Essential Points You Have to Include in Your Finance Case Study

Essential Points You Have to Include in Your Finance Case Study Essential Points You Have to Include in Your Finance Case Study Whatever subject or discipline you are studying, you need to be aware of and familiar with the different requirements or subject-specific elements of the assessment process. If you are studying a subject that requires you to submit written pieces for assessment, then there will be a specific style and structure that will help you achieve the best possible grades for your work. In this article, we’re going to take a look at the Finance Case Study. A lot of different types of degrees focusing on business, business studies, and economics will require you to submit a Finance Case Study as part of the assessment process. What Is a Finance Case Study? A case study is a form of writing used to thoroughly examine a situation or a subject. Generally, you are looking to reveal factors or insights that are relevant to deepening our understanding of the subject that you are examining. In terms of a Finance Case Study, you could be writing about a specific company, an industry sector, a commodity, or a country. There are a number of different aspects that your assessor will be expecting to see in your work to give it the depth of analysis that will give you top marks. The following are some of the points that you should include in your work. Diagrams Diagrams are a great way to visually describe information. There are lots of different styles of diagrams or charts that you can use the most appropriate style is going to depend on the complexity of the information that you are wanting to present. When you are creating a diagram, it is important to ensure that your reader will easily be able to understand what the diagram is telling them. Tables Most Finance Case Studies will include tables that help to organize and present detailed information. By bringing data together and presenting it in columns and rows, you are able to organize information to help make it more digestible for the readers. Your objective is to illustrate the analysis you have conducted so that complex information can be easily understood by someone reading about this subject for the first time. Numbers When it comes to writing a professional finance case study you are going to have to include some numbers data is essential for underpinning any analysis or points of view that you are trying to convey to your reader. If you are writing a case study about the profitability of a specific company over time, then it makes sense to include all of the relevant profitability data that illustrates the conclusions that you have reached. If your case study is trying to understand how the company has improved its profitability year-on-year, then the data helps confirm the validity of the subject you are exploring. Finance case studies are one of the most common forms of written assessment that you will come across in any form of business studies or degree at college or university. By understanding the structure and components required, you are well placed to maximize the grades you can achieve and progress your academic aspirations.

Ciudadana para hijos por naturalizacin de padres

Ciudadana para hijos por naturalizacin de padres Una de las grandes ventajas de adquirir la ciudadanà ­a de los Estados Unidos mediante naturalizacià ³n es que automticamente tambià ©n se convierten en estadounidenses los hijos del naturalizado que son menores de edad. Para que esto sea asà ­ deben cumplirse una serie de requisitos. Este artà ­culo explica cules dichos requerimientos, cules son las ventajas de esta forma de adquirir la ciudadanà ­a, cà ³mo se prueba que se es ciudadano. Y, por à ºltimo, quà © se puede hacer cuando no se cumplen todos los requisitos y, por lo tanto, los nià ±os y   adolescentes no adquieren la condicià ³n de estadounidenses aà ºn cuando uno de sus padres se naturaliza. Requisitos para obtener la ciudadanà ­a americana automticamente por naturalizacià ³n de los padres Se exige que se cumplan TODAS las condiciones siguientes: Ser menor de 18 aà ±os.Que la naturalizacià ³n del padre o de la madre se produzca o haya producido con posterioridad al 27 de febrero de 2001.Que el menor tenga una tarjeta de residencia permanente, tambià ©n conocida como green card o una visa inmigrante sellada en su pasaporte (I-551).Que el menor resida habitualmente con el padre o la madre que se naturaliza, que debe tener la custodia fà ­sica y legal.   Es decir, no se produce un derecho a la nacionalidad derivada si se convive habitualmente con un progenitor que es diferente al que se naturaliza.   Ventajas de adquirir la ciudadanà ­a americana derivada En este caso, el menor se convierte automticamente en ciudadano. Es decir, no tiene  que aplicar para naturalizarse ni pagar ningà ºn tipo de aranceles. Tampoco tiene que rendir un examen de inglà ©s o conocimientos histà ³ricos y cà ­vicos ni jurar lealtad a los Estados Unidos. Probar la ciudadanà ­a americana adquirida automticamente Aunque no es necesario, es importante poder probar que se es ciudadano de los Estados Unidos. Puede hacerse de dos formas, mediante un certificado de ciudadanà ­a o mediante el pasaporte. En principio, el menor que adquiere asà ­ la nacionalidad no recibe de forma automtica un certificado de ciudadanà ­a (certificate of citizenship). Sin embargo, si asà ­ lo desea, puede solicitar uno aplicando mediante la planilla N-600. Por supuesto que se puede solicitar un pasaporte americano. En este caso o bien se presenta un certificado de ciudadanà ­a, o si no se tiene se deber probar una serie de circunstancias como que: el padre o la madre extranjero del menor se ha naturalizadoque se era menor de 18 aà ±os cuando se produjo tal naturalizacià ³nque se era titular de una green card o de una visa inmigrante sellada en el pasaporte.que existe realmente una relacià ³n de padre/madre- hijo, para lo que hay que presentar el certificado e nacimiento o el de adopcià ³n.y tambià ©n hay que probar que se residà ­a en Estados Unidos bajo la custodia fà ­sica y legal del padre o madre naturalizado en el momento en que se produjo la naturalizacià ³n. Adems, habr que seguir el proceso habitual para solicitar el pasaporte por primera vez, teniendo en cuenta las caracterà ­sticas propias que aplican cuando el solicitante de pasaporte es menor de edad, como por ejemplo, presencia de ambos padres en el momento de aplicar, cumplir con los requisitos de consentimiento de los progenitores en los casos de separacià ³n o divorcio o presencia de los nià ±os. Quà © pasa en los casos en la que la naturalizacià ³n ocurrià ³ antes de 2001 Uno de los requisitos que podrà ­a no cumplirse es el de la fecha de naturalizacià ³n de los padres. Las leyes que regulan la ciudadanà ­a derivada han cambiado a lo largo del tiempo. En estos momentos la que aplica para estos casos es del aà ±o 2001.   Sin entrar en detalle de la legislacià ³n a lo largo de la historia es conveniente saber que en las naturalizaciones que tuvieron lugar entre el 5 de octubre de 1978 y el 26 de febrero de 2001 tambià ©n los hijos podà ­an adquirir la ciudadanà ­a automticamente, pero con mayores condiciones. La principal diferencia es que antes del 2001 se pedà ­a que los dos padres se naturalizasen para que los hijos menores de 18 aà ±os y que fueran residentes permanentes para que los hijos pudiesen adquirir la ciudadanà ­a americana automticamente. Por ejemplo, en estos momentos, un muchacho de 15 aà ±os que es residente permanente ser automticamente ciudadano si su madre se naturaliza y ambos viven juntos habitualmente. Pero hasta el 2001, un adolescente con una green card no adquirà ­a la ciudadanà ­a por el mero hecho de que se madre –o su padre- se hubiera naturalizado si el otro progenitor seguà ­a siendo extranjero. Esa es una diferencia muy importante. Quà © sucede si los hijos son mayores de 18 aà ±os cuando el progenitor se naturaliza En estos casos, la situacià ³n de los hijos no cambia. En el caso de que fueran residentes permanentes lo seguirn siendo,  porque no adquieren la nacionalidad americana de forma automtica. Podrn, si asà ­ lo desean y reà ºnen los requisitos, pedir la naturalizacià ³n para ellos mismos rellenando el formulario N-400 y pagando los aranceles correspondientes. En la mayorà ­a de los casos, ser ciudadano en un periodo de 5 à ³ 6 meses desde la aplicacià ³n. Quà © sucede si los hijos son menores de edad pero no viven con el padre o la madre que se naturaliza. Si son ya residentes permanentes, seguirn en ese estatus hasta que adquieran la mayorà ­a de edad y decidan pedir ellos la naturalizacià ³n. A menos que el padre o la madre con la que viven se naturalice. Si no son residentes permanentes, el padre o la madre que recià ©n se han convertido en ciudadanos pueden pedirlos. Los ciudadanos pueden pedir a los hijos, que estn divididos desde el punto de vista migratorio en 3 categorà ­as: hijos solteros menores de 21 aà ±os. Se les considera familiar inmediato.hijos casados de cualquier edad. Se conocen como categorà ­a F3.hijos solteros mayores de 21 aà ±os. Se conocen como categorà ­a F1. Los tiempos de tramitacià ³n son muy distintos segà ºn la categorà ­a. Consejos sobre la naturalizacià ³n y por quà © es importante Los residentes permanentes que ya han cumplido tiempo suficiente para adquirir la ciudadanà ­a americana por naturalizacià ³n deberà ­an animarse a ello, ya que adems de poder transmitir a sus hijos la ciudadanà ­a por derivacià ³n hay importantes diferencias entre ser ciudadano y ser residente. Sin duda la primera opcià ³n tiene mayor proteccià ³n legal y derechos. Si lo que da miedo es tomar el examen de inglà ©s y conocimientos cà ­vicos e histà ³ricos. Adems,  este es un ejemplo del  test de respuestas mà ºltiples  sobre conocimientos. Es bueno practicar antes de rendir el examen. Ley que regula este derecho Para las personas interesadas destacar que la ley que regula el derecho a la adquisicià ³n automtica de la ciudadanà ­a de los Estados Unidos mediante la naturalizacià ³n de uno de los padres es la Child Citizenship Act del aà ±o 2000, conocida por sus siglas en inglà ©s de CCA. Esta ley est incluida en INA, seccià ³n 320. Este es un artà ­culo informativo. No es asesorà ­a legal.

Richard Cory from a Nineteenth and 20th Century Perspective Essay

Richard Cory from a Nineteenth and 20th Century Perspective - Essay Example The words have evolved from a nineteenth century idyll on a mysterious and respected man of a class admired from afar, to a modern icon of privilege, greed, self aggrandizement and abuse of position at the expense, as it is seen, of the common working man. There is clearly a connection in the struggle of the working classes prominent in American realism both at the turn-of-the-century and in the 1960s when Simon and Garfunkel wrote their lyrics. However, we see from the reaction of the speakers a growing sense of hopelessness and anger over time from Robinson’s character who, while going â€Å"without meat,† and cursing â€Å"the bread,† still await â€Å"the light.† (Robinson 13-14). For Simon and Garfunkel’s character there seems no hope, no â€Å"light† as they say, â€Å"And I curse the life I’m living and I curse my poverty† (Simon and Garfunkel 6-7). As an extension of the realism of the nineteenth century, Robinson can be placed at the beginning of the â€Å"naturalist movement,† which sought to write â€Å"about the fringes of society, the criminal, the fallen, the down-and-out, earning as one definition of their work the phrase sordid realism† (Penrose par. 18). ... 3). Simon and Garfunkel, from a more acerbic, less flattering perspective suggest Cory as a superficial product of being â€Å"born into society, a banker’s only child† (Simon and Garfunkel 3), hardly a gentleman whom, it is rumored, hosts â€Å"parties and orgies on his yacht† (Simon and Garfunkel 14). While Robinson’s rich man is almost ethereal, the other is portrayed as a negative product of wealth and power—an advantage despised by the narrator who complains: I work in his factory And I curse the life I'm living (Simon and Garfunkel 27-28) From an historical perspective this difference in viewpoints projects the naivete of earlier times when the rich were placed on pedestals, and by the sixties were viewed in a less positive social light. Instead of Robinson’s main character as a man â€Å"possessed by disgust and self pity† (Kaplan 36), Simon and Garfunkel’s character is a self aggrandizing, morally bankrupt product of wea lth and privilege. Neither man can assuage their consciences: Simon and Garfunkel’s although he â€Å"freely gave to charity† (Simon and Garfunkel 23), nor Robinson’s, though he condescended to greet his lesser beings with â€Å"Good-morning† (Robinson 8). The overriding sense in reading both the poem and Simon and Garfunkel’s lyrics is one of irony, though in Simon and Garfunkel’s the reader gets a better glimpse of the man. Yet according to P. Cohen, Robinson’s â€Å"Cory† is the perfect parable set against the perfect irony that pervades the work. P. Cohen writes: â€Å"Richard Cory†Ã¢â‚¬ ¦[illustrates] how we, as individuals, should cherish that which we have, because the truly important things in life can be lost if our attention strays to envy.

Conversation between countries Essay Example | Topics and Well Written Essays - 1250 words

Conversation between countries - Essay Example People adhering to cosmopolitanism and its different ideas are known as cosmopolites. Kwame Anthony Appiah uses the term â€Å"cosmopolitanism† to describe people with different abilities, who come from different backgrounds to get along with each other in a globalized and deeply connected world, an ability he likens to having conversations. Appiah also discusses cosmopolitanism as a rubric for social change, where the practice of people getting along together, conversing, is a more effective agent for change than reason or arguments. He writes, â€Å"Conversations across boundaries of identity; whether national, religious, or anything else, begin with the sort of imaginative engagement you get when you read a novel or watch a movie or attend to a work of art that speaks from some place other than your own† From the context in question about the subject matter being the dispute of the Diaoyu islands.US senator John McCain accused china for encroaching on Japanese territ ory claiming that â€Å"Diaoyu is Japanese territory† this statements have elicited mixed reactions from different quarters on the issue, with, the Chinese foreign ministry spokesperson stating that these islands are Chinese territory and those claiming it are unwarranted to do so. The Chinese has called upon United Nations officials to halt their irresponsible remarks to prevent the situation from escalating any further. According to Kwame’s cosmopolitanism concept, is a critic of boundaries and claims we should abandon these boundaries and live like the citizens of the world. The islands dispute is a pointer that indeed Kwames argument is valid as this can stop the crisis on boundaries like the one on Diaoyu islands. It stated that these islands are part of the Chinese territory from historical maps and scientific data and it is evident that it was Chinese territory. Kwameh states that â€Å"There’s a sense in which the concept is not of the answer but of the problem† (15). Thus cosmopolitanism by itself is not a solution but it’s that aspect of people understanding each other. Conversation doesn’t have to lead to an agreement or consensus about anything or everything, especially not values; it’s enough that it helps people get used to one another (30). In line with the United Nations convention on the law of the sea Chinas possession of the island is indisputable. This casts a lot of doubt on the Japanese siege of the island and on grounds of its strategic location. But even more inviting is the involvement of the United States in the whole dispute it’s thus seen as the US is having a hand on the claims by Japan bearing in mind their close ties. The dispute finds the U.S in a closed fit due to its foreign policy to strategies though; it has overtime maintained an unbiased position. So as not to provoke China’s claim of the island; this again brings to the foe kwamehs’s principle of global ization. It shows how boundaries can lead to more conflicts bearing in mind the two nations are super powers. Appiah admits that conversation about boundaries may be delightful or vexing (19). Vexing is the core thing in this context where this dispute can potentially lead to a big diplomatic row among the states involved. Though on a greater probe its evident Mc Cain’s statements are to serve his own interest by settling political scores back home in America. This brings attention to kwamehs claim when he quotes that; what

Literature Paper Essay Example for Free

Literature Paper Essay Sophocles two plays, namely the AD 6717-658 Oedipus the King as well as the 658-693 Antigone, are dominated by elements of conflict both external and internal. The external conflict involves two persons with opposing viewpoints being engaged in a physical or philosophical confrontation. On the other hand, the internal cases of conflict occur when certain individuals in the 2 plays encounter dilemmas regarding doing things that their consciences counsel against. Further, the playwright describes various characters handling the conflicting situations in a variety of ways. For example, some characters just choose to give in, become complicit, and do the things that their consciences advise against. A notable example of this phenomenon in Oedipus the King is Queen Jocasta’s action of bowing to King Laius’ (her husband’s) pressure and thus giving away the young Oedipus to be disposed off. Likewise, in Antigone, Ismene depicts the same behavior of allowing outside pressure to adversely influence her conscience-led aspirations. To this end, Ismene refuses to join efforts with Antigone her defiant sister in burying Polyneices the 2 sisters’ departed brother. Conversely, the 2 plays contain cases whereby physical person-to-person conflicts arise. For instance, in Antigone, Creon Thebe’s ruler holds viewpoints that conflict with those of Haemon Creon’s son. To illustrate, when Creon detains and intends to murder Antigone Haemon’s fiance son and father are at loggerheads. The situation deteriorates to the extent of father and son insulting one another. Haemon angrily leaves, promising that he will never come back. Similarly, in Oedipus the King, King Oedipus becomes conflicted with prophet Tiresias because Tiresias is experiencing an internal sort of conflict. The prophet is aware that telling King Oedipus the truth about who killed King Laius would yield no good results. On the other hand, King Oedipus is very intent on ascertaining the true identity of Lauis’ killer, not knowing that Oedipus himself killed Laius. The conflict between the 2 personalities pushes them to exchange harsh words. This conflict is resolved when Tiresias utters the definitive paradox that Laius was indeed killed by his (Laius’) son. All in all, through the two plays Antigone and Oedipus the King, playwright Sophocles describes both external and external cases of conflict, with the conflicts being resolved to the detriment of a certain individual. To begin with, Queen Jocasta’s conflict regarding either disposing off or saving the life of Oedipus her son ends with the infant son being disadvantaged when he is disposed off. The hopeless Oedipus passes from the hands of Jocasta, to a servant, to a lowly shepherd and eventually to a King’s palace. Through such transition, the baby encounters various hardships. Firstly, he risks being killed and then spends some time out in the open fields where he is exposed to the elements. Further, it is notable that the shepherd who eventually passes Oedipus on to King Polybus has no means of keeping and raising the condemned child. Jocasta’s indecisiveness when she faces the internal conflict of either saving or killing Oedipus thus causes the son immense problems. In this case, Sophocles describes a conflict being resolved to the detriment of a particular personality Oedipus. In a similar version, in Antigone, Sophocles describes Antigone’s conflict as resulting in a string of misfortunes. After Creon the King unjustly orders that Polyneices should be ignored regarding proper burial, with Eteocles being accorded a fitting send-off, Antigone Polyneices’ sister becomes mentally conflicted. Antigone immediately detects Creon’s partiality in ordering for this obviously discriminative treatment. She thus cannot demonstrate complicity by adhering to Creon’s unjust edict. The determined girl therefore opts to secretly accord Polyneices a proper burial. By doing this, Antigone risks being put to death as indicated by Creon’s directive. She however gallantly carries on with her plan and even boldly defending her decisions before the King. Related to Antigone’s mental conflict is Ismene’s dilemma whereby she has to choose to either stand by Antigone or obey Creon’s controversial decree. By adhering to the directives that Creon has issued, Ismene will in effect be betraying Polyneices her brother. Conversely, by deciding to join Antigone in properly burying Polyneices, Ismene will be showing sisterly responsibility to her departed brother as well as to Antigone. In addition, Ismene risks being put to death as per Creon’s orders should she go by Antigone’s bold decision. Eventually, Ismene shies away and avoids going by Antigone’s plans. On her part, Antigone boldly accords Polyneices a proper send-off, thus attracting Creon’s wrath. Ultimately, the 2 sisters find themselves behind bars, with Ismene being a sort of martyr since she did not participate in Antigone’s defiant actions. It is at this point that Antigone faces another conflict when Ismene offers to suffer the consequences of Antigone’s actions. Antigone is aware that it would be unjust to allow Ismene suffer the same fate as Antigone. Although outside pressure eventually forces Creon to let the 2 girls walk free, the conflict that Ismene and Antigone face is resolved with disastrous results. Further, the decision that Antigone makes because of being mentally conflicted serves to make Creon’s son Haemon to also become conflicted. To illustrate, after Creon puts Antigone in prison, intending to kill the girl, Haemon intervenes, trying to persuade Creon to let the girl walk away. Haemon does this because he is an intimate friend to Antigone. He thus cannot allow his father to kill Antigone owing to the love that Haemon has for Antigone. It is worth noting that Haemon is in a tight spot when he approaches Creon, persuading the King to let Antigone go away. This is because Haemon risks being branded a traitor or someone who demonstrates insubordination towards the King. On the other hand, should Haemon decide to keep quiet, allowing the King to do as he wills with Antigone, Haemon will demonstrate lack of commitment towards Antigone. Son and father thus confront each other because they hold varying viewpoints about the incarceration of Antigone. Again, Sophocles describes a person-to-person conflict being resolved in a negative way. After Haemon and Creon hurl insults at each other, Haemon walks away, promising that he will never come back. True to his words, Haemon commits suicide. Likewise, through the Oedipus the King play, Sophocles describes the shepherd who witnessed King Laius’ murder as well as Oedipus as being conflicted both externally and internally. For instance, King Oedipus desires to know every detail of his (Oedipus’) childhood. On the other hand, the shepherd is aware that should he become aware of his past, Oedipus will only experience pain. The shepherd thus only gives certain details of Oedipus childhood after which he begs to be allowed to stop the narration. By doing this, the shepherd seeks to shield Oedipus from the pain that will inevitably result when the King learns of his (the King’s) past. Such good intentions are however misunderstood by Oedipus as the shepherd’s demonstration of insubordination. Consequently, Oedipus threatens the shepherd with death should he hold back any information from the King. The shepherd is thus deeply conflicted. He is very sure that when Oedipus learns the truth about Oedipus’ lineage, the King will surely be gravely hurt. Out of fear for his life, the shepherd finally explains all the details about Oedipus life. Consequently, the King becomes distraught. Further, the Queen commits suicide, after which Oedipus gorges out both his eyes and goes into self-imposed exile. Once more, Sophocles describes the conflict between the shepherd and King Oedipus as being resolved in a bad manner as it results in the deaths of Queen Jocasta and the self-imposed exile of King Oedipus. In conclusion, though his 2 plays Oedipus the King and Antigone playwright Sophocles describes numerous instances whereby various characters are conflicted either externally or internally. One notable case of mental conflict in Antigone is the instance when Antigone has to choose to either remain loyal to Polyneices her brother or obey Creon’s dictatorial decree. Conversely, the instance when Creon and Haemon exchange bitter words denotes external conflict. On the other hand, in Oedipus the King, Jocasta’s indecision regarding whether to dispose off or save Oedipus represents internal conflict. The shepherd and Oedipus’ confrontation demonstrates external conflict. Further, all the conflicts that are presented in both Oedipus the King as well as in Antigone are resolved in ways that harm certain characters.

The Voice of the Sea in The Awakening Essay -- Chopin Awakening Essay

The Voice of the Sea in The Awakening  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   Many different symbols were utilized in Kate Chopin's The Awakening to illustrate the underlying themes and internal conflict of the characters.   One constant and re-emerging symbol is the sea.   The voice of the sea is seductive, never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in abysses of solitude; to lose itself in mazes of inward contemplation.   The voice of the sea speaks to the soul.   The touch of the sea is sensuous, enfolding the body in its soft, close embrace (Chopin 25).      In the novel, â€Å"the ocean symbolizes Edna's "awakening" to a life filled with freedom and independence† (Nickerson). On a hot summer evening Robert and Edna go bathing.   Although Edna does not wish to go and initially declines his offer, something inside is compelling her to go down to the water.   It is there in the seductive ocean that Edna's awakening begins.      A certain light was beginning to dawn dimly within her... [she] was beginning to realize her position in the universe as a human being and to recognize her relations as an individual to the world within and about her (Chopin 25).      That warm ocean environment is in direct contrast to the responsibilities and rules of the cold, hard city.   And it is there in that relaxed and   forgiving atmosphere that Edna can explore her new found freedoms.  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While relaxing on the beach with Mrs. Ratignolle, the sight of the endless ocean brings back memories from Edna's childhood.   She suddenly recalls a summer day in Kentucky and "a meadow that seemed as big as the ocean to the very little girl...and I felt as if I must walk on forever without coming to th... ... on, thinking of the bluegrass meadow...believing that it had no beginning and no end" (Chopin 190).   It is there in the ocean that she first realizes her physical, mental, and emotional potential. It is only natural that the water, which has seduced her with its sound reclaims her.    Throughout the story the ocean represented Edna's constant struggle for self-realization and independence.   From her first flow of emotion on the beach to her last breath of life in the sea, the ocean beckons her.   The voice of the sea lures her onward in her journey toward liberation and empowerment.    Works Cited Bloom, Harold. Kate Chopin. New York : Chelsea House Publishers, 1987. Chopin, Kate.   The Awakening.   1993: Bedford Books, New York. Nickerson, Meagan. "Romanticism in The Awakening", The Kate Chopin Project. America On-line. February 2000.   

BP Solar

BP has responded through its thin film photovoltaic cells designed to reduce manufacturing costs towards a level at which solar energy will become economically competitive compared with other energy sources. As BP's Energy Commission chairman stated: â€Å"Our goal is to eliminate the ‘Catch 22' faced by producers of renewable technologies†¦without the promise of volume sales, there is little incentive for a company to make the investments that could bring down costs and make these products commercially viable on a large scale† (Chambers, 1998, p. ). BP Solar has invested some $200 million in solar power between 1996 and 2002, which has helped it build an 18 percent market share. It has launched a large advertising campaign in the US where it puts renewable energy at the fore of its offering. However, this was heavily criticised by Fortune Magazine (2002) bearing in mind its renewable energy business was worth just $1 billion compared to BP's total value of ? 115% billion (Murphy, 2002). Like Shell Renewables, BP Solar does not state how it will innovate to achieve its goals. However, unlike Shell Renewables strategy of joint ventures and acquisitions, BP Solar implements its strategy simply through large investments into its own manufacturing processes. According to Porter (1985): â€Å"The essence of formulating competitive strategy is relating a company to its environment† (p. 3) in relation to the industry or industries in which it competes. This leads companies to choose one of three generic strategies – low cost, differentiation or focus – which will help them to form competitive, profitable positions within the industry. To understand the low-cost strategies that both SBUs adopted, a formal PEST and five forces analysis of the SBUs (see Appendices III and IV), the key drivers for change and critical success factors (CSFs) for the industry (Appendix V) are outlined. The major trends in the global and alternative energy industries are briefly explained.

Community Colleges which deliver Essay

Module description: This module covers the importance of volunteerism in contributing to an improvement in the quality of life in communities around UTech and Community Colleges which deliver its programmes as well as the wider society. It further unites classroom instructions with real societal needs and explores the relationship between General Education modules and CSP 1001. MODULE OBJECTIVES: At the end of the module, you should be able to: 1. understand the nature of volunteerism 2. recognize the role of individuals in providing voluntary service 3. appreciate the value of a service ethic in the development of a society. REQUIRED READINGS †¢ Robotham, D. (1998). Vision and Volunteerism. Grace Kennedy Foundation Lecture. †¢ Vision 2030 Jamaica: National Development Plan. National Planning Institute of Jamaica. 2009 ASSESSMENT 1. You will be required to complete four reflective pieces. Each reflection must be type written, Times New Roman, 12pt, double –spaced and no less than one page or more than three pages. You will not be allowed to submit all four pieces at the end of the semester. You must complete each one and submit it on the due date. You will prepare two copies of each assignment. Submit one copy to your lecturer. Have your lecturer sign and date the other copy to acknowledge receipt of your work. Keep all signed copies of your assignments in a safe place. You may need to provide these as evidence of submission of your work. 2. NB: My copy of each reflection is to be e-mailed to mmarch@utech.edu.jm. I do not require a hardcopy of reflections 1 – 3. 3. A hardcopy of your final reflection (REFLECTION # 4) must be submitted to the agency before you leave at the end of the semester. This signed copy of the reflection must be submitted along with the completed timecard. You must present all your work in a folder with the following information on the cover page: NAME: ACADEMIC YEAR: SCHOOL: LECTURER: NAME OF AGENCY/ PROJECT: ID#: SEMESTER: TUTORIAL DAY/TIME: AGENCY SUPERVISOR: 4. At the end of each reflection, you must type this information: Lecturer’s signature: Submission Date: 2 CONTENT Session 1 Week beginning Aug 26 Content Introduction to CSP 1001 †¢ Structure of the module †¢ Assignment to groups and agency †¢ Readings and assignments Activities Assign reading for next class Explain guidelines for reflections ASSIGNMENTS Reflection # 1 2 pages Vision 2030 and community service: a. What does community service/ volunteerism mean to you? b. Which 2 of the 4 goals of Vision 2030 do you think is most closely linked to community service/ volunteerism? Why? c. Select 1 of the 2 goals discussed in (b) and suggest ways you can contribute to achieving this goal through your community service. d. Read Vision and Volunteerism: Reviving Voluntarism in Jamaica, by Don Robotham 2 Week beginning Sept 9 Relating the philosophy and practice of community service / volunteerism to Vision 2030 †¢ What is vision 2030 †¢ Goals of Vision 2030 †¢ Meaning of community service/ volunteerism Reflection # 1 due Discussion of reflection Discuss Vision and Volunteerism. Is volunteerism dead? Can we have a Fifth Peak of volunteerism in Jamaica? Reflection #2 2 pages Identifying your community service project objectives a. Identify your agency and briefly discuss the history, goals and objectives of the agency. b. Bearing the Vision 2030 goal you selected in reflection 1 in mind, identify a set of objectives you aim to fulfill in your assignment at your agency. c. Discuss the specific steps you will take to accomplish those objectives. Reflection # 3 2 pages a. Identify some of the problems/ issues you experienced or witnessed during your placement. b. To what extent did problems you encountered/ witnessed in your placement reflect problems prevalent in the wider Jamaican society? c. What impact do you think these problems will have on our ability to achieve the goals laid out in Vision 2030? d. If the problem was something you encountered, what solution(s) did you employ to address the problem? If the problem was something you witnessed, what possible solutions would you suggest could be used to address the problem? Assignment # 4 3 pages a. Bri efly summarize your impressions of your time spent in your agency. What do you think was the best part of your service? What was the worst part? b. Review the objectives you set for yourself and discuss to what extent were these objectives achieved? c. Discuss in what ways did the community in which you worked benefit from your project. 3 Week beginning Sept 30 Community Service as a change agent †¢ How has community service contributed to our nation’s development historically. †¢ What role can community service play in achieving the goals of Vision 2030. †¢ Reflection # 2 due Discussion of reflection #2 4 Week beginning Oct 28 Community Service for development †¢ Nation †¢ Community †¢ Globally †¢ Role of UTech/ Community Colleges Evaluation of experiences †¢ Challenges †¢ Solutions Reflection # 3 due Discussion of reflection #3 Distribution of evaluation forms. 3 d. State whether the organization would benefit from having more CSP projects completed. Suggest the kind of service which would assist the organization/ community in which you worked, based on your experience there. e. In what ways do you think could CSP 1001 be improved? f. Give reflections on your reading of Vision 2030 and Vision and Volunteerism You will make a copy of this assignment which you will submit to your agency BEFORE YOU LEAVE at the end of the semester. 5 Week beginning Nov 18 Evaluation of experiences †¢ Objectives †¢ Benefits †¢ Challenges †¢ Solutions Reflection # 4 due (Final Assignment)

Free Essays on Langston Hughes

Amaris Baxter Langston Hughes; â€Å"Mother to Son† 1) 1930’s; Realism 2) Biographical Theory of Criticism 3) Post-structural Theory of Criticism Through the literary works of Langston Hughes, it is clear to see that he uses his own style and language to portray realistic traits. The biographical theory of criticism can easily be used to criticize Hughes work, as well as the post-structural theory. Realism Hughes poem â€Å"Mother to Son† was written during the Harlem Renaissance. At this time in history, many African Americans expressed their thoughts through music, art, poetry and other areas of the arts. Hughes being a young black men growing up in the 1930’s in America, expressed his opinions of the treatment of blacks through poetry. Writing exactly what he thought, his poems are very realistic, very similar to him. In â€Å"Mother to Son† he lets the readers know that everything in life is not going to be easy and that there are going to be trials that everyone will face in life. Biographical Theory of Criticism â€Å"Mother to Son† Closely parallels the life of Hughes. Born in Missouri, Hughes lived with his grandmother until she died. He was twelve years old. Moving from place to place he learned at an early age that â€Å"life ain’t gonna be no crystal stair.† Since he lived with his grandmother as a child, the mother noted in the title of the poem is symbolic to his grandmother who taught him the values of life. Hughes moved to Harlem after he graduated from high school to continue his education. When people hear of Harlem â€Å"ghetto† comes to mind. Everyone knows that Harlem is not one of the greatest places to live. Living in Harlem most of his life, Hughes can easily relate to the â€Å"splinters and torn up boards† talked about in his poem. Post-structural Theory of Criticism â€Å"Mother to Son† also contains important truth and values about life. This poem is often... Free Essays on Langston Hughes Free Essays on Langston Hughes Langston Hughes was America’s Jazz Poet, the chronicler of life in Harlem in the 1920s. Setting out to write about black Americans, Hughes created a body of work-poetry, fiction, journalism, essays, plays, and song lyrics. While decrying racism and the inequities it created for blacks and other minorities, Hughes called for cooperation among all races. With one ear tuned in to the voices he heard on the street and the other to the music he heard in nightclubs, Hughes created poems that made him one of the stars of the Harlem Renaissance. James Langston Hughes was born in Joplin, Missouri, on February 1, 1902, the only child of James and Carrie Hughes to survive infancy. Another son born two years earlier had died. Carrie Hughes came from a family that had been prominent in the abolitionist movement. A lover of books and plays, she had once dreamed of becoming a professional actress. Instead, like so many black women of her time, she had to settle for the jobs she could find, working as a stenographer and a waitress. Smith 2 James Hughes wasn’t able to pursue his professional goals. Hardworking and ambitious, he earned a law degree, but racism made it impossible to sustain his practice. Frustrated by limited opportunities in the United States, he left Missouri for Mexico before his son was two years old. Though he periodically sent money, he never lived with his family again. When his father left for Mexico in 1903, Langston and his mother moved to Kansas, where her mother, Mary Langston lived. For ten years Langston lived with his grandmother as his mother moved from town to town in search of a decent job. Langston suffered not only from poverty but also from restrictions that came with living in a segregated community. While he attended an integrated school, he wasn’t permitted to take part in its team sports. In spite of these obstacles, Langston developed a natural sense of self-confidence. Langston le... Free Essays on Langston Hughes Poetry is the art of writing thoughts and stories in verse using specific language; language selected for its beauty, sound and ability to convey emotions. Langston Hughes was one of America’s most influential writers. He made a large contribution not only to literature but to American culture, as well. James Mercer Langston Hughes was born in Joplin, Missouri, on February 1, 1902, to James Nathaniel Hughes, a lawyer and businessman, and Carrie Mercer Hughes, a teacher. In 1921 Hughes moved to New York and attended Columbia University (he also attended Lincoln University and graduated in 1930). In 1923 Hughes left New York for Africa. It was around this time that Langston wrote â€Å"I’ too† one of his most powerful and famous poems. Throughout his life he also toured many parts of the world holding odd jobs and living in many different cultures; including Asia, Haiti and Cuba. As well as being a highly recognized poet he was also a novelist, reporter, translator, playwright and a short story writer. The poems I choose are â€Å"I, too† and â€Å"Let America be America again†. Each one of these works is challenging and both seem to have unique while altogether similar meanings. â€Å"Let America be America again† seems as though it could be looked at as an extension of â€Å"I, too†. In â€Å"Let America be America again Langston states: â€Å"Seeking a home where he himself is free†¦ Where never kings connive nor tyrants scheme That any man be crushed by one above.† It seems to me that is what he is also â€Å"seeking† in â€Å"I, too†. In â€Å"I, Too†, Hughes gives a voice to the frustration encountered by African Americans when they were denied their basic rights as citizens of America, during the times of slavery. The poem expresses the second class status of given to African Americans and gives a voice to a people who are tired of being treated as second class citizens. The poem begins with, â€Å"I, too sing Amer... Free Essays on Langston Hughes Langston Hughes Langston Hughes opened his first volume of poems with the expression of his– and every Negro’s– â€Å"soul world†: â€Å"I am a Negro: /Black as the night is black, /Black like the depths of my Africa† (Emanuel 17). When the women at the box office of the only movie theatre in Lawrence, Kansas pushed the twelve-year old boys nickel back and pointed to a new sign â€Å"Color Not Admitted,† she laid a shaping hand on that world. Hughes spent a lifetime illuminating that world through poems, stories, novels, lectures, and various other literary forms – with virtuosity and understanding so unmatched that he has been unofficially granted the title as Negro Poet Laureate and Dean of Negro Writers in America. Langston Hughes’ early life prepared him well to write about humanity, for as a child and young man he lived in different places and met many different kinds of people. His growing up years were, altogether, not very happy. But they provided him with experiences that many people never have. Born to Nathanial Hughes and Carrie Mercere on February 1, 1902 in Joplin Missouri, young Langston form the very start was a very bright and curious child (Haskins 2). But his home life was neither happy not very secure. His parents did not get along well. There were often many arguments about money. Mr. Hughes was a â€Å"penny – pincher†; he seemed to resent event the necessary expenses, except when it came to clothes for himself. There were also arguments about moving. Mr. Hughes was a lawyer, Langston’s mother thought her husband would be able to find work in another city, however Mr. Hughes was convinced there was no city in the racially segregated United States wh ere he could find opportunity. Finally, Mr. Hughes announced that he was leaving. Hughes spent a lonely boyhood after his mother and father split, living his first twelve years with his grandparents and friends of the family in Lawrence, Kansas. His moth... Free Essays on Langston Hughes Amaris Baxter Langston Hughes; â€Å"Mother to Son† 1) 1930’s; Realism 2) Biographical Theory of Criticism 3) Post-structural Theory of Criticism Through the literary works of Langston Hughes, it is clear to see that he uses his own style and language to portray realistic traits. The biographical theory of criticism can easily be used to criticize Hughes work, as well as the post-structural theory. Realism Hughes poem â€Å"Mother to Son† was written during the Harlem Renaissance. At this time in history, many African Americans expressed their thoughts through music, art, poetry and other areas of the arts. Hughes being a young black men growing up in the 1930’s in America, expressed his opinions of the treatment of blacks through poetry. Writing exactly what he thought, his poems are very realistic, very similar to him. In â€Å"Mother to Son† he lets the readers know that everything in life is not going to be easy and that there are going to be trials that everyone will face in life. Biographical Theory of Criticism â€Å"Mother to Son† Closely parallels the life of Hughes. Born in Missouri, Hughes lived with his grandmother until she died. He was twelve years old. Moving from place to place he learned at an early age that â€Å"life ain’t gonna be no crystal stair.† Since he lived with his grandmother as a child, the mother noted in the title of the poem is symbolic to his grandmother who taught him the values of life. Hughes moved to Harlem after he graduated from high school to continue his education. When people hear of Harlem â€Å"ghetto† comes to mind. Everyone knows that Harlem is not one of the greatest places to live. Living in Harlem most of his life, Hughes can easily relate to the â€Å"splinters and torn up boards† talked about in his poem. Post-structural Theory of Criticism â€Å"Mother to Son† also contains important truth and values about life. This poem is often... Free Essays on Langston Hughes Langston Hughes Poet, novelist, journalist, playwright, essayist, and songwriter: all of these words describe a man who is said to be one of the twentieth century’s most respected and often controversial writers. This man’s main mission was to help enlighten people on the racial issues that were before them (Berry 5). At that time, this man was only the second black person to make a living as a writer (Harper 5). His name was Langston Hughes, and he crossed numerous racial barriers and gained widespread popularity while criticizing racism. Shaped by his parents, childhood, and life experiences, Langston Hughes became one of the most influential Black Americans of his time. Langston Hughes was born February 1, 1902, to James and Carrie Hughes. James Hughes had a law degree, but was unable to maintain a law practice because of racism. Carrie Hughes, a prominent activist in the Abolitionist Movement, had big dreams of becoming an actress, but her dreams were as well crushed by racism. Instead of keeping to their dreams, his parents had to settle for whatever job they could find. Hughes’ father, being frustrated with job opportunities, moved to Mexico when his son was not even two years-old. His mother then moved to Lawrence, Kansas, where Hughes’ grandmother, Mary Langston, lived. While his mother moved from town to town in search of work, Hughes spent his time with his grandmother, from whom he learned self-confidence. He learned from her how to endure many things, including hardships, without losing his pride and dignity (Berry 7). At the age of twelve, his grandmother died and he went to live with his mother in Lincoln, Illinois, where he attended high school. He was there elected class poet where he wrote a poem for graduation ceremonies and got such an applause from them that he decided to become a poet. Many in his school where immigrants therefore there were few racial conflicts. He often took int... Free Essays on Langston Hughes Langston Hughes and Zora Neale Hurtson are two poets with very similar motives from the Harlem Renaissance. In the 1920’s and 1930’s many there was an outburst in all fields or art with African-Americans. Beginning as a series of literary discussions in the lower Manhattan (Greenwich Village) and upper Manhattan (Harlem) sections of New York City, this African-American cultural movement became known as "The New Negro Movement" and later as the Harlem Renaissance. Hughes and Hurston shared very similar views on how the color of your skin greatly affects your life, and also optimistic thoughts for an uprising in the African-American Culture. Langston Hughes thought he was no different from a white person. He knew that inside all people are same and should have equal opportunities in their life. This wasn’t the case due to the common person’s racist views. You can see Hughes views on this in Black and Blue, in which he says," I’m white inside but, that doesn’t help my case." Zora Neale Hurston felt very similar to Langston Hughes in which she knew there was no difference between blacks and whites and that it was only people’s prejudice that made the two stand out form one another. You can see Hurtson’s views on the color of her skin on in How it Feels to Be Colored Me. Hurston’s thoughts are very similar to Hughes, in which she says," But I am not tragically colored. There is no great sorrow up in my soul, nor lurking behind my eyes." You can see how Hurston knew it was the prejudice of the white person, which made African-Americans stand out in which she says," I feel most colored when I am thrown against a sharp white contrast" and " He is so pale with his whiteness then I am so colored." Zora Neale Hurtson thought the best for the Negro race. She knew that one day equality would be recognized and white people would feel sympathetic for their inexcusable prejudice. Langston Hughes felt the same wa... Free Essays on Langston Hughes Langston Hughes Research Paper During the 1920s many artists came to Harlem to express themselves. Many of these shriving artists were African-Americans and looking for opportunities. One of the most recognized of these African-American artists was Langston Hughes. Hughes wrote of his experiences as an African-American and expressed his struggles in various poems. Such poems are â€Å"Dream Variation† and â€Å"The Negro Speaks of Rivers†. Langston Hughes was born in 1902 in Joplin Missouri. Soon after his birth, his parents separated. James Nathaniel, Hughes’ father, left him, and went back to Cuba to work as an attorney. Hughes lived with his grandmother and mother Carrie Mercer in the United States. It was with her that Hughes’ learned of his grandfather’s history and the â€Å"constant discrimination that would haunt him in life as he struggled for freedom.† (Gale Net Resource Biography Page 2) After his grandmothers’ death in 1910, he went to live with his mother and stepfather in Cleveland, Ohio where he attended Central high school. It was there that he discovered his passion for writing while working for the high school magazine, and also edited the school yearbook. Hughes dropped out of Columbia University to work odd jobs to support himself and his mother who moved into Harlem. After spending the next two years in poverty overseas in Italy and France, he returned to his mot her and half-brother in Washington D.C. It was there that Hughes was discovered, when he â€Å"attracted the attention of poet Vachel Lindsay by intentionally placing three of his poems of Lindsay’s dinner table.† (Gale Net Resource Biography Page2) After this discovery, reporters flocked to Hughes to listen to his works. Following this event, Hughes proceeded to attend Lincoln University in Pennsylvania, where he continued writing poetry, short stories, and essays. With the help of critic and art patron Carl Van Vechten, Hughes published his first ...

3 Errors in Using Parentheses

3 Errors in Using Parentheses 3 Errors in Using Parentheses 3 Errors in Using Parentheses By Mark Nichol Parenthetical marks can cause difficulties for writers- and, as a result, for readers. In each of the following examples, parentheses are misused; discussion and revision of each sentence follow. 1. The act brings the United Kingdom into line with the Organization for Economic Co-operation and Development’s (OECD) recommendations in dealing with bribery and corruption. One writing convention is to insert an acronym or initialism of a term in parentheses after that term is introduced, after which the abbreviation, rather than the full term, is used in subsequent references. However, it is awkward to introduce a term in this manner when it appears in possessive form, with an apostrophe followed by s. In such cases, it is best to replace the possessive form with a prepositional phrase so that the parenthesis immediately follows the term itself: â€Å"The act brings the United Kingdom into line with the recommendations of the Organization for Economic Co-operation and Development (OECD) in dealing with bribery and corruption.† 2. Moving tangible and nontangible (for example, data files and intellectual property) assets is an option. Again, a parenthesis that provides more information should immediately follow the relevant word or phrase; in this case, the parenthetical refers not to â€Å"tangible and nontangible† but to assets: â€Å"Moving tangible and nontangible assets (for example, data files and intellectual property) is an option.† 3. This work does not cover all aspects of IT integration (those are laid out in a detailed IT integration plan that will take months to complete while parallel IT environments are operated). This treatment of a parenthesis is not strictly wrong, but when the parenthesis consists of a complete sentence, it is clearer to treat it as such, with the first letter of the first word capitalized and with a period preceding the close parenthesis mark (and terminal punctuation following the preceding sentence): â€Å"This work does not cover all aspects of IT integration. (Those are laid out in a detailed IT integration plan that will take months to complete while parallel IT environments are operated.)† If, however, a complete sentence in parentheses falls within another sentence, leave the first letter of the first word lowercase and omit the period. (Exception: A question mark or exclamation point at the end of the wording in parentheses should be retained regardless of where the parenthesis falls.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Good At, Good In, and Good WithTen Yiddish Expressions You Should KnowOne "L" or Two?

The Role of the Student in Higher Education Essay

The Role of the Student in Higher Education - Essay Example The Gibbs reflection model seeks to understand the feelings that were experienced, and also allows for the evaluation of an incident in terms of what was bad or good about it (Wilding 2008). The Gibbs model also includes an analysis of the critical nursing situation and then the suggestion of an action plan that will deal with the issue if it should arise again (Curzon 2003). According to (Hinchiff 2004), reflection is particularly important for student nurses because they work in environments in which they have to perform numerous tasks almost without thinking about them previously. Being compelled to work swiftly among emotionally and physically wounded people can affect the student nurses. Engaging in reflective practices allow for the student nurses to be able to deal with the reality of being exposed to human anxieties and needs on a daily basis (Watson 2008). This is important because nurses will not be able to function well if they are stressed from being forced to deal with p eople when they are most vulnerable. Reflection allows for student nurses to be able to develop self-awareness among other interpersonal skills that make them more effective in their nursing duties (NMC 2011). Reflection also helps student nurses to be able to understand ways in which they can better improve their services to their patients (Stuart 2007). For student nurses, reflection thus changes a situation which previously may have been filled with doubt, anxiety, and conflict into being one which is manageable (Price 2004). Description: In considering the situation that he or she is in, the student nurse is able to consider the ways in which she can approach her patients or even plan on studying patterns. Feelings: The student nurse is able to reflect on positive or negative feelings that he or she may be experiencing in regards to the studying practices that he or she has adopted or even regards to patients assigned. The student nurse can then make decisions based on that asse ssment in order to rectify the situation or at least make it manageable (Johns and Freshwater 2005). Evaluation: once the student nurse understands the feelings that he or she has in regards to definite situations, he or she will be in a better position to make decisions on how to solve or amend the situation so that it is more manageable. Analysis: After making an evaluation and deciding about the best way in which to progress, the student nurse is then able to make the decision about the existing situation(s). Different student nurses use Gibb’s reflective model in different ways to ease their studies as well as responsibilities within medical facilities (Johns and Freshwater 2005). Many student nurses make use of journals in which they make entries detailing the situations they are working with and how they feel and plan to manage them. This also helps the student nurses in their learning experiences. For example, if a student nurse comes across a new medical procedure or fairly rare disease, she can record her own feelings about the first time that she saw it and her gut reactions about what caused it. She will then, after writing about her own first feelings about it, can add what she discovered about it on consulting a textbook.

How Pa Chin's novel Family reflects the tensions withtin chinese Term Paper

How Pa Chin's novel Family reflects the tensions withtin chinese society and within the chinese family - Term Paper Example This book will be of interest to all who are interested in the society and history of modern China. Family is the story of the Kao family which consists of four generations. The story takes place in Chengtu, a large city in the province of Szechwan. The novel’s principal characters are the three brothers, Chueh-hsin, Chueh-min and Chueh-hui. The brothers live with their uncles and aunts, cousins and their grandfather, the Venerable Master Kao, in their family estate. It is the Venerable Master Kao who is the autocrat in the family, in control of all family affairs, unable and unwilling to admit that his country and his family are changing with time. Chueh-hsin, the eldest and the meekest of the three brothers, takes over the responsibility of his younger brothers after the death of their father. Chueh-hsin is supposedly responsible for his brothers, but as the novel progresses we come to know how much or rather how little control he has over them. He is married against his wishes to a woman chosen by his family. He is doing a job he hates, this too being chosen by his famil y. He is shown navigating through life using his "compliant bow" philosophy which to him means that he should not oppose the elders of the family under any circumstance. Chueh-min, the second brother, is determined to marry the girl he loves in spite of his familys opposition. The youngest brother, Chueh-hui, hates everything the family represents and is trying hard to break the fetters and live life according to his wishes. Each brother is facing challenges at home, a home characterized by archaic morality and hierarchical dependence that was typical of those days. The brothers are caught in between the old system and their desire for a new system. The book records the daily lives of the Kao family. The situations that are described, unique as they may be to that time, are similar to many circumstances of todays world, such as the