Richard Nixon’s Pardon Rhetorical Analysis

President Gerald Ford’s Pardon of Richard Nixon Former President of the United States, Gerald R. Ford gave a speech pardoning his predecessor, former President Richard Nixon, of all offenses against the United States that he may have committed during his presidency. The announcement was made live on September 8, 1974. The speech was written to persuade the country to agree with the pardoning of Nixon and forgive him for the crimes he had committed against his country.Ford states that â€Å"Theirs (Nixon’s Family) is an American tragedy in which we all have played a part. It could go on and on and on, or someone must write the end to it. I have concluded that only I can do that, and if I can, I must. † President Ford argued that the pardoning of Richard Nixon isn’t only for Nixon and his family’s fate but for the country’s well-being. Throughout Ford’s speech he makes evident the use of Logos, Ethos and Pathos appeals. He uses the appea ls evenly, convincing his audience while still being well-supported and reasonable.Ford opens up his speech with many reasons why he, as the President and as a person, should be trusted, and that he thinks that what he is doing is the right thing to do in the situation. He proceeds to admit that his job is a difficult one and that he has made mistakes in the past. Doing so helps him bond with his audience and let them know that he, too, is a person, just like them; and they can count on him, also known as the ethos appeal. He states â€Å"My customary policy is to try and get all the facts and consider the opinions of my countrymen and to take council with my most valued friends.But these seldom agree, and in the end, the decision is mine. † This statement subtly creates the idea that the decision he had to make was a hard one, and it ultimately came down to Ford having to take the responsibility. He proceeds to tell his country all of the options that he had, as if to make t hem feel like they were a part of the process; â€Å"To procrastinate, to agonize, and to wait for a more favorable turn of events that may never come†¦ † President Ford then makes himself seem very credible by promising to uphold the constitution, to do what God has asked him, and to do â€Å"the very best for America. In making himself credible, Ford establishes trust with his audience therefor making his argument easier to agree with. When he establishes his credibility, he moves to the pathos appeal to introduce his thesis. He plays to the audience’s emotions by referring to Nixon’s situation as â€Å"an American tragedy in which we have all played a part†¦ someone must write the end to it. † Thus making the audience feel bad for Nixon and his family, making his audience feel like they are at fault for their â€Å"tragedy. He makes his thesis statement in a powerful way, saying â€Å"I have concluded that only I can do that, and if I can, I must. † Imperceptibly making the audience thankful for taking away their burden and making things right, so they don’t have to. He again uses the listeners’ emotions and morals to support his opinion in order to create empathy for Nixon by referring to how the allegations have â€Å"threatened his health† and that he is now â€Å"trying to reshape his life. † He also makes it obvious that Nixon spent most of his life â€Å"in the service of this country,† making Nixon a hero, not a criminal.This statement also institutes reliability for Nixon, correspondingly benefiting Ford’s argument. He continues to get sympathy from his audience by conveying that the situation they were dealing with was uncharted territory and they didn’t know how to resolve it. â€Å"There are no historic or legal precedents to which I can turn in this matter, none that precisely fit the circumstances of a private citizen who has resigned the Presidency of the United States. † By saying this, he lets the audience know that the circumstances are fairly new, and he is the first to resolve them.This makes the audience feel more sympathetic for Gerald Ford and by admitting his faults; the listeners would feel like they can trust him more. The President goes on to say â€Å"But it is common knowledge that serious allegations and accusations hang like a sword over our former President’s head†¦ † After Ford had established sympathy for himself, he makes this statement to show the audience that Nixon is also dealing with guilt and regret for what he did to his country.By referring to Richard Nixon as â€Å"former President† it brings attention to the fact that Nixon was once a President of The United States, and that he should be respected and possibly even forgiven; because he was once in charge of the country and was once trusted by the entire country. Gerald Ford uses  the logic of his reasons, and the effectiveness of its supporting evidence to convey why it is so important that he pardons Nixon now, rather than let the Supreme Court deal with the matter.He announces, â€Å"†¦many months and perhaps more years will have to pass before Richard Nixon could obtain a fair trial by jury in any jurisdiction of the United States under governing decisions of the Supreme Court. † He uses the Supreme Court, the highest of all courts, to support his claim that pardoning Nixon was the best decision; and he does this by affirming that the Supreme Court would take too long and if they couldn’t make a decision, no other court in the United States would be able to make a decision. Making it palpable that he is the best option and nothing else would suffice.Later in the speech President Ford also brings forward the idea that, if the process of fair trial were to be brought out, the wait would only open old wounds and the people would â€Å"only be polarized in their own opini ons. † This statement was said to make the listeners feel as if their negative opinions, if any, of Richard Nixon were strong and unnecessary. It also makes the audience know that Gerald Ford is watching out for them and he realizes they are hurt, and doesn’t want the situation to continue to hurt him. By saying these things, the people’s feelings of trust and faith in the president are confirmed. I deeply believe in equal justice for all Americans, whatever their station or former station. † After possibly differing with the audience in the previous statement, Ford uses this to restore his credibility with the people and prepare them for more facts and reasons why he formed his opinion. Gerald Ford influences the audience again by using emotion to guilt-trip them into feeling sorrow for Nixon by saying â€Å"†¦ it is not the ultimate fate of Richard Nixon that most concerns me, though surely it deeply troubles every decent and every compassionate per son. Saying that a decent and compassionate person should care about what happens to Nixon makes the audience feel like they, too, should care about his fate. And doing so would restore the need for them to feel that they are a compassionate and decent human being. â€Å"In this, I dare do not depend upon my personal sympathy as a long-time friend of the former President, nor my professional judgment as a lawyer, and I do not. † This statement tells the audience that he sees both sides of the argument.Because of his background, as a lawyer and as a friend of former President Nixon, he is forced to see the logical side and the emotional side. Therefore, it seems as if the decision President Ford has to make is going to be made in a thoughtful and well-rounded way. â€Å"As President, my primary concern must always be the greatest good of all the people of the United States who servant I am. † Saying that he is a servant to his country seems as if he is saying that the d ecision isn’t only his, and he is trying to do what is best for his country, and what his country would think is best in the situation.The statement implies that he wouldn’t do any harm to his country and if he is an honorable man, like he has already convinced the audience, then he should be trusted with this decision also. President Gerald Ford proceeds to talk about how his conscience is telling him to make this choice and that it is his duty, as President of the United States, to â€Å"firmly shut and seal this book. † This statement made the audience feel like the pardoning of Richard Nixon is an honorable thing, and that Gerald Ford is brave to do it.It also implies, by bringing up his conscience, that he listens to his inner thoughts and always tries to do the right thing; and this is something he does regularly. By doing this he once again makes the audience see that he is a credible and honest man. Gerald Ford felt that â€Å"†¦Richard Nixon and h is loved ones have suffered enough†¦Ã¢â‚¬  The use of the phrase â€Å"loved ones† instead of the word â€Å"family† makes a strong connection with the audience and makes Nixon look more vulnerable and innocent. Ford then takes advantage of the warmth towards Nixon and says â€Å"we, as a great and good nation, can come together and make his goal of peace come true. The reflection of the people as a â€Å"great and good nation† brings the audience together and brings forth the idea that â€Å"we are all in this together†, making Ford’s opinion seem like it was the entire audience’s, too. Also, pointing out that Nixon had a goal of â€Å"peace† makes him, again, look like a very respectable man, which reflects well on President Ford. Gerald Ford uses the right amount of emotions, facts and credibility to endorse his opinion, and he does it very well without fault. He plays on the audiences emotions through making them sympatheti c for Nixon by pointing out his losses.Ford uses the facts of Richard Nixon’s trial to make his decision more reasonable. He also uses his credibility to establish trust. He influences the viewer’s opinions very discreetly, so the audience conform their opinion to his without realizing it. Overall, Gerald Ford does a really good job talking to his audience and making them feel like a part of his decision. He uses the appeals to his advantage and wins the audience over; making it easier for them to believe that he is making the right decision.

A Current Issue of Global Concern

A Current Issue of Global Concern: The Significance of Education for Peace and Stability in Afghanistan  © Over 30 years of war and instability have ruined the infrastructure of all spheres of Afghan life. Education has probably been the sector that has sustained the most devastation in Afghanistan. Educating the Afghan populace – especially the young generation – is a critical facet toward engendering enduring peace and stability, alleviating endemic poverty, and resuscitating economic growth in the country.From this writer’s personal awareness, in Afghanistan today most schools lack proper teaching facilities and materials (apart from the usual facilities this would include current library holdings, computerized language labs, computer labs etc) . But perhaps most important of all †¦in Afghanistan †¦there is a critical shortage of qualified teachers. Teachers with current qualifications reflective of those which would be demanded, at a minimum, in n eighboring states †¦let alone the rest of the world.Beyond the issue of availability of adequate educational opportunity however, the educational crisis in Afghanistan is further acerbated by societal circumstances. This writer is certain most readers will be aware of the circumstances which prevail in Afghanistan but, according to a report by Surgar (2011), Afghan parents are reluctant to send their children to school buildings which – because the populace is aware of the grim inadequacy of the schooling facilities – are strikingly empty of activity and children.The Surgar report underpins this writer’s own research on the ground in that it reveals that the quality of Afghan education is â€Å" low† and in most cases a striking non-existence of textbooks and of proper curricula and syllabi is evident. Another issue that has a bearing – but which has not figured prominently in discussions about the re-engineering of the Afghan educational syst em – relates to the socio-cultural bias that many Afghans have toward the education of females, especially in the conservative and remote areas of the country.This is another challenge that the Afghan government needs to wrestle with. According to a report by the United Nations Children’s Fund the disparity between the enrollment (at schools offering even the most basic educational facilities) of girls’ and boys’ is enormous. In 2009 the enrolment of young Afghan girls constituted only 35% of the total primary school enrollments (UNICEF, 2009). This percentage swells in some rural provinces in the south of the country such as in Zabul Province. Due to growing instability 90 out of 100 girls are not in schools in that province.As an average only 50% of all children receive schooling in Afghanistan (IRIN, 2011). Beyond early School education †¦in Afghanistan today there are other significant education related challenges that need to be addressed. Among them is the desperate circumstance surrounding availability of higher education opportunities   (certificate, diploma   and degree programmes)   for those Afghans who have actually made the difficult, and sometimes perilous, journey through early school †¦to qualify with a High School qualification.Part of the issue is an epidemic of despair that, for those who complete early schooling †¦high school †¦ and do not have the resources to proceed further with their education, there are virtually no employment opportunities upon graduation. This situation, obviously, only lends to the damaging environment of thought that education does not do anything to better ones lot in life. Further looming education related problems continue to surface in Afghanistan. According to the Ministry of Higher Education of Afghanistan (2010), the number of high school graduates will reach 600,000 students by 2014.These are young eager Afghans on the brink of adulthood who should be ab le to look to their own country for the provision of further, higher education opportunities with which to prepare themselves to compete in a world filled with others of their own age who are forging ahead armed with modern further education qualifications. Under normal circumstances the half a million or more Afghans who will seek admission to college or university should not – if proper strategic planning had been evident †¦if the governmental will had been evident – have been a problem. Unfortunately such is not the case in Afghanistan.As of this time of writing – in January 2011 – the currently existing public and private universities do not have the capacity to cope with such a huge number of potential new applicants (MoHE, 2010). Although, the Afghan government sponsors higher education of some Afghan students by sending them to countries such as the United State and India,   in a nut-shell this alternative is disastrously expensive for Afgha nistan, and, in most cases, futile. Most Afghan students studying abroad – upon earning whatever qualification they had sought – often do not return to Afghanistan after completion of their education.This writer is personally aware that many seek asylum in the host countries (personal research, 2010). Despite the fact that – since the fall of Taliban in 2001   – the Afghan education sector has – according to the nation’s Ministry of Education – witnessed substantial progress in, for instance,   the amount of overall enrolment in some form of educational pursuit (7 million),   the training of teachers, and the construction of over 4,500 schools (Afghanistan Ministry of Education, 2010); Afghanistan sustains the highest illiteracy rates in the world for both men and women.More than 11 million Afghans over the age of 15 still cannot read or write. In rural areas, where the majority of Afghans live, 90 percent of the women and more than 60 percent of the men are illiterate (REAC, 2010). This situation has created a perfect opportunity for the opposition of the Afghan government to exploit the unawareness of the locals and use them for political and personal agendas (Time, 2010). It is this writer’s strongly-held personal belief that Education has a pivotal impact on peace and stability.If the Afghan government – and the international community which spends billions in Afghanistan facing the enemy militarily – want to bring peace and security to Afghanistan, they must play a strong, supportive role in pressing the Afghan authorities to focus upon educating Afghans. In essence there needs to be a sea-change in the much promulgated strategies we fall victim to so often from supposed experts. The essential need is that there MUST be greater and better educational opportunities inside the country.It is patently obvious that in this vital period of national re-building the authorities have many other vital imperatives to address. Hospitals, transportation infrastructure, etc. But in ignoring the country’s precious resource – its young.. its youth †¦and their education †¦Afghanistan is breeding further problems. The high rate of unemployment and crisis-level –lack of availability of opportunities to higher educational institutions simply means more foot soldiers for the enemy (Associated Content, 2007).The opposition †¦ fighting in Afghanistan†¦ easily recruits disaffected, disgruntled, under-educated, and under-utilized young Afghans and uses them against the Afghan government and coalition forces. Even the encouraging strides to provide more schools, colleges and universities, made by the Afghan education authorities are, to this writer, insufficient. Far too often (public, state-funded) Universities from the Coalition countries float into Afghanistan and enter into arrangements with local government universities.This is not necess arily what is needed. The Afghan Education authorities should not – in this era of resuscitation – try to go it alone. They should encourage private higher educational organizations – who may be more apt to develop genuine long-term relations – given their personal investment not garnered from government coffers – to invest in the country †¦to open degree programmes in discipline areas which will train Afghans to take their place in the global arenas of business, commerce, international trade, international relations, and leadership.The Afghan Education authorities should encourage international private education entities to invest in the nation and its people by making the currently extraordinarily- difficult approval process much leaner and rational. As the new school year begins in Afghanistan, The Human Rights Research and Advocacy Consortium (HRRAC) released Report Card: Progress on Compulsory Education. The new report urges policymakers to work harder to address urgent and long term education needs in the country. Oxfam International is one of the Consortium members.The report card (for grades 1-9) recognizes that Afghanistan has made progress in enrollment, but finds key gaps in school completion rates, policy management, quality of education and available resources. * Despite the increase in school enrollment, more than half of Afghanistan's children don't attend primary school. Less than 34% of those enrolled are girls. * Drop-out rates are high, particularly among girls. Of those attending primary school, only 9% go on to secondary school. * Female teachers are scarce. In one province there is one female teacher for every 152 male teachers.Increasing the number of female teachers is essential to increase the enrollment of girls. HRRAC recommends that international donors honor their commitments to provide sufficient and long-term funding for Afghanistan and ensure adequate steps are taken to increase the enroll ment of girls and improve the quality of education. The Human Rights Research and Advocacy Consortium is a group of Afghan and international organizations working in the fields of humanitarian relief, reconstruction, human and women's rights, peace promotion, research, and advocacy.It was established in early 2003 to engage in proactive research and advocacy on human rights issues over a sustained period. Opposition within Afghanistan to girls’ participation in education predates the Taliban. Historically, education for girls was rare in rural Afghanistan and almost exclusively confined to the capital. In 1919 King Amanullah seized the Afghan throne and began a rapid development of the country’s secular education system, with a particular focus on expanding education for women.During this period shortly following independence from Britain, women and girls were encouraged in their scholarly pursuits. This shift, however, directly threatened the centuries-old practice of traditional male-oriented madrassa (religious) education among many of the ethnic tribes in Afghanistan. Amanullah’s experiment with a secular approach to education, along with other reforms prohibiting polygamy and bride price — the provision of money to the wife’s family upon marriage — aroused protest from the country’s religious establishment, who eventually supported the overthrow of the king.Nadir Shah, who took power following Amanullah, was more cautious in his attempt to introduce educational opportunities for women. Nevertheless, over the course of the twentieth century, and in particular during King Mohammed Zahir’s long reign between 1933 and 1973, Afghanistan’s education system steadily expanded even as it continued to be influenced by demands from the country’s conservative cultural and religious authorities. By the 1970s, women made up over 60 percent of the 10,000 students who studied at Kabul University.The ri se of the Soviet-backed People’s Democratic Party of Afghanistan in 1978 brought large-scale literacy programs for men and women, again alongside the abolition of bride price and other reforms beneficial to women. During this period leading up the Soviet occupation of Afghanistan, reforms in areas such as education stirred resentment among religious and tribal leaders in the rural areas. Although full implementation of these reforms were limited by political exigencies, women were able to experience expanded access to education and also the opportunity to actively participate as university faculty staff.During the Soviet occupation from 1979 to 1989, Afghans lived through a devastating war fueled by external forces and funding from multiple countries, among them the United States, Iran, Saudi Arabia, Pakistan, and China. Islamic militants, or Mujahideen, thrived in rural areas and constructed their own revolutionary army with the goal of overturning all socialist policies suc h as those governing women’s rights in general, and access education in particular. With the fall of the Communist government in 992, the country was divided among warring factions, many of them religiously inspired Mujahideen groups ideologically opposed to modern education and to education for girls. Millions of Afghans, particularly the educated, emigrated to other countries. Many of the schools not destroyed by war were closed due to lack of security, the lack of teachers and teaching material, or simply because of dire poverty. Education under the Taliban went from bad to worse. The Taliban focused solely on religious studies for boys and denied nearly all girls the right to attend school.During the Taliban’s rule, only about 3 per cent of girls received some form of primary education. The prohibition of female education, coupled with the cultural mandate that women receive their health care from female health care providers, resulted in a vulnerable population re ceiving care from poorly-educated providers. Twenty-three years of war have destroyed the infrastructure of the education system and further increased the illiteracy rate in Afghanistan. Since 2001, the participation of children and adults in education has improved dramatically and there is great demand.Afghanistan has one of the youngest populations on the planet. Unexpectedly large numbers showed up when schools reopened in 2002, and enrollments have increased every year since, with the Ministry of Education reporting that 5. 2 million students were enrolled in grades one through twelve in 2005. This includes an estimated 1. 82-1. 95 million girls and women. An additional 55,500-57,000 people, including 4,000-5,000 girls and women, were enrolled in vocational, Islamic, and teacher education programs, and 1. 24 million people were enrolled in non-formal education programs.These numbers represent a remarkable improvement from the Taliban era. More Afghan children are in school today than at any other period in Afghanistan’s history. In 2003, in response to the lack of educational opportunities in Afghanistan for the general population and especially for females, the United States Agency for International Development funded the Afghanistan Primary Education Program (APEP). APEP offers emergency access to accelerated elementary education for out-of-school youth between 10 and 18 years of age, focusing on females.Between 2003 and 2005, APEP supported accelerated learning programs for 170,000 over-age youth in more than 3,000 villages in Afghanistan. Located at Kabul University, the Women’s Teacher Training Institute opened in September 2004. The institute is currently operating programs that aim to teach basic literacy to Afghan women in rural areas and to reduce maternal and child mortality. Despite numerous positive steps forward in education for Afghan women and girls, persistent violent attacks on schools by resurgent Taliban and other forces co ntinue to force some schools to close.In a statement released in June 2006, Ret. U. S. Gen. Barry McCaffrey stressed the comparative superiority of the Taliban’s equipment and tactics to those of the NATO-trained Afghan National Army (ANA). â€Å"They are brutalizing the population,† wrote McCaffrey of the Taliban, â€Å"and they are now conducting a summer-fall campaign to knock NATO out of the war, capture the provincial capital of Kandahar, isolate the Americans, stop the developing Afghan educational system, stop the liberation of women, and penetrate the new police force and ANA. Summary AIL works to empower Afghans by expanding their educational and health opportunitites and by fostering self-reliance and community participation. What is the issue, problem, or challenge? Afghan women and children had no access to education for a decade. After the fall of the Taliban in 2001, the Afghan Institute of Learning organized Educational Learning Centers (ELCs) to bring women life-saving healthcare and education. AIL helps local leaders start ELCs and decide where and what services to offer.AIL has requests for ELCs from many communities that have not historically been open to education for women. AIL now supports 44 ELCs in Afghanistan and refugee camps of Pakistan. How will this project solve this problem? AIL’s ELCs serve 350,000 women and children each year with medical and reproductive healthcare, health education, skills training, teacher training, leadership/human rights classes, pre-school through post-secondary education, and fast track classes. Potential Long Term ImpactBecause AIL is run by Afghan women and respectful of Afghan culture, conservative villages trust AIL to begin services for thousands of isolated women in dire need. Other NGOs and the Afghan government now use this model for women’s services. Project Message Our eyes are opened. Now we can read and write. Actually, now we have come to know the value of an edu cated person in a society. We thank AIL for enlightening rural areas with the lights of education. – Salma, woman in a literacy class in a rural ELC

Comparison Essay

Both of Emily Dickinson’s poems are about death. â€Å"Because I Could Not Stop For Love† is more about the cycle of life than death. â€Å"I Heard a Fly Buzz When I Died† relates to the final moment before death. Emily Dickinson’s poems are both centered on death; â€Å"Because I Could Not Stop For Death† is based more around upbeat and happy scenes, as where â€Å"I Heard a Fly Buzz When I Died† talks about the preparation before death. Although both poems have very different meaning, the two poems both focus on the ending of life. In the last line of â€Å"Because I Could Not Stop For Death† Emily Dickinson says were toward eternity. In Dickinson’s second poem it says, now she waits for the king to come. In the first poem Dickinson refers to eternity meaning after death living for forever. In the second poem waiting for the king to come relates to the end of existence, when the king comes back to take us all. In â€Å"Because I Could Not Stop For Death† has a happy ending and is a very appealing poem. Dickinson describes a girl being picked up in a carriage for all of life’s journeys. Where Dickinson’s second poem was a serious poem, describing the build up right before death. She mentions the stillness in the air, and breath-gathering firm. One poem is very heart warming and, the other is very serious. These poems ultimately have the same meaning, but both take a different look at death. The first poem contains the process of life before death, and how she is working for a new beginning. Dickinson’s second poem talks about her death being the end of everything, Dickinson even mentions decaying in the grave. The first poem has a positive outlook on death, and the second portrays a rough end to life.

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Duke Ellington - Essay Example Ellington never restricted his career goals and continuously tried to invent new platforms to demonstrate his skills and abilities. Undoubtedly, the aspiration to achieve more and more heights greatly aided him to be a great person while changing the musical notions of the American society. Ellington’s never ending desire for success has greatly inspired me. 2. Ellington has influenced other musicians and non-musicians around the world. Scholars suggest that many people have been influenced by Ellington directly whereas he also inspired many others indirectly. His works like ‘Jack the Bear’, ‘Cotton Tail’ and ‘Ko-ko’ has had profound influence on jazz composition and performance practices (‘About Duke Ellington’). Ellington has a great influence over musicians in these modern days too. Charlie Barnet, Dave Brubeck, Lacy Gibson, Sammy Price, Goree Carter, and Jimmy Rushing are well known artists influenced by Duke Ellington. His contributions to jazz and American music are just beyond words. He wrote over thousands of songs among which more than hundred became great success. Inspired by Ellington’s enormous contribution to American music, many people entered this field and played a significant role in promoting jazz music. It was also identified that he could motivate many Black people who were considered socially less valuable during his time. 3.Two things that happened at the Cotton Club in New York City while Ellington was appearing there enhanced his musical growth and popularity. First, Ellington got an unexpected opportunity to perform in the Cotton Club for a major occasion. In 1927, the famous musician King Oliver refused a regular booking for jazz performance at the Cotton Club. As a result, the band organizers invited Ellington. The radio broadcast of this performance tremendously increased the popularity of Ellington and helped him achieve the appreciation of

Report module topic 1-6 international business management Essay

Report module topic 1-6 international business management - Essay Example However, the MFC is bound to face both tariff and non-tariff barriers by operating on an international scale. Moreover, MFC will experience effects of trade protection as barriers to international trade. These challenges are compounded with the presence of political and legal risks, which affect the business in a number of ways such as business registration, taxation, licensing and reputation of the company. Cultural factors are also an issue in international trade that needs proper integration of people and ideas. In an attempt to help people understand cultural inclinations and influence Geert Hofstede came up with five fold framework of culture that has been discussed in this paper. At the same time, MFC will enjoy benefits of being a member of international trade organizations such as WTO and regional trading blocs and custom unions. Therefore, international trade is in general beneficial to MFC and the company can go worldwide while understanding aspects related to international for strategy formulation and management of business. Table of Contents Title 1 Executive Summary 2 Table of contents 3 1.0. Introduction 4 2.0 International trade 5 2.1. Reasons Why MFC chooses to trade internationally 5 2.2. Major types of international business the MFC will set up in the short-term and long-term 7 2.3. Globalization 8 3.0. ... Types of strategies MFC can use to manage political and legal risks 12 5.0. Culture and cultural frameworks 13 5.1. Hofstede’s cultural dimension 13 5.2. Strength and weaknesses of Hofstede’s Framework relevant to MFC’s managers 14 5.3. Ways on how cultural characteristics influence patterns of communication for MFC;s managers in USA and in India 15 5.4. Ways on how MFC’s managers improve cross-cultural communication international trade organizations 16 6.0. Trade organization (international) 16 Â  6.1. Ways on how MFC can use the range of international trade organizations 16 6.2. Influence of regional economic groups to MFC 18 7.0. conclusion and recommendations 18 Reference list 19 1.0 Introduction The Magic Fuel Company (MFC) is an Australian public company specializing in the production of fuel additives and other fuel products. Experimentation with fuel and the utilization of additives to make engines run more efficiently has resulted in the producti on of a super concentrated fuel gel which has the potential to reduce all fuel to approximately 20% of current volume and increase the efficient burning of the concentrate by up to 200% of current refined fuel products. This means that each litre of fuel is equivalent to approx 200 ml of gel and fuel usage is reduced to half current usage. Using the fuel gel a car with a 60 litre tank using 10 litres per hundred kilometers of conventional fuel could carry the equivalent of 300 (5*60) litres and travel approximately 3000 kilometers per tank. The gel is the same weight as current fuel, is less volatile and has a longer shelf life. MFC is aware of the potential of the new technology the company has developed to refine crude petroleum and the value of the special additives for the gelling

Political change in the third world Essay Example | Topics and Well Written Essays - 2500 words

Political change in the third world - Essay Example In spite of all such allegations previous BJP lead coalition government had elected A.P.J. Abdul Kalam, the President of India irrespective of religion and race. Both print and electronic media is very active and they have full freedom of expression in India. They never miss any chance to criticize the communal thoughts of political institutions. In conclusion, the citizens of India support heavily the 'secularism' element of the Constitution which always guides India's political institutions to be secular. Answer: National Liberation Front ruled Algeria for three decades after independence from France in 1962. During this period under President Houari Boumedienne Algeria accomplished some positive economic development due to strategic economic planning by the state controlled centralized public sector and economic institutions. After 1979, the disadvantage of development strategy started appearing, including corruption in administration, continuous inflation, inequality of income, poor performance in agricultural sector, food scarcity and imbalance in economic structure. As a result the nation faced civil unrest by Islamist militants and worst economic crises. In this situation the stubborn government and their failed development strategy give rise to the strong Islamist movement. Chadli Benjedid, the successor of Boumedienne after his death made the political and economic situation even more badly. Political conservatism and unfavorable attitude of workers and managers of public sect ors halted the economic reforms. In October 1988, major youth riots led to the worst political crises ever. As a result due to Islamist movement Islamic Salvation Front became stronger and politically active in Algeria. 3. What was the Biafra War and why did it break out Answer: The Nigerian Federation was divided into three major ethnic groups: the Yoruba, Ibo, and Hausa/Fulani. European used these three major ethnic groups to divide Africa among themselves. As a result of tension caused by other groups the Ibos and other minority ethnic groups which were collectively known as the Biafrans demanded independence from Nigerian Federation. To control oil reserves and access to the Atlantic Ocean in the southern Niger Delta the Hausa/Fulani refused to grant independence to the Biafrans which made the situation more worse. Junior Ibo officers had overthrown Tafawa Balewa's government in January 1966, after the military coup. The ministers that survived after the coup appointed Major-General Johnson Aguiyi-Ironsi, an Ibo, the head of government. As a result the Biafra War broke out with anti-Ibo riots by the Muslims on Ibo people in the north Nigeria, which caused a massacre in September of 1967. 4. What was distinctive about the features and legacies of Japanese colonialism Answer: Japanese colonialism in North and South Korea is only one of its kinds in the world. In comparison with the colonialism of England and Ireland, the Japanese colonialism is appreciated because of its program of colonial industrialization. In 1945, about 25% of Japanese industrial plants were based in Korea. Japan had established heavy industrial plants, network of railroads, system of hydro-electric dams and ports around the Yalu River. Japanese also formed a strong central government to

Costing Essay Example | Topics and Well Written Essays - 750 words

Costing - Essay Example The Target costing method is widely used in the RD&E phase of the total life cycle of a good. The Target costing accounting method has been extensively used since time immemorial. This method dates back to the early 20th century at the height of industrial revolution in Europe and North America. Henry Ford, the famous engineer designed the first vehicle in 1908 in a factory with an aim of minimizing costs and maximizing profits through mass production. Ford managed to retail the T model vehicle at an average of $ 495 in the year 1913 (Wilson 2013). Understandably, for him to achieve that fete, the engineer and his planners had to minimize production costs to a bare minimum. Henry Ford accounted for raw material expenses through a backward integration process, labour expenses through specialization and division of labour and other expenses through frugal behaviour. Fords Company received a boost after the end of the Second World War (WWII) for the demand for the vehicles rose sharply (Wilson 2013). With increased demand, the price for the vehicle increased upwards. Because Target costing is normally applied to fresh merchandise planning, which mostly needs investments in new tools and equipment, it is justifiably correct to say that price influences both investments and expenses. The Total life cycle cost accounting method is a broad way for company executives to comprehend and account for costs through merchandises design, creation, and manufacturing, promotion, delivery, maintenance, service and clearance phases. It denotes a process of organizing all expenses along the value chain (Keuper 2011). By way of employing this method, cost managers are able to salvage some significant costs. By selected approximations, about 80% of goods total life expenses are committed by assessments made in the course of the RD& E phase, emphasizing the significance of managing all expenses along the value