Tuesday, November 17, 2020

Educational philosophy and the role of the Teacher

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Introduction


It was agreed that Trinity's educational philosophy must be grounded in the humanist


tradition of learning, be inclusive and embrace the European dimension that


emphasizes social cohesion and social inclusion. This educational philosophy is


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based on a common set of fundamental values. These values encompass a shared


understanding of the nature of the individual and society. Within the university, the


individual is accepted as being intrinsically well-motivated and willing to embrace the


group-interest, as opposed to being driven by the more selfish-interest of competitive


individualism. In the university setting, this involves a commitment to disinterested


inquiry, as opposed to the interested inquiry of the market model 'corporate


university.'


Every student tends to be provided with the same learning experiences focused around an white Anglo-Saxon curriculum. This cookie-cutter approach to learning works for a few students, but many do not learn, or learn only partially. Our classes are already too large to provide individualized learning. Domination of Lecture and Textbook The major learning modes in schools and universities are the lecture and textbook. Lectures date at least since classical Greece, ,500 years ago; textbooks come from a more recent technological development, the printing press


Students need to be able to learn how to become effective problem solvers. They should be able to identify problems, evaluate those problems and then decipher a way to transfer their learning to those problems in a way that will bring about a solution. If a student is able to perform in a problem solving situation a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structured. This is the theory behind Constructivism. By creating a personal interpretation of external ideas and experiances, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge. A teacher must then recognize the importance of the cognative and social approaches for learning and teaching so that she may aid the students development in constructivist learning. Both approaches are valuable because one will emphasize the role of cognative processes and the other will emphasize culture and social interaction in the role of meaningful learning. One, however, may wonder how to go about enforcing these approaches. One method is through scaffolding, providing a student with sufficient information to be able to complete a task on his own or, to present a gradual decrease in the amount of help availible allowing the student the capacity to work independantly. Situated learning will present the student with a set of learning tasks placed in realistic contexts. This will include the abilities to use knowledge in a functioning learning approach and acquiring inert knowledge based on the learning of isolated facts in limited conditions. Lastly, students should, through the use of multiple perspectives, be able to view problems and ideas. These ideas presented will then be able to shed light on the nature of problem solving. There are three most common types of problems, the first being well-structured problems. Well-structured problems are ones clearly stated with known solution procedures and evaluation standards; an example being a mathamatical process. Another type of problem are those that are ill-structured; they are stated vaguely, have unclear solution procedures, and vague standards of evalalution. The third type, issue problems, are ill-structured problems that will arrouse srtong feelings in the students. The first step in helping students become adaquate problems solvers is assuring they realize that a problem does exist. Once a problem is identifiedm students should be expected to understand the nature of the problem. The next logical step would then be for those students to compile all relevant information to their problem allowing them to formulate and carry out a solution. Lastly, the students would then be required to evaluate their solutions working out the imperfections, clarifying the results. Problem solving is a very necessary abilty for a student which will, in a way, garuntee his future abilty to transfer knowledge. The student needs a firm base understanding of the problem solving concepts to induce a positive transfer of his later ideas. He should be able to recognize the need for different problem solving techniques and how to relate and separate theories in his knowledge. The teacher should be able to present the starting grounds to enable her students a method of producing the solutions to their problems. Bibliography Snowman, J., & Biehler, R. (000). Psychology Applied to Teaching (th edition) Boston, MA Houghton Miflin Company. Word Count 51


Philosophy of Education The term philosophy can be defined in many ways. I like to define philosophy to mean "truth." When evaluating my philosophy of education, my views are clear and concise. Education should be provided to everyone, free of charge, and free of discriminations. Education today is provided to everyone publicly at no expense. Although free, it does not come without distractions. For instance, public schooling has turned into more of a daycare type setting for teachers and students. With emphasis based on violence, and rightfully so, I feel the learning environment has deteriorated to an extreme extent. Administrators focus more on dress codes and violence prevention, than they do on test scores and how we compare to other countries. According to A Nation at Risk, the American education system has declined due to a rising tide of mediocrity in our schools. States such as New York have responded to the findings and recommendations of the report by implementing such strategies as the Regents Action Plan and the New Compact for Learning. In the early 180s, President Regan ordered a national commission to study our education system. The findings of this commission were that, compared with other industrialized nations, our education system is grossly inadequate in meeting the standards of education that many other countries have developed. At one time, America was the world leader in technology, service, and industry, but overconfidence based on a historical belief in our superiority has caused our nation to fall behind the rapidly growing competitive market in the world with regard to education. The report in some respects is an unfair comparison of our education system, which does not have a national standard for goals, curriculum, or regulations, with other countries that do, but the findings nevertheless reflect the need for change. Our education system at this time is regulated by states which implement their own curriculum, set their own goals and have their own requirements for teacher preparation. Combined with this is the fact that we have lowered our expectations in these areas, thus we are not providing an equal or quality education to all students across the country. The commission findings generated recommendations to improve the content of education and raise the standards of student achievement, particularly in testing, increase the time spent on education and provide incentives to encourage more individuals to enter the field of education as well as improving teacher preparation. NY State responded to these recommendations by first implementing the Regents Action Plan; an eight year plan designed to raise the standards of education. This plan changed the requirements for graduation by raising the number of credits needed for graduation, raising the number of required core curriculum classes such as social studies, and introduced technology and computer science. The plan also introduced the Regents Minimum Competency Tests, which requires a student to pass tests in five major categories; math, science, reading, writing, and two areas of social studies. Although the plan achieved many of its goals in raising standards of education in NY State, the general consensus is that we need to continue to improve our education system rather than being satisfied with the achievements we have made thus far. Therefore, NY adopted The New Compact for Learning. This plan is based on the principles that all children can learn. The focus of education should be on results and teachers should aim for mastery, not minimum competency. Education should be provided for all children and authority with accountability should be given to educators and success should be rewarded with necessary changes being made to reduce failures. This plan calls for curriculum to be devised in order to meet the needs of students so that they will be fully functional in society upon graduation, rather than just being able to graduate. Districts within the state have been given the authority to devise their own curriculum, but are held accountable by the state so that each district meets the state goals that have been established. Teachers are encouraged to challenge students to reach their full potential, rather than minimum competency. In this regard, tracking of students is being eliminated so that all students will be challenged, rather than just those who are gifted. Similarly, success should be rewarded with recognition and incentives to further encourage progress for districts, teachers and students while others who are not as accomplished are provided remedial training or resources in order to help them achieve success. I feel that school is a place where students should learn and interact with other students at no expense. If a student ventures outside the boundaries by proving themselves a distraction or obstacle so other students can not do this, they should not be allowed to return. Harsh punishments need to be put in order for students who choose not to take advantage of their ideal situation. Rather than expelling these students, they should be sent to a mandatory alternative situation, such as military or boarding school, with stricter rules and regulations. Students should learn to interact socially with each other. Environments should be provided so that a student can be a productive member of society when they leave their educational setting. If students learn how to be socially productive, I feel our violence rates would dramatically decrease. I feel some students do not receive the accurate interaction opportunities in school, which causes a negative reaction. Learning is a complex process acquired through a variety of experiences. Cooperation between a teacher and student facilitates the greatest growth in each student's intellectual, social, emotional, and physical development. Curriculum must be relevant to the needs of individuals while enhancing both respect and communication within a multicultural society. A supportive environment allows student's to develop a positive attitude towards learning for life. Students do not get bored or lose concentration if they are actively participating. If lesson plans permit, students will participate actively in unison or one after another. The Socratic method allows students to learn for them. As the educator, you produce questions to the class that allow them to think and work together which also allows them to learn together. For instance, without lecturing to the class, a lesson could be taught in a health education by asking questions about their reading assignment. "What are the benefits of not smoking?" In response, the class works in unison to piece together the answers. This improves social skills, which stated before, will improve violence and behavior issues. The chief benefits of this method are that it excites students curiosity and arouses their thinking, rather than stifling it. It also makes teaching more interesting, because most of the time, you learn more from the students -- or by what they make you think of -- than what you knew going into the class. Each group of students is just enough different, that it makes it stimulating. It is a very efficient teaching method, because the first time through tends to cover the topic very thoroughly, in terms of their understanding it. It is more efficient for their learning then lecturing to them is, though, of course, a teacher can lecture in less time. Finally, two of the interesting, perhaps side, benefits of using the Socratic method are that it gives the students a chance to experience the attendant joy and excitement of discovering (often complex) ideas on their own. And it gives teachers a chance to learn how much more inventive and bright a great many more students are than usually appear to be when they are primarily passive. When considering my philosophy of education, many "truths" unfold. If we work on remedying these "truths" our educational environment should dramatically improve. Word Count 180


Today in such a changing society it would be impossible to have a national curriculum not reflecting such change. Living in a changing environment effects and changes what each individual in the state is expected to know. This is very much enlightened when living in a fast changing world where what was true yesterday turns to be false tomorrow. Who would ever have taught that the word Internet would have been mentioned in the National Minimum Curriculum in the late 80s and early 0s when it was still just a network with the aim of linking data between major Universities and in no ones vocabulary? Such change in education may be one aspect that has contributed to the philosophy adopted for the change in the national curriculum and this change has been designed with a clear vision in mindctor of Education, NMC, 1 There are in fact a lot more references to the new NMC that could be listed over here as proof that the learner is at the center of the vision. If we had to look at the two main ideas on which modern education may be argued we would boil down to Platos liberal education and Rousseaus progressive and radical orientations. The vision mentioned above for the NMC clearly complies with the progressive orientation where the learner is put at the center. Such revolution, started by Rousseau, is quite important for us, as the new NMC is all about this putting the learner at the center. People think only to preserving their childs life; this is not enough, he must be taught to preserve his own life when he is a man to bear the buffets of fortune, to brave wealth and poverty, to live at need among the snows of Iceland or on the scorching rocks of Malta. - Rousseau, Emile This has been quite a change. If we had to look at the old national minimum curriculum, the question was What should we teach? and thus putting the knowledge at the center. On the other hand, there are other aspects that link the NMC to the other main theorist (mainly Plato and Dewey). An interesting point to mention would be the idea of justice which links our curriculum in the year 000 to what the first curriculum, written by Plato, had mentioned 400 years B.C. In fact, the national curriculum starts with Justice and there is an assumption that we want the society to be socially just. These ideas show that after observing the various theories of curriculum that emerged throughout the history of philosophy, we cannot identify one in particular with which todays curriculum was designed. On the contrary, the result of the various theories is a rich outpouring of ideas about curriculum, ideas that continue to influence both reformers and traditionalists (Soltis J. F. & Walker D. F.). In fact, another contributor to this vision is Dewey who wanted to define education as growth. As mentioned at the beginning of this write-up, today the big challenge of education is change. The shadow minister has also pointed this out when I recently interviewed him on the new curriculum. Such rapid change is happening because of technology and science. Information and skills that an individual may learn or possess become outdated quickly and the person becomes obsolete as discussed during the recent lectures. The new NMC has included such change as part of its vision to the Maltese society. Besides clearly stating such awareness at the introduction, it has been discussed in a section on its own under the topic of An educational answer for the cultural, social and economic challenges Today the keyword is lifelong learning. Living in the 1st century, being described as The Learning Age, means that knowledge and learning today are a very temporarily thing. This makes the traditional knowledge of education invalid. The principle function of schooling is not in producing pre-existing relation of production any more. We have the possibility for education as itself a potential force for change in society and culture. Such ideas are changing and need to change the way the learners learn. Teaching computer or I.T. could be a typical example where the rate in which subject content changes is extremely high due to the technological improvement. It would be useless to teach a particular computer program say Microsoft Word in itself if by the time the pupils leave school the program learned (and examined) will be changed, outdated and scraped out from the market. The aim instead is to learn how to learn, as by the time the pupils are out of school, they should be able to cope with the new changing technology. While teachers should put students in situations where they can practice their skills, they need to teach various skills such as how to think. The idea of University where one would acquire a packet of knowledge and use it for the rest of life is today outdated and invalid. Till some years ago it was enough to have fathers teach their skills to their son and mothers to their daughters; they again would repeat the process with their children and so on. Even still, it is not the case of having the child learning something different from the parent. Today its the case that what the child learns is different throughout all stages in life. This takes us to lifelong learning. As discussed during the lectures today this is a fact of life. If you dont learn, you dont survive, economically, socially and all the rest. Such vision is shown throughout the curriculum especially when it is clearly stated that. Today we need to give skills to our pupils amongst which the skill of learning, that is, knowing how to learn. Such vision will require teaching how to access information and where to find it rather than giving out information in itself. We need to teach how to use the Internet that is the biggest resource in computer (also mentioned by the curriculum various times). More areas that such curriculum vision would require within the Maltese society would be teaching how to use libraries, having social skills, interact and share. The teachers should help in social management skills. This NMC does not encourage traditional teaching, as it isnt concerned about teaching skills but teaching facts. Such approach would require a change in the methods the teachers use. As said by John Bencini, president of MUT. This has been said in the NMC and certainly applies for our case. If we are having examinations designed in Malta for the Maltese society, we need to have the teaching resources that also reflect our curriculums vision. On the other hand, we should not only focus on the inside view of the Maltese Society but should also follow the effect our education may have from its political environment and social-economic aspects as well mentioned at the objectives of the NMC. Our aims for partnership with the European Union should be reflected by the education. The learners in our society, should be knowledgeable about what effects EU may have on Malta, to mention just one. Such education may be well influenced by politics as power (from whoever may be in power). Power would be one of the two dimensions to the curriculum and power as domination is bad and removes justice. In such discussion we may remind that this curriculum was done in three versions with considerable change between the first and the last version. The vision of schools that should remove streaming and education should be inclusive and comprehensive has been masked in the last version due to political reasons. To conclude, in this new curriculum it is not the case of having the objectives listed at the beginning and then simply a description of how each should be achieved but it is clearly seen that the vision & philosophy of the curriculum are consistent throughout. This shows that great planning has been involved in the design of this document. Dewey J., The Child and the Curriculum, 166. Ministry of Education, Creating the future together, 1 Plato, The Simile of the Cave, The Republic. Rousseau, J.J., Emile. Skilbeck, M., School-based Curriculum Development, 184, London, Harper and Row. Soltis J.F. & Walker, D.F., Curriculum and Aims, 186, London Teachers


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Monday, November 16, 2020

White Squall Essay

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During the Trust Phase in Project Adventure, our goals were to practice trust falls, learn to spot for each other, and create a safe and comfortable environment. The purpose of these activities was to gain trust in your partner and in the group. Throughout the Trust Phase, we learned to use correct positions, the commands, and safety issues to perform successful trust falls. We did different types of falls. At the beginning, we did one-man trust falls, where you slightly fell backwards and your partner caught you and brought you forward. We also did pendulum-like falls, where you had two spotters spotting you, one in the front and one in the back. This type of fall is not so different from the previous trust falls. You just fell back and forth. As the days went by, the intensity of the falls gradually increased. At the very end of the Trust Phase, we had to fall off a certain number of mats and a group of people caught you. Trust falls allowed us to cooperate and communicate with each other. We learned to care about everyone's feeling and level of comfort. We gained trust in each other.


White Squall is a true story about a group of American teenage boys who joined a school sailing ship to gain experience and discipline. They began an adventure on the sea that would change their lives forever. They followed a thorough course of studies, while the spent a period of time at sea as the crew of the Albatross with a stern captain. During the journey, the boys were pushed away from adolescence as they explored the Caribbean and South Pacific. Their captains severe ways formed them into young men. The boys bonded with each other as they overcame various obstacles. Nevertheless, as the Albatross drew near to the end of her trip shes stricken by an extreme weather condition known as a white squall. It was their biggest obstacle. The storms results are tragic and the young men that remain along with their captain learn to endure together.


The captain of the "Albatross" said, "It takes discipline out here, there are no special cases." This quote is very significant to the story of the White Squall. Without the discipline, respect and cooperation of the crew of the "Albatross," they would not be able to conquer their biggest obstacles. When the captain said, "… there are no special cases," he meant that everyone on his ship would go by his rules, no exceptions. As the days went by the boys learned to be a group. They became friends and helped each other when there is trouble. For instance, they worked together to study for the S.A.T. It took a lot of discipline for them to work with each other. At first, they were hostile and did not care about each other. Eventually, they learned how to work together.


Just like with the Trust Phase, us students needed discipline. We needed it for many reasons, for safety, respect and the relationships we had with each other. We need this in order to achieve a successful unit. Like in the "Albatross," discipline is needed for a successful journey. The captain of the "Albatross" could be compared to our teacher. Both of them tried hard to discipline their students for a safety and fun environment. Without discipline the Trust Phase would be chaotic. With the trust falls we needed focus and discipline to create that safe and comfortable environment. We couldn't fool around because someone might get hurt. There were also no special cases for discipline. Everyone had to listen, cooperate and focus. It really did take discipline for us to make the Trust Phase successful. Even though discipline is not the only factor that affected the success of the trust falls, it was definitely a huge part of it.


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To be able to conquer and succeed in any given event it takes respect, safety, responsibility and discipline to achieve your goals. I learned that taking risks could be very hard but once you try to participate and cooperate, it would help you a lot in succeeding. Interacting with new people and doing new stuff can prepare you for the future. When people created a safe and comfortable environment it helped decrease the level of the risk taking. You get a feeling of relief knowing that you're safe and comfortable with everyone. The Trust Phase made me realize that the students in my class were very responsible, respectful and supportive. For the future experiences in the Ropes Courses I have no worries working with such a strong group. I hope that our group stays supportive, respectful and responsible. I only fear hurting myself, but I'll do my best to work hard and stay positive.


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Music and Tragedy

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MUSIC AND TRAGEDY


Myth and music are the principal roots of drama. Myths always played an important role in human societies. They created a process of communication between people, in which some individuals shared with others their understanding of the world. That was achieved by offering a representation of the world and by giving it a plot, so that it would be interesting and familiar to the audience and not just a dry lesson. Music could play a similar role, communicating situations and emotions by sounds and harmony. In the western tradition, the first tragedies were myths which were danced and sung by a chorus at festivals in honour of Dionysus (God of Wine), in ancient Greece. The earliest presentations probably consisted of a chorus of men dancing in a ring, reciting or chanting some Greek myth while individual performers would stand on a rough wooden platform or cart. Spectators were seated on a hillside to view these early plays. In the open-air, day-lit Greek theatre, the chorus was a practical necessity. It made the transitions between scenes, giving actors the chance to enter and leave the playing area, and even announced what characters those actors portrayed. But the function of the chorus goes beyond this. The choral odes, accompanied by dancing and music, were part of the entertainment itself. The chorus both commented on the events and participated in them, so that it was both involved in the action and detached from it. The instruments heard were the same ones that were used for all other kinds of musical activities, the aulos, a wind instrument with two pipes, percussion and string instruments as the lyre which also coloured musically the poems of epic poets like Homer.


It was in 54 B.C. that perhaps the most important stage in the creation of drama was reached with Thespis, who invented an actor who conversed with the leader of the chorus, and by his reports of events occurring off the stage could provide the chorus with materials for fresh songs in new scenes. Through the addition of a second actor (by Aeschylus) and a third (by Sophocles), the representation was made possible of a drama which could show and develop a human situation in all its aspects. Now it should be made clear that from this point on we are talking about the evolution of tragedy and tragic theatre in Athens, and that this evolution was connected and depended on the evolution of democracy in that city. This new political independence meant that any free male citizen of Athens could achieve being one of the rulers of the city and having the fate of his community in his hands. The need to understand and to be taught how to deal with power was obvious for the men of the city, and it was in this climate that Greek tragedy emerged.


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'Julius Caesar' by William Shakespeare

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'Julius Caesar' By William Shakespeare


Shakespeare's 'Julius Caesar' is not really about Caesar at all. It is about the contrast between two of the main characters, Brutus and Cassius. The play is called 'Julius Caesar' because he is the pivot. The play is about the events leading up to and following his assassination.


There are three main characters Marcus Brutus, Caius Cassius and Mark Antony.


Brutus is the main focus of the play. He was Caesar's friend but was dragged into the plot to kill him because of his love of Rome. He believed that Caesar would become too powerful and that he had to kill him for the good of Rome. He was said to be the 'noblest Roman of them all' as he did not kill Caesar out of jealousy.


Brutus 'sits high in all people's hearts' and is very loyal and honest. Some people may say that Brutus was too honest and I think that I would agree with this. When Brutus allows Antony to speak at Caesar's funeral, Antony twisted everything Brutus had just said which turned the townspeople against him and, because of this, among other things, Brutus believed that there was no way out. After the battle at Philippi, he killed himself. Brutus has been said to be naïve because of this.


Brutus is a poor judge of character. This is shown when he stops the murder of Caesar becoming a massacre of his supporters, which proved fatal. Cassius wanted to kill Antony as well as Caesar but Brutus did not approve of this.


Brutus was Caesar's friend. Caesar trusted Brutus. We can see this when Brutus stabs Caesar. Caesar says 'Et tu Brute?' meaning 'even you Brutus?' This shows that he was surprised that Brutus would kill him.


Brutus' wife, Portia, clearly loves her husband. She wounds herself in the thigh, which shows that she can easily allow passion to overrule reason. Her lack of reasoning is also shown in her desperate suicide when she believes that Antony has been victorious and Brutus is dead.


Brutus loves Portia. He does not tell her about the conspiracy because of this. We can clearly see that he thinks a lot of her. His feelings for Portia are shown by his reaction to her death. Brutus spoke of Portia as being as dear to him 'as are the ruddy drops that visit my sad heart.'


Brutus plays the most important part in the play. We see more of Brutus' personal life and thoughts and feelings than of any other character.


He has to make the choice between murdering his friend and allowing him to become too powerful. He had to decide which he loved more, Caesar or Rome.


Cassius is the next main character. He is a contrast to Brutus. Cassius is sly, devious and self-centred. He was said by Caesar to have 'a lean and hungry look.'


Cassius killed Caesar because he was jealous of him. He arranged the conspiracy and decided to involve Brutus because he 'sits high in all people's hearts.'


Cassius is a much better judge of character than Brutus. He wanted to kill Mark Antony as well as Caesar.


At the start of the play, Cassius is quite a mean man. We can see this because he is willing to murder Caesar out of jealousy. This is shown because he doesn't like the fact that he 'was born free as Caesar,' he has 'fed as well' and he can 'endure the winter's cold as well as he' but Caesar is being offered the crown of Rome. There is, however, a point at which Cassius could be said to be fitter than Caesar as he tells Brutus of a time when swimming across the River Tiber. Caesar cried, 'Help me, Cassius, or I sink!' Cassius had to rescue Caesar, as he could not endure the river's rapid flow. Cassius also mentioned a time when Caesar got a fever while in Spain and was described as 'a sick girl.'


Cassius changes towards the end. He seems to be more helpful and caring. He consoles Brutus at Philippi over Portia's death and contributes to their relationship developing into a friendship.


Brutus and Cassius are merely acquaintances at the beginning of the play. They don't have a good relationship to begin with. Cassius used Brutus in hope of getting more support of their conspiracy from the townspeople. Brutus was suspicious of Cassius. He asks Cassius, 'Into what dangers would you lead me?'


Cassius does not like Caesar. This is shown in Act I, Scene II, Line 10 'For who so firm that cannot be seduced? Caesar doth bear me hard but he loves Brutus.'


Cassius does not like to have someone in a higher position than himself. That is why he killed Caesar.


Caesar does not like Cassius. In Act I, Scene II, Line 14, he says, 'Yon Cassius has a lean and hungry look; he thinks too much. Such men are dangerous.'


Antony was Caesar's right-hand-man which was noticed by other characters in the play 'Antony is but a limb of Caesar.' He was also Caesar's friend. He was very sneaky and persuasive.


He can be very calculating which is shown at Caesar's funeral. He obviously planned to turn the crowd against the conspirators, 'Cry havoc and let slip he dogs of war.' He does this in a very tactful way by mentioning Caesar's will and tempting the townspeople.


Antony is very emotional and, like Brutus, will not let anything stand in the way of whatever he believes is right. We can see this at Caesar's funeral. He knows exactly what he wants to say and he manipulates the people to get this. Unlike Brutus, he has a cruel streak which is shown particularly in his use of irony in the speech at Caesar's funeral, 'for they are all, all honourable men.' This cruel streak ensures that he avenges Caesar's murder.


One of the main themes of 'Julius Caesar' is the way that power affects the individual. The main characters all deal with the effects of power at various stages in the play.


At the beginning of the play, Caesar is the most powerful man in all of Rome. We can see that Caesar has begun to be affected by his power by the way he speaks of himself. He refers to himself as the third person, as 'Caesar', rather than the first person, 'I'. This suggests that he has become 'big-headed'.


Some other characters, such as Mark Antony, believed that the commands of Caesar were law. Antony comments, 'When Caesar says "Do this," it is perform'd.'


Brutus behaves oppositely to this. He says that he is not interested in power for himself. He killed Caesar because he believed that he would have too much power.


Brutus is considered to be the senior member of the conspiracy. He has the most power but does not use it wisely. He overrules Cassius on three occasions about killing Mark Antony. Each time has disastrous results. This shows that, although Brutus has power, he has neither the wisdom nor the ruthlessness to use it properly.


Antony's power over the people is similar to that of Caesar's. The people will believe whatever he says. Once he realised the amount of power that he had, he used it ruthlessly to crush his enemies.


I have always thought that honest people would be good, smart people but it turns out that I was naïve to think that as Brutus was so honest that he lost everything. He was also naïve.


I suppose myself, being an honest person, would know where to draw the line with honesty but, if asked on the spot, wouldn't think that you could be too honest. I have learned that there is such a thing as too much honesty.


Please note that this sample paper on 'Julius Caesar' by William Shakespeare is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on 'Julius Caesar' by William Shakespeare, we are here to assist you. Your cheap custom college paper on 'Julius Caesar' by William Shakespeare will be written from scratch, so you do not have to worry about its originality.


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Friday, November 13, 2020

The sun also rises

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While some critics contend that The Importance of Being Earnest is


completely fanciful and has no relation to the real world, others maintain that


Oscar Wildes trivial comedy for serious people does make significant comments about social class and the institution of marriage. These observations include


the prevalent utilization of deceit in everyday affairs. Indeed the characters


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and plot of the play appear to be entirely irreverent, thus lending weight to


the comedic, fanciful aspect. However, this same factor also serves to


illuminate the major points that Wilde tries to convey about the English society


in which he lived.


Throughout the course of the play, Wilde portrays each of the main


characters in a way that reflects his views of the English aristocracy.


Algernon Moncrieff and Jack(Ernest) Worthington represent the prototypical male


bachelors. In the opening act, set in Algernons flat, the two meet and display


what appears to be their usual daily activities. Neither is employed, and it is


apparent that their only occupation is the pursuit of leisure activities and


social matters, subjects of major importance to them. When Algernon inquires as


to the purpose of Ernests visit to town, Ernest replies, Oh pleasure,


pleasure! What else should bring anyone preliminary qualifications that he must


meet before being engaged to Gwendolyn. These include money, family, and


politics. When Ernest does not meet the qualifications, he is denied Gwendolyn.


In the second act, the relationship between Algy and Jacks ward, Cecily,


parallel Ernest and Gwendolyns relationship. After certain flirting rituals,


Cecily admits to Algy that she loves him for his name, Ernest, and his image of


being wicked. When Algy proposes, Cecily declares that they had already been


engaged for three months, an engagement that she had imagined. When the


proposal is announced, Cecily is only accepted by Lady Bracknell because she has


enough money to support Algys lifestyle. Through the two relationships of


Ernest(Jack) and Gwendolyn and Ernest(Algy) and Cecily, Wilde conveys the notion


that love of such kinds is entirely arbitrary, and relationships are based on


deceit. Marriages, he contends, are simply an alliance between families to


preserve the aristocracy.


The end of the play culminates in the planning of marriages of Ernest to


Gwendolyn and Algy to Cecily. These marriages are made available only because


Jack(Ernest) discovers his true identity as one belonging to the Bracknell


family. When this is established, Ernest is allowed to marry Gwendolyn and it


seems as though he will allow Cecily to marry Algernon. However, the identity


Ernest discovers is the same that he has lied about throughout the entire play.


Thus, the relationships forged arbitrarily on


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Decision analysis

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Management Science Coursework


Decision analysis


Through this essay it is intended to briefly describe the topic of decision analysis, then to briefly describe the application of decision analysis in different companies based on published literature, then to finally list the benefits of the decision analysis approach. To do this, the first stage is to illustrate the theory of decision analysis in general then to apply it to actual businesses and show the theory in practice. Two cases that will be discussed in this essay. The first is the case of Concorde planes, and the second being the government's embracement of the Millennium Dome project.


Organizational success or failure is determined by the business decisions made each day in every facet of operations. From interacting with customers to transaction processing, you need the best possible decisions to maximize revenues, minimize costs, and effectively manage business processes. According to Professor Paul Nutt, professor of Management Sciences at Ohio State Universitys Fisher college of Business, approximately half of all business decisions are unsuccessful. This is found in his new book, which is a multi decade study of real life organisational decisions. Paul Nutt states vast sums of money are spent to make decisions that realize no ultimate value for the organization, and managers make the same mistakes over and over again as they formulate the decisions. Nutt came to this conclusion after carrying out a 0 years project of investigating over 400 major decisions. In recent years, there have been many catastrophes caused by bad management decision making. Such recent examples of decision making catastrophes include the privatisation of British Rail, Chunnel, the Millennium Dome Project and the introduction of Concorde planes.


Such decisions are without doubt tough decisions to make by any company. According to Nutt, in his book Why Decisions fail, this is due to the characteristics of these decisions which involve choices that lead to become pivotal decisions that are either of the 'go' or 'no go' type. Such decisions are indistinctive about what type of action to take since different interpretations of a problem situation may imply different courses of action. Such decisions also have uncertainty due to the fact the expected outcomes will inevitably depend on uncertain events. Finally, such decisions will bring up possible conflicts of interests among stakeholders as well as among key individuals involved in the decision.


There are many tools that decision makers could use. These may include forecasts, decision trees or finding the prior information required for success like primary market research which are all important tools in decision making. However more specifically to this essay, there are two types of decision processes which represent two extremes. To avoid failure in making tough decisions, it is vital to identify these processes that businesses should consider in making any major management decisions. These two processes are the discovery process and the idea-imposition process and are both identified in Professor Paul Nutt's studies. Discovery process (or think first) is used to increase the chance of success. The process itself can be illustrated in the diagram below -


The process of discovery includes key actions such as taking into consideration the opinions of stakeholders and considering implementation barriers. This will help avoid conflict of interests which is a problem identified that has been identified. The stages after that are initial claim (or concern), identify arena of action, direction of action (desired result), identify options and finally evaluation. This process could work in the same way as the marketing strategy which is a continual process. Once the strategy is developed it needs to be constantly reviewed. The idea itself may seem to be a good one, however this does not mean it will work. It is important to test strategies, especially if they are risky. Market research (which was mentioned before), is necessary to ensure that the actions are producing the desired results. Evaluation of results. Finally, the evaluation will feed back into the system and in turn and contribute to the development of initial claims.


Idea-imposition is the process linked to failed decisions.


The Concorde - Success or Failure?


The Concorde, a joint British-French venture that began as early as 156, has been described as everything from an economic disaster to a modern marvel. Key British decision makers viewed supersonic air transportation as a necessity to remain at the front in the race among industrial age nations, as well as being able to keep face with the Americans who had leapt to a seemingly insurmountable lead in the air carrier industry. Through four Prime Ministers and various Parliamentary leaders, the Concorde managed to survive skeptics and go into joint production with the help of government subsidizing and very secret research into development, production, and operation costs. To this day that report remains a secret within the United Kingdom, but many have done their own research into these topics. What they have found leads one to believe that the Concorde is not quite the success, economically speaking, that British Airways and Air France would have the world to believe.


In July of 000, the Concorde suffered its first fatal accident in the 0 plus year history of its existence. With this crash came the expected questions of the aircrafts reliability and safety record, which were found to be remarkably good as compared to industry standards. Also coming into question is the necessity of supersonic transport, which leads to the world wondering just how good this aircraft is. Is it safe; is it economically sound; is it worth the costs and risks involved? I will attempt to answer these questions as objectively as possible, concentrating on the success or failure of the program in the United Kingdom.


By 15, the British government considered supersonic transport a confirmed principle and began investigation into production and project development. From 160-16, the British and French governments discussed a joint supersonic transport venture, leading to a treaty signed between the two for joint design, development, and production. Also during this time, the USSR began research into developing their own model of a supersonic transport, jokingly referred to by the outside world as the Konkordski. The United States was also compelled to enter the supersonic transport race for the same reasons the French and British did. These reasons could all be traced back to national pride. The Americans were torn over the subject, with the majority taking a definite pro- or anti- position. President John F. Kennedy even told the graduating class of the Air Force Academy in 16 that the nation would be committed to the supersonic transports development This commitment, I believe, is essential to a strong and forward-looking Nation, and indicates the future of manned aircraft as we move into a missile age as well. This prophecy, of sorts, would prove to be untrue, as the supersonic transport (SST) would not be pursued by the United States, due largely to economic reasons.


The French and British, however, would obviously go on to develop the Concorde through the 160s and early 170s, with the first aircraft entering service in 176. These aircraft are no doubt a technological marvel. Supersonic passenger transport is a testament to the rapid pace of human engineering discovery. Though the specific numbers and figures are vague, however, it is universally agreed upon that the Concorde is an economic disaster. No matter how much revenue the Concorde generates, it will never be able to repay what it cost to develop and produce. Program Development For my purposes here, the SST development began in 156. That November the Supersonic Transport Aircraft Committee (STAC) was established. The purpose of this group was to assemble a group of government officials and British aircraft and engine manufacturers to begin the debate over the topic. Through previous research into the SST, the people at Farnborough (location of the STAC) had discovered only crude and silly aircraft. However, through the help of German aerodynamicist Dietrich Kuchemann, it was deemed some time in 157 that it would indeed be possible to build the SST. Not surprisingly, the STAC produced its report in 15 saying that the SST was a very real possibility and that research and development should go on. This could be considered as the beginning of opposition to the program. Though the STAC officially recommended the SST development, there were certainly individuals who opposed it vehemently. One of the most glaring problems was the dismal economic outlook. It was estimated at the time, by the STAC that cost would range from $165 million to $66 million. This cost, even if the $66 million figure is assumed, is off by a factor of about fifteen. The British governments estimate in 177 of total shared cost for the program was just under $1.7 billion. With considerations given to production costs and losses taken by British Airways and Air France, that figure shoots to over $.1 billion.


Government officials began to see the opposition growing. Those who favored the project scrambled for an economic partner to keep it alive. Those who opposed long for the program to be made public, seeing sure defeat due to political pressure. The friends to the Concorde got their wish in 16 when French President Charles de Gaulle pleaded with the British for a cooperative SST development. In November of that same year, the treaty was signed by the French and British to co-develop the SST, providing that both countries must in all aspects of the project make an equal contribution regarding both the costs to be taken on and the work to be carried out, and to share equally proceeds from sales. The project would be carried out by four companies, two each for the airframe and engine. British Aircraft Corporation, or BAE (British) and Sud Aviation (France) would be responsible for the airframe. Bristol Siddeley and SNECMA (British and French, respectively) would handle the development of the Olympus 5 engine. With the treaty signed and both nations eager to begin development and production, the project hit its first snag. Following the general election in 164, the new Labor Party announced in November that Britain would withdraw from the SST project. In January of 165, however, this statement was retracted and the program was once again under way. The Concorde continued to face adversity throughout development. What was thought of as a mach aircraft capable of London to New York travel with 150 passengers was fast become an aircraft that could reach just beyond mach with 10 passengers. And would fall about 00 miles short of New York. Then 100 passengers. Or eighty, depending on the Atlantic headwinds. Or seventy, depending on the heat when departing out of Bahrain.


Logistical nightmares were not the only problem. With every weight adjustment and airframe redesign, there seemed to be an engine redesign. With each engine redesign came an increase in noise. Coincidentally, the eco-movement was in full swing, and the increasingly stringent noise laws were putting a stronger and stronger chokehold on the SST program. The embattled program is not without its accomplishments, however. Just the fact that the program survived and supersonic travel is available to the public is considered a marvel in itself. The first test flight of the Concorde took place on March nd of 16, with it being a twenty-eight minute successful flight. On the Concordes 45th test flight, the program called for mach speed flight. During 16, the world would see Concorde make its maiden test flight, first mach flight, and first night landing, all successfully. With these feats, the economic situation of the program seemed to take a back seat to the wonder and amazement of the aircraft. In January of 176, the Concorde set off on her maiden flights. British Airways sent a Concorde to Bahrain, and Air Frances version made the trip to Rio. With the economic situation and environmental issues looming over the head of the Concorde, this day of glory would not be denied. The British press praised the event, with Air Commodore E.M. Donaldson of the Daily Telegraph saying, This without doubt must be the greatest leap forward in air travel the world has ever known. Most sentiments followed this, with a few obvious exceptions, such as the quote from Herb Coleman, London editor of Aviation Week he seats are very comfortable, up to first class forward. But its less adequate if you want to around. If youre used to wide-bodied planes Concordes cabin tends to close around you -- its like being back in Constellation days. Theres a high noise level although not enough to inhibit conversation. Apart from that its just another aircraft as far as Im concerned. Thought these sentiments were echoed by many, I presume, the overwhelming reaction was positive. The pro-Concorde lot finally had their day in the sun.


The year of 176 would not continue to be the upside of the Concorde story. In March of that year, the New York and New Jersey port authorities banned the Concorde from entering. This would put a serious bind on planned Concorde operations, as the route from London to New York was a driving factor since the late 150s. On the other hand, permission was not only granted by U.S transportation Secretary William Coleman for Concorde flights into Washington, D.C., he granted them in style. The first arrival of the Concorde in Washington was a flight of two, one French and one British, with a simultaneous approach and touchdown on parallel runways. 177 would prove to be a somewhat better year overall, as the Concorde reached its first year in service. In that year, she carried over 45,000 revenue-generating passengers and traveled over .5 million miles. In February, the U.S. Civil Aeronautics Board granted permission for overland flight from Washington to Dallas. Also, and possibly the most important, the Concorde was allowed to operate into New York in November, after months of testing and long delays due to protests. However, the pendulum always swings both ways, and Malaysia banned the Concorde from operation there after only three flights. The Concorde was now a mainstay in civil aviation, but had become anything but ordinary. It still drew crowds on arrival at airports around the world, because of the aircraft itself and the desire to see just who was traveling onboard. After the initial honeymoon was over, the critics continued. The question now turned to safety, but was answered time and time again by successful, safe flights even when problems arose. Three times the Concorde suffered rudder failure in flight before it was replaced throughout the fleet. Each time, the flight ended without incident. In 14, an aircraft suffered three outer windowpanes shattering in flight at over 55,000 feet. There was no loss of pressurization, and the flight continued without incident to its destination.


The Concorde was fast gaining the reputation as the safest air travel option, if not the most expensive. This trend would continue until July of 000, when the program would suffer its first lost aircraft in over thirty years of operation. Air France Concorde 0 crashed after takeoff from Paris, killing all 10 people on board and three on the ground. The Concorde was grounded for 18 months and has never recovered since, even after receiving a £17 million safety improvement programme. On the 10th of April 00 Concorde's retirement was announced by both British Airways and Air France. On 1st May of that Year all Air France flights were suspended and on 4th October BA halted all flights. Now all that remains of Concorde is a mere memory and a museum showpiece.


Though noise could prove to be the Achilles heel of the Concorde, there were other problems as well. One that sometimes goes unnoticed is the presence of such great expectations of the program. A fleet of 00-00 was proposed in the beginning. As of 177, the British government considered 100 to be overly optimistic. With only 0 produced, and no more slated to be, the initial figures were obviously way off the mark. Combined with the horribly miscalculated production and development costs, this points directly at utter economic failure.


The question the success or failure of the Concorde, I believe, is still not answered even after thirty years. The fleet lasted for over 0 years. This alone could be considered evidence of success; an aircraft in operation for this amount of time, while withstanding the stresses of supersonic flight.


However, the Concorde is a commercial airplane. That is, it was designed for business purposes and businesses are in place to make a profit. The Concorde has never shown any profit and . The only saviour of the program has been government subsidies accounting for the losses of British Airways, totalling some $6.5 million annually.


That being said, my conclusion is that success or failure ultimately depends on what subject is in discussion. If it is in regards to technological advance and any testament to aerospace engineering and aircraft development - then the Concorde has been a complete success. However, in sole terms of economics, the program has been a dismal failure.


Millennium Dome


The Millennium Dome project is a principal example of decision failures. The project was to provide the centrepiece for the nation's Millennium celebrations by opening on New Year's Eve and running through the year 000. The project was funded by sources the national lottery, visitors and commercial sponsors.


The overall corporate aim had always been obscure ever since the Labour government had taken of the plans from the previous Tory government. Having been elected into power in 17, the project was already well underway and so the Labour government had no option but to facilitate the conclusion of the project. As the original idea was that of the Tory government, the Labour government would most probably not have been so keen on the ideology their predecessors had created. This would have inevitably led to the likelihood of an ambiguous overall aim.


Once the Dome had launched and was open to the public to attend, the turnout by visitors was well below figures that had been expected and that were needed in order to break even. In a recent government report, the Comptroller and Auditor General's conclusions were that "the main cause of financial difficulty is the failure to achieve the visitor numbers and income needed. The targets were ambiguous and inherently risky. This inevitably meant a significant degree of financial exposure on the project." Consultants had originally estimated 1.5 million visitors to the dome over the year and the actual figure was only 4.5 million. At the time of these estimates in 17, final decisions had yet to be made on the Dome's contents, ticket prices and marketing strategies. A worse case scenario had been considered but the measured figure for this was 8 million, well above the eventual figure. This was eventually approved as the basis of the business plan that was approved by the Commissioners in July 17. This underlines the level of uncertainly in the events leading up to the launch of the dome which proved to be critical. Decisions had been based upon abrupt forecasts, which is the primary reason behind the failure of the Dome.


In February 000 the company announced it was introducing a range of initiatives aimed at increasing customer visits after early turnout figures indicated the target of 1.5 million visitors would now be unrealistic. These initiatives included discounted tickets for repeat visits, reduced admission prices after 4pm, and linked deal to other London attractions. The decision to do this was a desperate measure taken to help improve upon the early visitor figures as the company realised it was in danger of falling well short of the break-even level. Thus this decision was made on more of a 'hunch' basis by senior management without the typical thorough research such a project would undertake before deciding upon to such an important resolution. The main reason behind the rushed decision was due to time constraints; the Dome was not a long-term attraction and only had 11 months left to achieve a viable objective.


Despite the many setbacks the Dome had suffered and when considering the many unforeseen obstacles it had to face, it can be also argued that the project had a certain degree of success. Firstly, the Dome was completed in time before New Year's Eve in 1 when many had predicted the building work would fall beyond the deadline. This success was due to management at construction who had overcome the fears by ensuring workers worked within their own specific deadlines set. Also, exit polls had showed that in August 000, 87% of customers were satisfied with their visit to the Dome and in addition, 86% were satisfied with the services provided by the Dome's hosts.


The Dome was closed a year after opening with serious losses whilst also being unable to find a buyer. Many had been held to blame ranging from the original consultants who had forecasted the figures to the incessant change at senior management during the running of the Dome in 000. On top of this, decisions were rushed by management without the appropriate research conducted such as the February initiatives when they had realised they were in danger of cashing in on very low visitor figures for the year. However, the company believed unforeseen external elements played a role in the failure of the Dome project. These included the constant negative media coverage that had downgraded the Dome, competition from other London attractions such as the London Eye and Tate Modern and the strength of the pound which had encouraged additional foreign travel by British people especially for short breaks at the expense of travel within the UK.


Please note that this sample paper on Decision analysis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Decision analysis, we are here to assist you. Your cheap custom college paper on Decision analysis will be written from scratch, so you do not have to worry about its originality.


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Thursday, November 12, 2020

China outlines rules for IPOs

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China has announced tougher requirements for companies planning initial public offerings which analysts said would make it more difficult for unprofitable or shell businesses to float on the domestic market.


The rules, posted by the China Securities Regulatory Commission in state media on Monday, bar companies that have recently undergone major management or structural changes from listing and limit the scale of individual issues to twice the value of the companys net assets.


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They also ban listings of companies that rely on their largest shareholder for more than 0 per cent of sales and of companies whose purchases from the major shareholder account for more than 0 per cent of expenditure.


Chinese stock markets, among Asias worst performers this year but still widely considered to be overvalued, have slumped in recent months as investor enthusiasm fails to keep pace with a recent string of IPOs.


However, the announcement of the new rules did not appear to assuage the fears of an IPO glut, with the benchmark Shanghai composite index closing down 0.71 per cent on Monday to 1,81 points - an eight-month low.


The effectiveness of the new rules in improving the quality of new issues also depends largely on how strictly they are enforced - no easy matter given the political clout of many of the state-owned enterprises that await listing.


Dong Chen, a market analyst at China Securities Research in Beijing, said many past IPOs had been carried out by companies just reorganised in order to appear to meet profit requirements or companies almost wholly dependent on a parent for their core business.


Its a very common phenomenon, Mr Dong said.


The regulatory commission said companies must have been established for three years, and have no major management or business transformations in that period, before applying for a listing, although it also said some exceptions would be possible.


While Mr Dong gave the new rules a cautious welcome, he said that regulators also needed to find a way to help high-quality companies to list.


This is positive in itself, but only deals with one side of the problem, he said.


The regulator said the new rules would take effect on October 1, but that IPO applications already approved would not be affected.


Officials have been keen to support share prices, even though many companies with overseas listings trade at much higher multiples on domestic exchanges.


The CSRC this month ordered Yangtze Electric Power, which is building the massive Three Gorges dam and hydropower plant on the Yangtze river, to defer a Rmb10bn ($1.bn) offering planned for this month, apparently out of concern of its impact on the market.


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