, which had overcome their reason and had made them over cautious about their actions. This might not have been completely understood at that time but FDR's warning was, no doubt, valid. The great depression had its roots in an era of prosperity. The nineteen twenties, were the years of genuine prosperity and real economic growth. Consumer economy was a new thing, and so was the confidence in growth. If we carefully examine the history of American economy, we find that it is characterized by crests and troughs: - that is alternating booms and slumps. But the people during the third decade of the twentieth century perhaps thought that the magic formula had been found and the good times of growth will last forever. The econom...

SAT Sample Questions Every Single Question Type Explained

SAT Sample Questions Every Single Question Type Explained SAT / ACT Prep Online Guides and Tips In delving into the world of test prep, you've probably uncovered a whole slew of unfamiliar terms describing the various question types featuredon the SAT. This jargon- improving sentences, identifying sentence errors, extended reasoning, literal comprehension- tends to feel extremely off-putting. Why all the lingo? Why all these divisions and subdivisions by topic and type? Well, this guide will explain the logic behind the different terms and walk you through every single question type, with real SAT sample questions. As you know, there are three types of sections on the SAT: reading, writing, and math. Each section has its own breakdown of major question types, all detailed below. Read on to discover exactly what types of questions you'll encounter on the SAT and get lots of sample SAT questions. What's the big idea? Because you don't want to spend any precious time on interpreting directionscometest day, you should make sure to familiarize yourself withthe standard instructionson the SAT. Each question type hasitsown set of instructions, so it's important to know how to approach eachone efficiently. It's also useful tounderstand what skills each task is designed to test: not only what content is covered but also how you're expected to apply your knowledge. Reading The reading section is divided into two main categories: sentence completions and reading passages. Let's go through the different types of questions you'll see for each with sample SAT reading questions. Sentence completions You should know right off the bat that this task will be gone when the SAT redesign takes effect in 2016. For now, though, it's an important component of the test. Out of 67 reading questions, 19 are sentence completions. You'll be faced with a series of incomplete and unrelated sentences, each one missing a word or two. Your mission (should you choose to accept it or not) is to choose the word or words that will best round out eachsentence. The sentence completion category of questions can be further subdivided one of two ways: one-blank vs. two-blank sentence completions, or vocab-based vs. logic-based sentence completions. Note that these are two separate systems of organization; a question will have either one blank or two, and it will test either vocab or logic. Remember these? Yes, that's right...the SAT is a cruel, cruel game of Mad Libs. One-blank sentence completions These are classic, prototypical sentence completions. One word (or, occasionally, one very short phrase) has been removed from the sentence. Two-blank sentence completions These questions contain the added layer of a second missing word (or phrase). Vocab-based questions These questions are designed specifically to test your understanding of words- often obscure ones. The sentences are fairly straightforward, and the test hands you definitions or descriptions of the missing terms. Often, a simple independent clauseis linked by a comma or colon to a phrase that reiterates the very same information. "Elementary, my dear Watson." (Sherlock Holmes) Logic-based questions The sentences featured in these questions have many more twists and turns. The vocabulary may be basic or more complex, but either way you're not likely to find any definitions handed to you. The point is to see if you can infer the meaning of the sentence without the help of the most crucial content words. It's common to see words that imply a contrast or contradiction, such asbut, while, although, or despite, in this type of sentence. Great! So...how do I deal with these? For any given question, if you're already familiar with all of the words, examine the logic of the sentence carefully. Be on the lookout for crucial structure words, especially those that signal a contrast or contradiction.Eliminate any answer that contains a word that doesn't fit. Continue to narrow down until you have your answer. But what if you don't know all of the words? There are ways to work with that! In fact, check out this great article on how to attack sentence completion questions strategically without swallowing a thesaurus. Passages Out of 67 reading questions, 48 are passage-based. There are single passages that stand alone and double passages presented as pairs. Passages vary considerably in length, from about 100 to about 850 words. Questions fall into three main categories: extended reasoning, literal comprehension, and vocabulary in context. Extended reasoning These questions are aimed at assessing your global understanding of passages. There are five basic types of extended reasoning question: Big picture questions ask explicitly about a passage's main idea or primary purpose. Check out our complete guide to mastering big picturequestions. Inference questions ask you to make inferences based on information suggested by, but not explicitly stated in, a passage. Check out our complete guide to mastering inference questions. Function questions ask you to figure out how a specific portionof the passage functions as part of the whole. Check out our complete guide to mastering function questions. Author technique questions ask about the use of literary devices in the passage. Check out our complete guide to mastering author technique questions. Analogy questions ask you to draw an analogy between ideas expressed in the passage and ideas drawn from another source. Check out our complete guide to mastering analogy questions. You have all the pieces to the puzzle; it's just a matter of fitting them together. Literal comprehension These questions test your understanding of information that's given directly in the passage. You'll be asked to refer to a specific point in the passage and select the answer that best explains that portion of the text. Basically, you won't have to go beyond what's written, though you will have to recognize the same information restated in different ways. You can also check out our complete guide to mastering literal comprehension questions. Vocabulary in context These questions test your vocabulary, including your understanding of secondary or nonstandard definitions of words. For instance, "bright" could refer to a luminescent object in one scenario and toa clever child in another. The good news is that you havecontext to help you figure out how the word is being used in any particular passage. For more information, check out our complete guide to mastering vocabulary in context questions. Great! So...how do I deal with these? I wish there were a one-size-fits-all formula for the SAT reading passages. I really do. Unfortunately, though, that's not the case. Some people prefer to give the passage a thorough read, then attack the questions. Others like to give the questions a quick skim before they pick apart the passage. As you consider what strategies might serve you best, definitely check out our detailed guide to reading passages on the SAT. That's SAT reading for you, in a nutshell. Don't stop there, though; there's much more to learn. Be sure to check out our complete guide to the entire reading section. Writing Before we delve too far into writing, I need to offer a disclaimer. The writing section of the SAT is getting a complete makeover starting in 2016. The information below refers to its current iteration. If you're preparing for the new test, head on over to our complete guide to the redesigned SAT. For now, however, there are four types of writing tasks: the essay and three varieties of multiple choice questions. Those are called identifying sentence errors, improving sentences, and improving paragraphs. We'll give you a bunch of sample SAT writing questions. Yes, anonymous pen-wielder; yes, you are. Essay As you are probably aware, there is precisely one essay question on the SAT. It accounts for 30% of your writing score. Generally speaking, SAT essay prompts are quite broad and philosophical. You need to take a stance on some issue and defend it. Essay prompts can be divided into a few different categories: Morality questions ask you to comment on an issue of right and wrong and evaluate possible human behaviors. Opinions and values questions ask you to weigh in on which of two options is inherently better than its counterpart. Success and achievement questions ask you to discuss different routes to and implications of human accomplishment. Society and culture questions ask about the status of today's human world. Knowledge, learning, and creativity questions ask you to assess some aspect of wisdom or growth. Counterintuitive statement questions ask you to discuss the viability of a seemingly paradoxical suggestion. Cause and effect questions ask you to gauge whether one reality results from another or not. If you're interested in a more detailed discussion of these categories, check out our article dedicated to examples of each type or our comprehensive list of what you might encounter on the test. There will always be a brief quotation or commentary included to help contextualize the debate, followed by an explicit question. Great! So...how do I deal with these? One thing to know is that, while the quotation may be helpful in getting your creative juices flowing, it's not a necessary component of your essay. The key to a high-scoring essay is a thesis that takes a strong stance on the issue at hand. You'll also want a handful of concreteexamples from your own life, from history, from literature, from current events, from pop culture...from anywhere, really, as long as they ground your argument in good, solid evidence. There's a lot more to know about crafting the essay, so be sure to check out our articles dedicated to the topic. Start with our step-by-step breakdown of the writing process. Then consider reading advice on how to get a 12 on the SAT essayor tips on improving your essay score. Rosie the Riveter's lesser known twin, Gertie the Grammarian. Multiple choice Multiple choice questions account for the other 70% of your writing score. The first two multiple choice tasks, identifying sentence error and improving sentences, test the same basic topics. These are discussed in depth in our article on the content of the SAT writing section. Identifying sentence errors There are 18 of these questions on the test. You're going to see a series of sentences. In each sentence, four words or short phrases will be underlined. At the end of each sentence you'll see the phrase, "No error". Anything that's underlined is a potential error and corresponds to an answer choice. There will never be more than one mistake in a sentence, and there will never be a mistake that isn't underlined. Your job is to find the mistake (if there is one). If there's no mistake, choose "No error": this applies to about one question out of every six. Great! So...how do I deal with these? These questions tend to be the quickest grammar problems, so it's a good idea to knock themout first. Read the full sentence. Does anything leap out as grammatically wrong? Is it underlined? If nothing strong strikes you as an obvious error, look at each underlined word or phrase and think about what it's likely to be testing. Remember: problems with verbs are most common, followed by problems with pronouns. For a more thorough exploration of these techniques, check out our full article on identifying sentence errors strategies. Improving sentences There are 25 of these questions on the test. Once again, you're going to see a series of sentences. In each sentence, one word or phrase will be underlined (or maybe even the entire sentence). The underlined portion of the sentence contains a potential error. Your job is to choose, from among the answer choices, the most suitable alternative to the underlined phrase. Choice A is always an exact replication of the original phrasing; it's like the "No error" option for this task and applies to about one question out of every six. Great! So...how do I deal with these? Be aware that these questions take a little more time than identifying sentence errors. But note that the last section of the test contains only improving sentences questions and nothing else, so you can't always opt to save them for later. Read the full sentence. Does anything leap out as grammatically wrong? If so, how would you correct it? Look for an answer choice similar to what you anticipated. If the sentence seems all right on a first read, though, examine the underlined portion of the sentence and try to figure out what it's likely to be testing. Still not finding anything? If time permits, try placing each answer choice in the context of the sentence and reading it over again. For a more thorough exploration of these techniques, check out our full article on improving sentences strategies. Improving paragraphs There are 6 of these questions on the test. This task is rather similar to improving sentences; however, some questions ask for a broader analysis of the passage. In other words, you need to think about the big picture as well as the nitty-gritty details. There are seven sub-categories of improving paragraphs questions. Note that not all seven will be on any given test. Improving sentences questions are, as you might suspect, just like normal improving sentences questions. Transition questions ask about creating the smoothest, most logical flow from one point to the next; often, it's a question of a single word or two. Organization questions ask you to move around the sentences within a passage. Conciseness questions rely on the idea that shorter is sweeter on the SAT, as long as no crucial information is left out. Meaning and purpose questions ask about why the author wrote a particular portion of the passage in a specific way or about the major idea behind the passage as a whole. Eliminating and adding sentences questions ask about the value of inserting or deleting information. Specificity questions askyou to recognize that sometimes the author's initial word choice can be improved upon by making the diction of the passage more precise. Great! So...how do I deal with these? First, skim the passage. This is not an in-depth read: just a quick gander to get the general gist. Mark anything that seems really off: grammar errors, transitions that don't make sense, etc. Next, dive into the questions! Don't be afraid to look back at the passage frequently to reestablish a sense of context. Also, remember to check out our article on the absolute best strategies for approaching this task. And that's SAT writing. It's really just the tip of the test prep iceberg, though, so be sure to look at our complete guide to the entire writing section. Math First and foremost, math questions come in two basic varieties: student-produced response questions, or grid-ins, and multiple choice questions. I'll show you sample SAT math questions for each. Student-produced response questions There are 10 of these questions. What makes them unique is that there are no answer choices provided to you; you must write down and bubble in your response. It's a relatively easy process, but I'm going to break it down for you, step by step- just in case you're curious. You can grid in whole numbers, decimals, and fractions ranging in value from 0 to 9999. You can't grid in negative numbers or mixed numbers,but improper fractions are okay. There are four boxes in a row at the top of the grid: write your answer in those boxes, one digit or symbol per box. Underneath each box is a column containing a series of bubbles, each representing a digit or other character as printed within the bubble. Fill in the bubble that corresponds to what you wrote in the box at the top of each column. You can write your answer starting in any column, space permitting- it doesn't matter whether you're aligned to the left or to the right. Leave any columns you're not using totally blank. Multiple choice questions Yep, these are just your standard, run-of-the-mill, multiple choice questions. There are 44 of them. There are four main categories of math questions, all of which are eligible to be tested by multiple choice or by grid-in: Numbers and operations Algebra and functions Geometry and measurement Data analysis, statistics, and probability Numbers and operations There are 11-13 of these questions. They cover topics like properties of integers, number lines, and elementary number theory, etc. Definitely check out our articles on integers, sequences, and fractions and ratios. Algebra and functions There are a whopping 19-21 of these questions. They cover topics like systems of equations, functions, and quadratic factoring, etc. Take a look at our articles on single variable equations, systems of equations, and functions. Geometry and measurement There are 14-16 of these questions. They cover topics like triangles, circles, and coordinate geometry, etc. Be sure you read our articles on triangles, polygons, circles, lines and angles, lines and slopes, and solid geometry. Data analysis, statistics, and probability There are 6-7 of these questions. They cover topics such as statistics, elementary probability, and geometric probability, etc. Don't forget to take a look at our articles on statistics and probability. Great! So...how do I deal with these? Make sure you understand the question. One of the toughest things about the SAT is its frequently deceptive wording. Check your assumptions at the door. Remember that drawings are not to scale and avoid jumping to conclusions. Always identify your own personal best method of solving. There's more than one way to solve a problem, and math can get creative; it's not a one-size-fits-all scenario. Keep track of your work- write it down! Also, use your calculator judiciously. It's a great tool, but it can be dangerous to rely on it too much. Try plugging in an answer or another sensible value if you're not comfortable proceeding algebraically. Take a moment to review our articles on how and when to plug in answer choices and how and when to plug in other values. Review and practice mathematical concepts on a regular basis. A good place to start is our complete guide to SAT math content. What's next? Now that you understand the kinds of problems you'll be facing, it's time to brush up on the content of the test and establisha regular practice regimen. Not convinced of how important this process can be? We have articles that specifically address whyyou need to prepare for the SAT and how many hours you should expect to commit, as well as the bigger picture of how long the process is going to take. Are you ready to get started? Get answers to your questions about when you should start studying, creating a study plan as a sophomore or junior, and creating a study plan as a rising senior. Not sure how to set a goal score? Read our article on deciding where to set your sights for the SAT. If you'd like help identifying which types of questions need the most work and how you can drill them, you may wish to consider a program with PrepScholar. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Slavery in the American Colonies Essay Example | Topics and Well Written Essays - 500 words

Slavery in the American Colonies - Essay Example According to the discussion  America since its very beginning practiced cruel racism which does not have any true scientific or biological base. Ethnic segregation and discrimination was very much evident in all areas. This practice started long years back and was followed by people and transferred to the next generations. It later became a political phenomenon. The white majority was found to be proud in their own race (a part of heritage). They were of the belief that they are superior to others in race as well as culture. They tried to put the minorities down in order to strengthen their own group. They developed extreme hatred towards the black minorities and had an overall sense of bigotry. The black minorities were oppressed to the core and were denied all rights. The demands and opinion of the blacks were never considered at all.  From this essay it is clear that  Story of the elimination of slavery from the American land is quite long. Slavery is the core reason the nat ion witnessed the disastrous civil war. United States started practicing slavery as early as 1619. Towards the closing of American Revolution, majority of the northern states stopped slavery, while the plantation economy of the South continued practicing it. In the years before the Civil War all the issues were centered on the issue of slavery. This started with the debates made on the three-fifths clause on the Constitutional Convention of 1787.... In the years before the Civil War all the issues were centered on the issue of slavery. This started with the debates made on the three-fifths clause on the Constitutional Convention of 1787. It further proceeded with the Compromise of 1820, the anti-slavery Gag Rule, the Nullification Crisis, and finally the Compromise of 1850. In the first half of the nineteenth century slavery was supported by the Southern politicians. They maintained the control of the federal government. Though they had most of their Presidents hailing from the South, they were very serious about maintaining a balance of power in the Senate. New states joined the Union and several compromises appeared to keep an equal number of free and slave states. In 1820, Missouri joined as a slave state and Maine came as a free state. The balance got disrupted in 1850 as Southerners allowed California to come as a free state in return for laws upholding slavery. The balance was later disturbed with the joining of free Orego n and Minnesota. The increase of the gap between free and slave state illustrates the changes happening in each region. When South, with a slow population growth, adopted an agrarian plantation economy, North adopted industrialization. They had large urban areas, with large infrastructures. They witnessed increased birth rates and a large inflow of European immigrants. The increase in population made South to keep a balance in the government. This lead to the addition of several free states. An anti-slavery president was also appointed. The political issue that ultimately took the nation towards the war was nothing but slavery in the western territories acquired during the Mexican-American War. The same

The mechanism of the money multiplier Essay Example | Topics and Well Written Essays - 1000 words

The mechanism of the money multiplier - Essay Example This paper will aim to provide an explanation and illustration of the essential mechanisms behind the concept of money multiplier and intensively the manner monetary authorities can control its size and influence money supply in the economy. First, an overview of money measure will be put forth. Secondly, the mechanism in light of money multiplier will then be explained by use of symbols and equations to elaborate the cyclical variations in the multiplier factor. This will be followed by a scrutiny of money multiplier in the present economic environment which will be explained and lastly a description of the instruments of controlling money supply such as open market operation, reserve ratio and the discount window will be put in details to explain the impact in the size of money supply. A conclusion will then be provided of the general overview of the essay. The Reserve Ratio According to Valdez & Molyneux (2010, p. 111), different measures or dimensions can resolve on the issue of money supply denoted as M via monetary aggregates such as M2 and M4. The monetary aggregate M1 equals to the cash held household whilst M2 refers to the sum of deposit within the bound of retail banks and building societies in addition to the cash held by the household. M4 gives a broader measure of money which comprise of wholesale bank deposits and certificate deposits. These can be expressed as; M1 = Cash held by households M2 = M1 + retail banks and building society’s deposits M4 = M2 + wholesale banks deposits + certificate deposit The measures of money explained above shows the liquidity level of money held in supply even though broader measures indicate less liquidity held. The correlation amidst the bank of England, commercial banks and the households and the behavior which describes the supply of money in the form of deposit ratio of the currency and the reserve ratio. This can be expressed as; M = Deposits (D) + Currency deposit ratio (CU). The money multiplier main tains the mathematical connection amidst the monetary base and the economic supply of money. The monetary base or the high powered money is the summation of the currency in supply in addition to the banking system’s reserves. The money Multiplier can be articulated as; 1/rr this is the inverse of the reserve requirement ratio. For example if the reserve requirement is 20% then the multiplier effect is equal to 5. The extension of a nation’s Money supply that comes from banks ability to lend, the extent of the multiplier effect relies on the fraction of deposits that the banks are stipulated to maintain as reserves. In other terms, it is money used to make more money and is established as division of the total Bank deposits by the requirement of the reserve. The effect of the multiplier is dependent on the reserve requirement that has been set. Thus to get the effect of the multiplier on the supply of money, the first step is to get the amount banks earlier on take in v ia the deposits and then divided it by ratio of the reserve. For example, in case the reserve requirement is about 20% for each ? 200 a customer makes deposits into a bank, then ? 40 must be maintained as reserve. Nonetheless, the remaining ? 160 can be advanced to other banks customers as loans. This ? 160 is then made as deposits by the customers into other banks which simultaneously also keeps 20% or ? 32 in reserve but can loan out the remaining ? 128. This cycle goes on as more customers’ makes deposits of money and more banks proceed with the lending process until the ? 200 earlier deposited makes a total of ? 1000 (?200/0.2) in deposits. These deposits created forms the multiplier effect. It must be noted that the higher the reserve requirement, the tighter the supply of money, which eventually lead to a lower multiplier effect for every pound deposited (Cecchetti, 2008, p. 47). Subsequently, the lower the effect of the multiplier, the greater the supply of

Reading summary Essay Example | Topics and Well Written Essays - 500 words - 1

Reading summary - Essay Example The nature of pre-modern social life was essentially religious and it did represent the society’s collective conscious. Thus, in order to analyze this it is quite proper to have broad understanding of recent religions, which is only possible if we go back into the past and follow the manner how it progressed in history. Religions showed same conformity to some essential elements such as their outside and visible characteristics which makes them comparable to one another. Although in the course of history, religious life appeared to be complicated and diversified which Durkheim referred as difficult to distinguish such as secondary from principal, essential from accessory, popular superstitions from purest dogmas, and the beliefs from rites and even from priests to monks and laymen. With this build up, it is not easy to situate the common foundation of religious life. Lower societies are then compared to more advanced societies wherein the former being simple and with slighter development of individuality makes it easier to identify its religious foundations as compared to the latter which everything is common to all. It is thought that the more advanced a society is, the more complicated it is to trace the early beginnings of religious life. The primary religions then allow us to understand these elementary forms since the facts are simpler, not influenced, and as Durkheim see it as nearer and more closely related to the motives which have really determined these acts (Durkheim, 7). Religious origin for a long time has been known to be the first system of representations. Durkheim believed that in order to understand these representations there must be the participation as to time, space and identity of individual thoughts. However, Durkheim stated that we cannot conceive time but we can only realized that portions of our past

Historical cost accounting is meaningless in todays complex business Essay

Historical cost accounting is meaningless in todays complex business environment - Essay Example Historical cost accounting and its alternatives have uses for different firms, markets, management and investment strategy, and auditing approaches, and there is no reason why they cannot both be used even within the same financial report! Historical Cost Accounting Summary Historical cost accounting is the process of accounting based on the historical value of an asset at the time of purchase after taking into account depreciation (Williamson, 2003; National Audit Office, 2009, 88). Historical cost accounting was once a near-universal standard, but now many different standards may threaten coherence (Cao). Disadvantages Historical cost accountings do have serious limits, and they deserve to be addressed. First: Depreciation is arbitrary because it's based on out-of-date values and estimations rather than any real benchmark (Greuning and Koen, 2001, p. 47). The depreciation charges don't end up making a realistic estimation of the actual replacement cost either. However, aside from t he advantage of keeping the information all self-contained, historical cost accounting also tends to report information from the firms' perspective: This asset was bought at price X and term Y. Second: Profits will be exaggerated because actual trading will involve replacing assets, which means giving up old assets which are undervalued (Gruening and Koen, 2001, p. 47). However, not all assets are fungible at full price. Historical cost accounting has the advantage that it lets the company recall what the product was worth at any given time. Third: There are possible negative tax implications (Gruening and Koen, 2001, p. 47). Overstating profits by undercharging the depreciation value (e.g. if I buy land twenty years ago, the depreciation isn't on the market value at that time but the value of the land currently as it depreciates or appreciates) and charging cost based on the historical costs of inventories can cause higher tax charges. The value of labor is also not included or dev eloped by historical cost accounting (Stovall, 2001, p. 2-4). Traditional accounting theories, in line with neoclassical economic theory, tend to view everything that is quantifiable as all that makes up an economy (Stovall, 2001, 2-4). Human capital, which is harder to measure and has growth rates which are not easily predictable, do not easily fit into the model and thus are jettisoned. Then again, Stovall (2001, p. 2-4) makes clear that fair value, current purchasing power and net present value accounting do not do this either. The failure to account for inflation, aside from the other problems already discussed, means that the firm may not be protecting its capital base (Gruening and Koen, 2001, 47). It also makes it hard to benchmark performance because different market conditions aren't being accounted for, allowing management to sit on their laurels since it's difficult to see if the company's value is really growing even after controlling for inflation. That having been said , inflation-keyed metrics can lull investors into a false sense of security (Fukui, 2003, p. 2). In fact, it may not be fair to measure executives against inflation of the market in general, given that the market is a cross-section which includes a mixture of high and low risk growths whereas individual firms are not. Another issue

Social movement Essay Example | Topics and Well Written Essays - 250 words

Social movement - Essay Example s in India which was hard to ascertain since many gays in India tend to maintain their sexuality as a secret because homosexuality in the Indian culture is considered both immoral and unethical. The actual number of gays in India is much more than 2.5 million that is the officially recorded population of gays in India (â€Å"India’s gay rights†) since the gays inside the closet are excluded from this figure. The gay march was a wonderful opportunity for the gays both in and out of the closets in India since it not only provided them with a sense of identity and community, but also encouraged more of them to come out of the closet and declare their sexuality to their friends and family and be gays openly since it is no more a crime in India. The gay march was strategically conducted to change the cultural perception that homosexuality is immoral or unethical. â€Å"While†¦many challenges lie ahead, †¦a cultural shift is occurring and the 2009 ruling paved the way† (â€Å"Indias gay

Air pollution Research Paper Example | Topics and Well Written Essays - 1000 words

Air pollution - Research Paper Example In this manner, the large particles emitted to the atmosphere settle on the ground, while the small particles are carried by the wind. Air pollution does not only damage the environment, but it also affects the health of the individuals in terms of skin and eyes irritation, and respiratory illness. Air pollution has been a concern of almost every individual in the world, and many are exerting effort in order to enact laws or individual awareness to end air pollution (â€Å"Air Pollution†). 3.0 Types of Air Pollution 3.1 Indoor Air pollution Air pollution occurs inside the houses, offices, schools, and other enclosed areas. Air pollutants indoor usually comes from cigarette or tobacco smoking, gases that come from stoves while cooking, chemicals, glue, and paint used in the building, and other hazardous fumes secreted by the materials of the building, and radon. Radon is considered as a radioactive gas which is emitted by decaying uranium rocks on the ground. Radon can easily b e trapped in structures that are energy-efficient where hot or cool air is kept inside. Therefore, due to this high concentration of gases inside the structure, radon can easily be trapped inside and can cause harm to the people inside the building. Nonetheless, the ventilation of the structure also plays a vital role in contributing to indoor air pollution (Thakur 68). 3.2 Outdoor Air Pollution Outdoor pollution occurs when the air pollutants from the burning of gases by vehicles, power and business plants, burning of garbage are formed into gases and particles which then emitted to the atmosphere. Some of these activities emit lead and mercury, which are considered as heavy metals, which then result to the formation of smog. Smog is a result of the reaction gasoline and petroleum combustion to sunlight. This reaction then forms a brown-colored smoke that also results to the creation of different harmful gases. From these different gases, ozone is also formed, which is a harmful ty pe of oxygen. Aside from smog, acid rain is also caused by air pollution. This occurs when nitrogen oxide and sulfur dioxide reacts with water vapor, which results to the production of nitric and sulfuric acid. The most common sources of nitrogen oxide and sulfur dioxide are burning gas and oil by cars and factories (Thakur 68-69). 4.1 Effects of Air Pollution 4.1 Effects of Indoor Air Pollution Indoor air pollution can cause eye irritation, headache, skin irritation, and other health problems. Aside from this, if radon is inhaled in large amount, the person can also suffer from lung cancer. Sick building syndrome (SBS) can also occur if the air quality in a building is poor or low. SBS can elicit symptoms such as chills and fever, congestion of the chest, throat irritation, dry skin, and dizziness. These symptoms are not specific; therefore, these symptoms can also be caused by other ailments. However, an employee must seek an attention of a physician if the symptoms worsen during working shifts or hours and deteriorate after the shift of an employee (Thakur 68; Austin, Brimblecombe, and Sturges 90). 4.2 Effects of Outdoor Air Pollution Outdoor air pollution affects human beings and the environment. The short term effects of air pollution include pneumonia, irritation of the nose, skin, throat, and eyes, nausea, and headaches. Aside from this unpleasant odor from factories, garbage, clogged drainage systems also cause air pollution. On the other hand, the long-term

Social movement Essay Example | Topics and Well Written Essays - 250 words

Social movement - Essay Example s in India which was hard to ascertain since many gays in India tend to maintain their sexuality as a secret because homosexuality in the Indian culture is considered both immoral and unethical. The actual number of gays in India is much more than 2.5 million that is the officially recorded population of gays in India (â€Å"India’s gay rights†) since the gays inside the closet are excluded from this figure. The gay march was a wonderful opportunity for the gays both in and out of the closets in India since it not only provided them with a sense of identity and community, but also encouraged more of them to come out of the closet and declare their sexuality to their friends and family and be gays openly since it is no more a crime in India. The gay march was strategically conducted to change the cultural perception that homosexuality is immoral or unethical. â€Å"While†¦many challenges lie ahead, †¦a cultural shift is occurring and the 2009 ruling paved the way† (â€Å"Indias gay

Assignment Essay Example | Topics and Well Written Essays - 500 words - 75

Assignment - Essay Example Whereas the quality of life is represented in a uniform fashion throughout much of the province of Ontario, only immediate regions around Winnipeg experience or exhibit a relatively high quality of life. This is further interesting as geographic analysis of these two provinces indicate that there is a relative level of comparison in terms of the overall education level represented between these two provinces. Another noted geographical difference between these two provinces has to do with the fact that Manitoba exhibits a very high percentage of foreign born individuals; as compared to Ontario which represents an extraordinarily low percentage. Likewise, higher population density in Manitoba and much lower density in Ontario could effectively be skewing some of the results that have thus far been reported and illustrated. Additionally, it was also noted that there were many more retired individuals living within Manitoba; especially within areas in which a higher quality of life was denoted. Obviously, seeking to determine whether this is a causal factor for whether or not quality of life is impacted upon by the overall representation of a more age advanced demographic is an exercise in futility. Yet, perhaps the most useful of metrics that was analyzed is in terms of the overall representation of primary industries within both Manitoba and Ontario. From the information provided, it was clear that Manitoba had a much less diverse economic base as compared to the province of Ontario. In much the same way that economic "Dutch disease" impacts upon the overall growth and survival of a particular region, the more diversified labor force and opportunities that exist within Ontario likely contribute to the overall higher level of quality of life and other metrics associated that have been discussed at length within this particular analysis. As Ontario is able to represent

The Wannsee Conference Essay Example for Free

The Wannsee Conference Essay How valid is this assessment of the Holocaust? The true origins of the Holocaust have been under academic debate and intense scrutiny among historians for a considerable amount of time. Dividing them into two major perspectives; Functionalists and Intentionalist.[1] The pair bring into view a key question and queries the shroud surrounding the Shoah. It questions what point in time the mass genocide of 6.6 million Jews was decided upon. Many would put forward the Holocaust was already assigned a position in the time-line using Hitlers own â€Å"Mein Kampf† as justification. Others would suggest the Holocaust was result of numerous political economic and social factors, that brought about the rise of both The Nazi Party and Thrid Reich. There is substantial evidence to support both sides of the debate. Functionalist historians such as Browning and Mommsen agree that the power struggle between Hitlers subordinates and war played a much greater role in deciding the demise of the Jewish people compared with Hitler himself while Intentionalists like Fleming and Dawidowicz say Hitler was following a gradualist policy. Taking these perspectives into account while researching my own sources it seems implausible the Wannsee Conference headed by Reinhard Heydrich on 20th January 1942, conceived the Holocaust and it was most definitely not fully responsible for the Shoah, however it did play its part, comprised of fifteen highly educated leading Nazi officials, civil servants and SS members, brought together under a grand villa in Berlin on shores of Lake Wannsee to discuss a programme of mass murder. Anti-Semitism was by no means birthed from Nazi imagination, although it was the Nazi party who took advantage of this hidden resentment and unleashed it with mass exaggeration. Undoubtedly without the Nazi party it would not have manifested itself in such the way it did. Rhodes perspective is from the very early stages of the Nazi party they had clear enemy. Hitler had convinced himself that Bolshevism was birthed from Jewish ideology and like a disease, would slowly infect its way around the globe until every country was a Bolshevic state and his National Socialist state was the last line of defence against Bolshevism. Having also convinced himself that the Jews who were a very easy target, were responsible for Germanys humiliating defeat of the First World War and blamed them for accepting the crippling terms of the Treaty of Versailles.[2] Historian Yehuda Bauer adds â€Å"No genocide to date had been completely on myths, on hallucinations, on abstract, non-pragmatic ideology†[3] Once he had internalised these â€Å"myths† and â€Å"hallucinations† he then required the German people to join in his beliefs; which wouldnt require much prompting. [4] The phase â€Å"two opposing political systems† which Yehuda Bauer also refers to as â€Å"parallel quests† means that National Socialism and Bolshevism or the Nazi Party and the Jews were on a collision course which could only endure one outcome, essentially one destroying the other in terms of how the Nazis perceived it to be. Seeing as the Jews were seen as an inferior race to the Aryans (Nazis) through the ideologies of eugenics and Charles Darwins â€Å"Survival of the fittest† theory, the Nazis believed they had the right to destroy the Jews. The term â€Å"quest† and â€Å"conspiracy† invokes the feelings that eventually they would reach the end and they would be willing to travel a great length to reach that end, and the Jews conspiracy would be the main obstacle upon the quest, therefore in the Nazis eyes eradication of that obstacle would bring glory upon the German Nation. It was this ideological racial war[5] so to speak between the two political systems that was the most powerful driving factor of the Holocaust and the Nazi war machine. Hitler then had to pass his ideological war onto the people, of course he knew the outcome, but would have to encourage step by step resentment and programme by rational means in order to reach this outcome. By using the intentionalist theme, this allows us to see the invasion of the Soviet Union as a way of disguising the horrors of the Einsatzgruppen and justify the killings of Jews as acts of war. The invasion of the Soviet Union was the first step in Hitlers racial war against non-Aryans and the first step towards the elimination of Bolshevism. This source is neither for or against the functionalist or intentionalist approach, however if we continue with the idea that the Holocaust and mass genocide of all inferior races, Jews in particular had already been decided upon long before the meeting at the Wannsee conference, Wannsee being in January 1942 and this taking place in September 1941[6] shows that the method of killing compared to that of 1942/1943 was extremely different, what remains completely the same between the two dates is the logistical removal of unwanted races of people through murder proves that it was well entrenched in Operation Barbarossas blueprints. As Himmler ordered his men to act harshly against â€Å"a racially and humanly inferior population† To have such an unwavering tenacious view toward a race of people and view them as ideologically under them just highlights how much the Nazi ideology of race and purity was bombarded into the people of Germany, and also means that genocide had been amo ngst the Nazi Partys designs for a long time. With these answers comes another question, what was the purpose of the Wannsee Conference. To view the source from a functionalists perspective, one could argue that with the newly acquired territory of Soviet Union due to occupation, the Nazi Party now found themselves under the control of another 2.5 million Jews who all had to be accounted for, and that would mean the next problem the Nazis came under was what to do with such a high amount of people. The quickest and simplest answer was to liquidate them at the source, so while conquering the land; they disposed of its inhabitants in order to make way for the German population in later years. Even with the intentionalist and functionalist view, the invasion of the USSR of one of the major key steps in Hitlers racial war of extermination. Using this source we can see how far the Nazi partys anti-Semitism had come since it began in the 1920s. The ideology had come straight from the pages of Mein Kampf to being practised in the streets of Germany and in the theatres of war. It is approximated the Einsatzgruppen killed 1,500,000 people through Operation Barbarossa. It is this mass murder why many historians such as Richard Rhodes6 believe that the Wannsee Conference of January 1942 does not mark the starting point for the Holocaust, this evidence of the previous source linked with Richard Rhodes link of â€Å"Operation Barbarossa† with genocide directly opposes the statement that the Wannsee conference was entirely responsible for the Holocaust. There is something else that throws mystery over the Holocaust in itself, in terms of Hitlers leadership was that he hardly gave specific orders; to the contrary he would issue an overall outcome or goal to reach and then his subordinates concluded the best approach in order to reach this target. Sometimes appointing two or more people to complete the same or similar task in order to reach different methods of completing this chosen vision and normally picking the most radical of the two to go ahead with. This caused much confusion within the Nazi party and inner conflict between the main leadership of the Nazi party which often meant they were constantly in a power struggle with different departments, each despised the other, mostly competing for Hitlers attention and acknowledgement, each time becoming more ruthless and radical with their approach to meeting his agenda in order to obtain respect and acknowledgement by their Furher. Even though the killing of those known as undesirables had been well under way long before the Wannsee protocol. The conference could still arguably be noticed as the start of the Holocaust as it made the killing of innocents an official policy. Even though the Einsatzgruppen had taken a ruthless approach to the invasion of the Soviet Union it could still be added to brutalities of war, exempt from the Nazi partys official policy. Perhaps Wannsee can be seen as responsible for the beginning of the Holocaust. This source goes against the intentionalist ideology and suggests the Wannsee Conference was intended for a different purpose altogether, the Wannsee conference at the time was going through a rapid transition in terms of the Nazi Partys ever changing ideas and beliefs toward the shifting perspectives of the final solution to the Jewish question, at a time when the intention of the party of was to take on an enormous deportation programme leading to total extermination in work camps in occupied Soviet territory after the end of the war. The source suggests that the â€Å"change in situation† was that the Nazis were coming to the shocking realisation throughout the time period the Wannsee conference was postponed to consider the harsh realities that the Jews would be disposed of during the war, and in the territory of the General government. The speech on the 12th of December to declare war against the Jews This need for a â€Å"full-scale extermination programme† could be the need to adjust from the original design of having all non-Aryans annihilated through attrition and natural causes within the camps, to organising a complex or simplistic method of killing other than bullets[7] and to discuss how they were going to kill those within the general government without deportation to the occupied Soviet Union. I dont think the decision to murder the Jews was made at the Wannsee Conference, however I do believe that the Wannsee Conference was used as a way of trying to make a decision as to what to with those deemed as Jews and Slavs within occupied territory, opposed to the original plan of working them to death through starvation and disease, it was a way of speeding up the already draw-up designs and agreeing about what was happening. Viewed in such a way, the Wannsee Conference possibly making the official start to the Holocaust that the Jews endured, many contemporary historia ns consider it to be not the exact point in time where the decision to murder the Jews was made, which would place it in agreement with my point made previously. However, regardless of this, the event is certainly of some overall significance. This sources however brings fourth another important question about the extent to which the Nazis supported were supported in their murderous actions. Also at what point can we accurately say that a policy for mass-annihilation was drafted up and started – a valuable point to highlight is that the seeds for such an operation were possibly already were affirmed within the minds of the German people long before the Nazi party ever took power over Germany. The hatred was already there, the Nazis just acted upon this hatred in their rise to power and well after they had affirmed this power with the enabling act.[8] Tracing back to the original question at hand, perhaps you could place the argument that genocide can be traced back indefinitely with the savage rise of anti-Semitism throughout the 1930s gripping Germany in a tightened vice and gradually got more radically over the years. Anti-Semitism within Germany built up in stages; however it is doubtful that the stages were planned from the entrance of National Socialism. Although there is some sort of pragmatic footpath which leads up to the Holocaust. If we begin the starting point as anti-Semitic activities and attitudes then a number of clear events come into light, with each one more ruthless and radical than the first. It is as if the Nazi Party is testing the limits the German people are willing to go, each time making the next more adventurous than the first. The first to start was the boycott of Jewish businesss which is than strongly followed by the Nuremburg Laws,[9] these laws deprived the Jewish people, many of which were born in Germany of their citizenship and forbid marriages between Jews and Germans in an attempt to purify than Aryan blood. The third step through this line of events can be viewed as Kristallnacht,[10] next to this is the invasion of the Soviet Union and the horrific work of the Einstazgruppen which led to the Wannsee Conference taking place, this then cemented the attitudes and actions that had arisen through the previous steps, finally all culminating in the arrival of the Holocaust. Kristallnacht itself was the act of a coincidence, but it leads as an example as to how far Anti-Semitism within Germany and Austria had progressed in terms of hatred of a certain race and allows an insight into how the acts of one were accountable for all in terms of the Jews. This source is particularly interesting as we get to see just how far the German people had been indoctrinated into the Nazi propaganda, although there were some who were against Kristallnacht, they were many who took it as an act of war, and saw it as their right to rid their country of the Jewish conspiracy. What is most disturbing about this extract is that it shows the murderous attitudes of people of persuasion and how far the German people were willing to go after being under the Nazi propaganda machine of Dr. Joseph Goebells. Kristallnacht was the result of the German people holding all the Jews accountable for the acts of one and was a key stage in the 1938 pogroms which would then culminate in the Holocaust. It was the actions of well-educated people, mostly the middle class which truly enforced Kristallnacht, taking it to a whole new level, the Nazi party had the fire service on hand just in-case the synagogue fires spread to the neighbouring buildings. Hitler was apart of Kristallnacht, it was mostly Joseph Goebbels who enraged the resentment towards to the Jews to produce this outcome, however the main ideology behind Kristallnacht was to remove Jews from their homes in order to re-home German citizens within the city. This source is definitely a structuralist as Kristallnacht was pure coincidence that Grynszpan saw the need to take revenge, however the intentionalist approach could argue that this event would have happened eventually regardless of his actions, as anything else could have been used to enrage the German people into action after the amount of Nazi propaganda they had been indoctrinated into over the years. Although there were many other incidents of anti-Semitism, these events can be viewed as a straight line toward the Holocaust, even though it is easy to see them as progressive steps towards the Shoah it can be argued from a functionalist perspective. Arranging these particular events in order of least radical to the most suggests that there was a clear and defined plan from the very beginning, however many were just by chance they happened as they took advantage of the opportunity at hand, something which the Nazi party were extremely good at. Kristallnacht is a key example of this and shows how the extremist and chaotic nature of the Nazi party could lead to mass destruction. Something which most definitely undermines the importance of the Wannsee Conference is that the extermination camps had been constructed long before the meeting ever took place. By the end of 1940 the Nazi war machine had 11 concentration camps[11], two years before the Wannsee Conference ever took place, one of those being the most significant of them all; Auschwitz in 1940. and Chelmo had already been using stationary gas vans since the December 1941. If the decision to build death camps had already been made and construction and indeed the process of murdering prisoners within those camps had actually begun, this significantly undermines the significance that the Wannsee Conference had on the Holocaust. However, by the beginning of 1942 in different camps fixed gas chambers were built, or already existing buildings were restructured for this purpose,[12] in light of this it could be used as evidence that the Wannsee Conference had authorised this during its meeting. Although, Hitlers undisputed absence from the meeting is also an important argument to add to its insignificance, but as we know Hitler allowed his subordinates to find the paths, so it would not seem to significant that he did not attend this meeting, however it is an argument that puts forth the idea that this meeting was just a platform for which Reinhard Heydrich to convey his many positions of power.[13] This theory can be supported by the minutes of the meeting to which Heydrich opens the proceedings by not only stating in detail but repeating how he has been granted the position of authority by Goering to oversee and co-ordinate the â€Å"Final Solution†. There is no doubt that all who attended the meeting knew that the mass-destruction of the Jewish people in Europe had been common practise, the meeting was not to discuss whether to carry out murder, but rather how to carry out the murder. At the Eichmann[14] war crimes trial in Jerusalem, Eichmann testified that â€Å"during the conversation, the minced no words about it at all. They spoke about methods of killing, about liquidation, about extermination.† The meeting simply concreted ideas and bound those in authority together rather than formally deciding upon anything new, this does not however make it a widely significant event, but it does insure its important within the history of the National Socialist movement. Another factor which also undermines the importance of the Wannsee Conference in terms of birthing the Holocaust is that the Shoah itself could have been brought forward in time due to an increasingly difficult problem which only increased with every new territory brought under occupation of the Third Reich. This problem was the question of what to do with every new Jew, Slav, Gypsy and all other inferior races of people that the Nazi party captured, the Ghettos and extermination camps already housed hundreds of thousands of â€Å"undesirables†, making the establishments extremely over-crowded, especially the Ghettos in particular. Huge numbers of people were being moved in order to suit the needs of the Nazi party. This again, is an important factor in the history of the Holocaust as it shows the Nazi party may have been forced to kill inferior races in order to make way for the new influx of victims to the Nazi war machine. This source is interesting as it explores Hitlers intentions before coming into the role of Furher, here Hitler describes the Jews building â€Å"a state within a state† suggesting that the Jews do not follow a religion but are an invasion, what is also interesting from this source is that Hitler accuses the Jews of taking advantage of Aryan generosity, which adds to the intentionalist perspective that Hitler had a plan from the very beginning. In this case, it would be removing the Jews from Aryan society and then taking it further with the Holocaust after proving to the German people that his believes are the truth, so to speak. Again, using the Jews as a scapegoat, stating they have â€Å"spread all over the world† adding more to his Jewish conspiracy theory, I believe at this point Hitler is trying to convince himself that these theories are correct by adding specific points that align with what he is saying, including how they are all made up of â€Å"one race exc lusively† It is very important to recognise the importance of the Wannsee Conference, by the fact fifteen high Nazis were in attendance that their discussions on that day were certainly of some significance to the Holocaust. However, past events and horrors that had previously taken place in the time-line of the Third Reich such as, over-crowding of the Ghettos and camps, and the mass-murders of the Einstazgruppen, were far more important in shaping the Holocaust than any formal meetings discussing it. It was acts of murder like these that allowed the Nazis to push their â€Å"genocidal† boundaries even further, among other goals, it was the overall goal of the Nazis to systematically be responsible for the demise of the Jewish race, alongside European domination. As the time went by, years of radicalisation went with it. Wannsee was a sit down to review what had happened so far, and what direction to take next. Although my argument supports the intentionalist perspectives. It seems implausible that the Nazis anticipated all aspects of Jew killing. However there was a plan, the Nazis seized opportunity and manipulated their ideas. It was this ability of opportunism that allowed the Nazis to create the single most aggressive act of mass genocide in the history of man. The two opposing political systems were Bolshevism, which Hitler and his Nazi leadership believed to be a Jewish conspiracy, and National Socialism. Richard Rhodes, Masters of Death – The SS enisatzgruppen and the invention of the Holocaust. Pg14 Another example of â€Å"Abnormal† warfare in the east is General Max von Schenckendorffs â€Å"cause for combating the partisans†, held on Mogilov between 24 and 26 September 1941. It also shows the close operation between the army and the SS. Schenckendorff has charged the SS – Cavalry Brigade under Strandartenduhrer (colonel) Hermann Fegelein with mopping up the Pripyat marshes. This operation had begun on 29 July 1941, after Himmler had instructed his men to act harshly against â€Å" a racially and humanly inferior† population. All male Jews were to be shot, women to be driven into the marshes. Suffering 17 dead, 3 missing-in-action, and 36 wounded, Fegelein could proudly report to his leader that the brigade had shot 660 Soviet soldiers, 1,001 partisans and 14,178 Jews† Jurgen Foster, The Final Solution, Origins and Implementation, edited by David Cesarani Gerlach suggests that the purposes of the Wannsee Conference had changed sharply during the period of its lengthy postponement – or at any rate its inordinate length – was caused by the changed situation following Hitlers speech on 12 December, and the need to now prepare for a full-scale extermination programme which had not been the case when the initial invitations had gone out at the end of November 1941. Ian Kershaw, Hitler, the Germans, and the Final Solution. Pg.267 In an act of anguished revenge, he shot the Third Secretary at the German Embassy in Paris, Ernst vom Rath. The German diplomat died of his wounds on 9th November 1938. Grynszpans action was immediately denounced by the Nazi propaganda machine as a â€Å"declaration of war† and part of the world-wide Judaeo-Masonic conspiracy. It would unleash an unprecedented orgy of ferocious anti-Jewish violence and terror across Germany. Robert S. Withrich, Hitler and the Holocaust, How and why the Holocaust happened. Pg.68 The Jewish state has never been delimited by space. It has spread all over the world, without any frontiers whatsoever, and has always been constituted from the membership of one race exclusively. That is why the Jews have always formed a State within the State. One of the most ingenious tricks ever devised has been that of sailing the Jewish ship-of-state under the flag of religion and thus securing that tolerance which Aryans are always ready to grant to different religious faiths. ________________ [1] Intenionalists and Functionalists can be divided into sub-categories of moderate and extreme and historians within the same block can have differing perspectives. [2] The terms of Versailles stated, the Germans had to accept the blame for starting the war (The war guilt clause), they had to pay reparations of  £6.6 billion and the army was reduced to 100,000 men, the Rhineland was demilitarized, submarines, air force were forbidden and they were only allowed six battleships. Lost territory included Alsace-Lorraine to France and numerous colonies to Britain. [3] Yehuda Bauer, Rethinking the Holocaust, New Haven, Conn: Yale University Press, 2002, Pg.48. [4] The hatred of the Jews birthed from using them as a scapegoat for the Treaty of Versailles and defeat of the world was greatly advanced by the propaganda of Dr. Joseph Goebells. [5] Nazi Ideology viewed all those of non-Ayran decent, especially Jews as inferior races, these being, Nigeros, Slavs, Gypsys and many others. The only race of people they seen pure were the British and believed they shared the same blood as the Germany people. [6] Richard Rhodes, Masters of Death – The SS einsatzgruppen and the invention of the Holocaust. Pg.98 â€Å"The German invasion of the Soviet Union in June 1941, codenamed â€Å"Operation Barbarossa† was indeed to be inextricably linked with the decision to implement a genocidal war against all the Jews of Europe.† [7] 15 August 1941 two months into â€Å"Operation Barbarossa† Himmler went to the Minsk Ghetto to observe the shootings of â€Å"undesirables† for the first time. During the shooting Himmler who had never seen dead people before stood right at the edge of the open grave to look in, and because of this he had brain matter splashed onto his coat and head and began to feel sick, heaving and wobbling. Himmler then took into account the effect shooting people would have on their soldiers and began to look for alternative methods. [8] The Enabling Act was a decree put forth by Hitler in his rise to power that allowed him to maintain his reign over the German people, the decree abolished the need for a democratic vote every four years and therefore allowed Hitler to maintain his political position until his demise in 1945. [9] The Nuremburg Laws of September 15th 1935: the laws outlawed relationships betweens Jews and Aryans in order to make the Aryan blood pure again. [10] On the 9th November 1938: Kristallnacht (Night of broken glass) was responsible for approximately 100 dead Jews, 20,000 German and Austrian Jews arrested; many of those were sent to concentration camps. 1,350 Jewish synagogues were burnt to the ground and Jewish shops throughout Germany and Austria had their windows smashed and their homes looted. [11] By January 1942, the Nazi party had 11 concentration camps throughout their occupation of Europe. These were Dachau(1933), Sachsenhausen(1936), Buchenwald(1937), Flossenburg(1937), Mauthausen(1938), Ravensbruck(1939), Gusen(1939), Neuengamme(1940), Gross-Rosen(1940), Natzweiler(1940) and finally Auschwitz(1940) [12] http://www.jewishvirtuallibrary.org/jsource/Holocaust/gascamp.html [13] Heydrich was Heinrich Himmlers deputy and head of the Reichssicherheitshauptamt. (Reich Security Main Office, or RSHA) [14] Eichman was in charge of organising and maintaining the logistics of the Holocaust.