Txu-Oclc-35776857-1943-06-11-009
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Bus& 101 Introduction to Business Readings and Workbook Course Designer: Leslie Lum Academic Year 2010-2011 Funded by the Ga
Bus& 101 Introduction to Business Readings and Workbook Course Designer: Leslie Lum Academic Year 2010-2011 Revised 5/11 Funded by the Gates Foundation/State Board Open Course Initiative 5/28/2011 TABLE OF CONTENTS INTRODUCTION 5 Thirty Second Commercial 22 Resume 6 COMPANY ANALYSIS 24 DOING THE COMPANY ANALYSIS 25 Writing Self Assessment (Courtesy Robin Jeffers) 42 Company Selection 26 Company Research 29 Company Analysis- Marketing 37 Company Financial Analysis 38 Company Management Paper 39 Company Presentation 41 Links to sample student paper 42 Team Writing Assignment 47 Team Research Scavenger Assignment 49 MODULE 1: THE CONTEXT OF BUSINESS 51 Module 1 Goals 51 The Economy 52 GDP: One of the Great Inventions of the 20th Century 52 Economic Growth 55 World’s Economies 56 GDP per capita 66 Inflation 69 Business Cycles 74 Government and Policy 77 Fiscal Policy 77 Monetary Policy 79 Currency Risk 80 Economic Indicators 81 Individual Assignment – Calculating growth rates 85 Team Assignment - Economic Indicators 86 Team Assignment – Costco Case 91 Commanding Heights A Case Study of Bubbles 147 Module 1 Questions for Timed Writes 148 2 MODULE 2 - ENTREPRENEURSHIP AND LEGAL FORMS OF BUSINESS 149 Businesses and Entrepreneurship 150 Forms of Ownership 155 Choosing the Business Structure 158 Starting a Business – The Business Plan 159 Breakeven Analysis 167 Team Assignment – Forms of Business 171 Team Assignment – Entrepreneurship and Business Plan 173 Team Assignment Optional - Breakeven analysis of your business plan 174 Module 2 Questions -
Scanned Using Book Scancenter 5131
REMEMBRANCE OF WAR Ralph Kelly Ctompared to the many fine lectures at this Congress which outline learned research In specialized corners of vexillology, my lecture today is a simple tale. My story is illustrated by a stamp issued by Jersey in 1970 commemorating the 25th anniversary of the islandfs liberation at the end of Wbrtd War IH (Ffgure i). The stamp is typical of many desigrts which feature flags as a central element in their design. The flags of the Allies and Nazi Germany «re immediately recognized by all. Most vexillologists would note the use of flags as effective symbols of nationhood set in a historical context, but otherwise think little about the design as the flags are so familiar. They hold no mystery of discovery equivalent to some other stamps which, tor example, proclaimed the design of a newly independent nation’s new flag or show the design of a flag of a Brazilian state (Figa. 2 and 3)2. A simple request last year has caused me to change my view of this Jersey stamp and, I think, gives a clue as to the meaning of what defines a vexillologist as distinct from someone who collects flags or has an interest in flags. 1 was asked by The image box, a design company in Melbourne to provide artwork for one of their projects commissioned by the Australian War Memorial in Canberra. The Memorial is more than a monument to the fallen. It is a large museum that conserves and displays the mementoes of the wars in which Australians have foughta. -
Practical Guide
Vienna International Centre, P.O. Box 500, A-1400 Vienna, Austria Tel: (+43-1) 26060-0, Fax: (+43-1) 26060-5866, www.unodc.org PRACTICAL GUIDE – FOR COMPETENT NATIONAL AUTHORITIES PRACTICAL GUIDE for competent national authorities under article 17 of the United Nations Convention against Illicit Traffic in Narcotic Drugs and Psychotropic Substances of 1988 Printed in Austria V.03-87812–January 2004–200 UNITED NATIONS OFFICE ON DRUGS AND CRIME Vienna PRACTICAL GUIDE for competent national authorities under article 17 of the United Nations Convention against Illicit Traffic in Narcotic Drugs and Psychotropic Substances 1988 UNITED NATIONS New York, 2004 The designations employed and the presentation of the material in this publi- cation do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or the delimitation of any frontiers or boundaries. iii CONTENTS Page Part one. The Competent National Authority I. INTRODUCTION . 1 II. THE 1988 CONVENTION APPROACH TO MARITIME COOPERATION . 3 III. ESTABLISHING THE APPROPRIATE DOMESTIC LEGISLATIVE FRAMEWORK . 7 IV. THE COMPETENT NATIONAL AUTHORITY . 11 Establishment of the competent national authority . 11 The 1988 Convention . 11 Location of the competent national authority . 11 Foundation in domestic law . 13 The competent national authority in practice . 14 Receiving requests . 14 Responding to requests . 21 Outgoing requests . 25 Special considerations: vessels without nationality and own-flag vessels . 26 Possible additional responsibilities . 28 Part two. Annexes I. Summary of the Practical Guide . 33 II. Model form of request . -
The Colours of the Fleet
THE COLOURS OF THE FLEET TCOF BRITISH & BRITISH DERIVED ENSIGNS ~ THE MOST COMPREHENSIVE WORLDWIDE LIST OF ALL FLAGS AND ENSIGNS, PAST AND PRESENT, WHICH BEAR THE UNION FLAG IN THE CANTON “Build up the highway clear it of stones lift up an ensign over the peoples” Isaiah 62 vv 10 Created and compiled by Malcolm Farrow OBE President of the Flag Institute Edited and updated by David Prothero 15 January 2015 © 1 CONTENTS Chapter 1 Page 3 Introduction Page 5 Definition of an Ensign Page 6 The Development of Modern Ensigns Page 10 Union Flags, Flagstaffs and Crowns Page 13 A Brief Summary Page 13 Reference Sources Page 14 Chronology Page 17 Numerical Summary of Ensigns Chapter 2 British Ensigns and Related Flags in Current Use Page 18 White Ensigns Page 25 Blue Ensigns Page 37 Red Ensigns Page 42 Sky Blue Ensigns Page 43 Ensigns of Other Colours Page 45 Old Flags in Current Use Chapter 3 Special Ensigns of Yacht Clubs and Sailing Associations Page 48 Introduction Page 50 Current Page 62 Obsolete Chapter 4 Obsolete Ensigns and Related Flags Page 68 British Isles Page 81 Commonwealth and Empire Page 112 Unidentified Flags Page 112 Hypothetical Flags Chapter 5 Exclusions. Page 114 Flags similar to Ensigns and Unofficial Ensigns Chapter 6 Proclamations Page 121 A Proclamation Amending Proclamation dated 1st January 1801 declaring what Ensign or Colours shall be borne at sea by Merchant Ships. Page 122 Proclamation dated January 1, 1801 declaring what ensign or colours shall be borne at sea by merchant ships. 2 CHAPTER 1 Introduction The Colours of The Fleet 2013 attempts to fill a gap in the constitutional and historic records of the United Kingdom and the Commonwealth by seeking to list all British and British derived ensigns which have ever existed. -
Bibliography of Sexuality Studies in Latin America
Bibliography of Sexuality Studies in Latin America In 1997 Donna J. Guy and I published a bibliography of sexuality studies on Latin America in our edited book Sex and Sexuality in Latin America (New York University Press, 1997), including studies in a wide variety of fields. This bibliography was updated for the Spanish edition of that book, Sexo y sexualidades en América Latina (Paidos, Buenos Aires, 1998); that version included a number of items that had come to our attention after we turned in the book to NYU. Interestingly, the number of publications in Latin America (and in Spanish and Portuguese) increased in that brief period, and continues to increase. Adán Griego has added his own bibliography and has agreed to maintain it and keep it current. The bibliography that follows is based on the previous ones but has the advantage of not being fixed in time. —— Daniel Balderston, 1999. This bibliographic list is organized alphabetically by author, or by title in a few cases where no specific author appears. Select the initial letter of the author or the title of the work you are looking for or simply scroll down the list. Please send corrections, additions and comments to: [email protected] A A las orillas de Lesbos. Narrativa lésbica. Lima: MHOL, 1997. Abad, Erika Gisela. "¿La Voz de Quién?" Diálogo, No.12, (Summer 2009): 28. Abdalla, Fernanda Tavares de Mello and Nichiata, Lúcia Yasuko Izumi. A Abertura da privacidade e o sigilo das informações sobre o HIV/Aids das mulheres atendidas pelo Programa Saúde da Família no município de São Paulo, Brasil. -
Event, Memory and Lore: Anecdotal History of Partition in Assam
ISSN. 0972 - 8406 61 The NEHU Journal, Vol XII, No. 2, July - December 2014, pp. 61-76 Event, Memory and Lore: Anecdotal History of Partition in Assam BINAYAK DUTTA * Abstract Political history of Partition of India in 1947 is well-documented by historians. However, the grass root politics and and the ‘victim- hood’ of a number of communities affected by the Partition are still not fully explored. The scholarly moves to write alternative History based on individual memory and family experience, aided by the technological revolution have opened up multiple narratives of the partition of Assam and its aftermath. Here in northeast India the Partition is not just a History, but a lived story, which registers its presence in contemporary politics through songs, poems, rhymes and anecdotes related to transfer of power in Assam. These have remained hidden from mainstream partition scholarship. This paper seeks to attempt an anecdotal history of the partition in Assam and the Sylhet Referendum, which was a part of this Partition process . Keywords : sylhet, partition, referendum, muslim league, congress. Introduction HVSLWHWKHSDVVDJHRIPRUHWKDQVL[W\¿YH\HDUVVLQFHWKHSDUWLWLRQ of India, the politics that Partition generated continues to be Dalive in Assam even today. Although the partition continues to be relevant to Assam to this day, it remains a marginally researched area within India’s Partition historiography. In recent years there have been some attempts to engage with it 1, but the study of the Sylhet Referendum, the event around which partition in Assam was constructed, has primarily been treated from the perspective of political history and refugee studies. 2 ,W LV WLPH +LVWRU\ ZULWLQJ PRYHG EH\RQG WKH FRQ¿QHV RI political history. -
Justifications of Empire in the Fiction of British India
University of Pennsylvania ScholarlyCommons Honors Program in History (Senior Honors Theses) Department of History 4-20-2007 The White Author's Burden: Justifications of Empire in the Fiction of British India Leslie M. Reich University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/hist_honors Part of the History Commons Reich, Leslie M., "The White Author's Burden: Justifications of Empire in the Fiction of British India" (2007). Honors Program in History (Senior Honors Theses). 4. https://repository.upenn.edu/hist_honors/4 A Senior Thesis Submitted in Partial Fulfillment of the Requirements for Honors in History. Faculty Advisor: Lisa Mitchell This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hist_honors/4 For more information, please contact [email protected]. The White Author's Burden: Justifications of Empire in the Fiction of British India Abstract The White Author’s Burden: Justifications of Empire in the Fiction of British India identifies a transformation in Anglo-Indian literature by exploring various fictional works (including novels, short stories, and poems) written by British authors between 1800 and 1924. Before 1857 (the year of the widespread Indian Rebellions that challenged British rule), Anglo-Indian literature focused exclusively on British life in India. Interactions with Indians were minimal, if present at all. After this date, however, British authors began to portray India and Indians almost entirely in ways that justified their own rule. This shift in the literature suggests that the British felt a new need to justify their empire. This thesis focuses on three literary themes offered by British authors that served to legitimize British rule in India in the second half of the nineteenth century: (1) the state of Indian women; (2) the alleged rivalry between Hindus and Muslims; and (3) the perceived incompetence of educated Indians for political rule. -
Impact of the Sepoy Mutiny on Indian Polity and Society
Impact of the Sepoy Mutiny on Indian Polity and Society claws.in/1420/impact-of-the-sepoy-mutiny-in-indian-polity-and-society-isha-naravane.html #1420 184 August 14, 2015 By Isha Naravane Introduction The events of 1857 loom large in Indian History. Some consider it the first great war of independence, others a mere mutiny and some say it was a revolt against existing conditions. Whatever be the case, the most singular consequence for India’s army was how the British now viewed their armed forces in India. Whether the British ruled it as a trading company or as a nation, the use of force and military might was still necessary to occupy and subjugate the subcontinent. The Revolt of 1857 led to a re-organization of the Indian army and this article highlights some of the socio-economic and cultural impacts of this re-organization. The soldier is also a product of his socio-economic, cultural and political landscape. The recruitment of natives for the British Indian army on a large scale, their training in modern warfare methods, the salary and rewards given to native soldiers all had an impact on the environment where the soldiers came from, on Indian rulers who fielded armies on the battlefield, and on agrarian communities who ultimately shouldered the revenue burden for maintenance of armies. Salient Features Impacting Post-Mutiny Re-Organisation The events of the 1857 uprising all over India are well-documented. This article will discuss those which are pertinent to large scale re-organisation of political and military systems. -
“Marimba Por Tí Me Muero”: Region and Nation in Costa Rica, 1824-1939
“MARIMBA POR TÍ ME MUERO”: REGION AND NATION IN COSTA RICA, 1824-1939 by Soili Iiris Buska Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of History Indiana University March 2006 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ______________________________________ Jeffrey L. Gould, Ph.D., Chairperson ______________________________________ Peter Guardino, Ph.D. Doctoral Committee _______________________________________ Daniel James, Ph.D. ______________________________________ Víctor Hugo Acuña Ortega, Ph.D. December 16, 2005 ii © (2005) Soili Iiris Buska ALL RIGHTS RESERVED iii Acknowledgements Many people and institutions made this dissertation possible. The Department of History of Indiana University provided me with financial support and graduate appointments from the start of my studies in Bloomington. The pre-dissertation grant and research fellowship from the Office of International Programs and the University Graduate School of Indiana University respectively helped me to define my project and to begin the research. The Indiana University Bloomington Library staff and the History Department Staff in IU Bloomington were of greatest help. History Department Graduate Secretary Alexia Bock assisted in many ways and gave me crucial practical advice during my stay in Bloomington. The Center for Latin American Studies of the University of Pittsburgh's University Center for International Studies generously opened its doors to me in the summer of 2005. The Escuela de Historia, Centro de Investigaciones Históricas de America Central (CIHAC), and the Oficina de Asuntos Internacionales y Cooperación Externa (OAICE) of the Universidad de Costa Rica have all participated in making possible research and writing of this dissertation. -
COLONIAL INTERVENTION and INDIRECT RULE in PRINCELY JAMMU and KASHMIR Dr Anita Devi Research Scholar, Department of History, AFFILIATION: University of Jammu
COLONIAL INTERVENTION AND INDIRECT RULE IN PRINCELY JAMMU AND KASHMIR Dr Anita Devi Research Scholar, Department of History, AFFILIATION: University of Jammu. EMAIL ID: [email protected], CONTACT NO: 7006530645 Abstract This paper tries to throw light on the intervention of British colonial power in Indian states during nineteenth and twentieth century and main focus of the work is on princely state of Jammu and Kashmir, which was one of the largest princely states in India along with Hyderabad and Mysore. The paper unreveals the motive and benefits behind indirect annexation and also obligations of princes to accept paramountcy. The indirect rule observed different degrees of interference and it was supposed to correct abuses in so called backward native states. Key Words: Paramountcy, Princely, Colonial, Indirect rule, Intervention, Native. Introduction After 1858, British abandoned their earlier policies of “ring fence” (1765- 1818) and “subordinate isolation” (1818-1858) and adopted new policy which laid stress on “non-annexation with the right of intervention” and it remained functional from 1858 till 1947. These un-annexed areas came to be known as Princely states. By intervention it means that government had right to intervene in the internal affairs of native states and set right administrative abuses. Michael Fisher opined that by this arrangement the colonial power was able to gain control over nominally sovereign states through a single British resident or political agent or just by giving advices to local princes.1 Indirect rule refers to the system of administration where states were directly ruled by native princes under the paramount power. -
Disaster Management Partners in Thailand
Cover image: “Thailand-3570B - Money flows like water..” by Dennis Jarvis is licensed under CC BY-SA 2.0 https://www.flickr.com/photos/archer10/3696750357/in/set-72157620096094807 2 Center for Excellence in Disaster Management & Humanitarian Assistance Table of Contents Welcome - Note from the Director 8 About the Center for Excellence in Disaster Management & Humanitarian Assistance 9 Disaster Management Reference Handbook Series Overview 10 Executive Summary 11 Country Overview 14 Culture 14 Demographics 15 Ethnic Makeup 15 Key Population Centers 17 Vulnerable Groups 18 Economics 20 Environment 21 Borders 21 Geography 21 Climate 23 Disaster Overview 28 Hazards 28 Natural 29 Infectious Disease 33 Endemic Conditions 33 Thailand Disaster Management Reference Handbook | 2015 3 Government Structure for Disaster Management 36 National 36 Laws, Policies, and Plans on Disaster Management 43 Government Capacity and Capability 51 Education Programs 52 Disaster Management Communications 54 Early Warning System 55 Military Role in Disaster Relief 57 Foreign Military Assistance 60 Foreign Assistance and International Partners 60 Foreign Assistance Logistics 61 Infrastructure 68 Airports 68 Seaports 71 Land Routes 72 Roads 72 Bridges 74 Railways 75 Schools 77 Communications 77 Utilities 77 Power 77 Water and Sanitation 80 4 Center for Excellence in Disaster Management & Humanitarian Assistance Health 84 Overview 84 Structure 85 Legal 86 Health system 86 Public Healthcare 87 Private Healthcare 87 Disaster Preparedness and Response 87 Hospitals 88 Challenges -
Projectexplorer.Org
ProjectExplorer.org Grade Level: Upper Elementary Welcome to Costa Rica Lesson Objective & Summary DURATION: 1 - 2 Lessons Objective: Students will learn about the basic history, geography, and cultural heritage of Costa Rica. Students will use a map to locate Costa Rica and its capital (San Jose), as well as identify some of the unique aspects of this Central American nation. Subjects: English Language Arts, Social Studies, Geography Summary: Students will identify Costa Rica’s location on a world map, and will explain some of the major geographic features of Costa Rica. Students will read the Bienvenidos! Welcome to Costa Rica! blog and Author: watch the episode, A Quick History of Costa Rica, and spend time Emily Chan previewing some of the other blogs and videos in ProjectExplorer.org’s Costa Rica section. Students will share their observations and questions about Costa Rica. Finally, students will learn some phrases in Spanish through the episode Hableme de Usted. Standards & Benchmarks From the Common Core Standards for Language Arts in History / Social Studies • Students will quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Key Ideas and Details, Grade 5) • Students will draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (Integration of Knowledge and Ideas, Grade 5) From the New York State Social Studies Standards, Standard 3: Geography • Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth’s surface.