Commumism in HongKong essays

Commumism in HongKong essays Why would a communist country want to have a capitalist country? Well I think it is because Hong Kong has a lot of money, because they are one of the major trade centers of the world. Another reason is that Hong Kong was a part of China until 1842 when the British defeated China in the first Opium War and took possession of Hong Kong. In this report I will be talking about how the Communist Chinese government regained possession of Hong Kong, a capitalist Colony, after 156 years of British rule. I also will be talking about the history and living conditions of the people of Hong Kong. I will be discussing the Hong Kong government before and after the take over. Another point that I will be talking about is how the economy was impacted by the takeover. I will be discussing the religions of Hong Kong and the affect the takeover will have on them. Another thing that I will be talking about is how the balance of power in the world will be effected, what overall effect might be, and what global changes may occur. Hong Kong was originally part of China, but was taken and colonized by the British in the first Opium War in 1842. Later, in 1856-1860, the British won the Kowloon peninsula in the second Opium War. About 90 years later, communist took control of the Chinese government. Many people in China did not like this, so they fled to Hong Kong. As a result of so many people relocating to Hong Kong, the colony became a low-income manufacturing colony. As years went by, the manufacturing industry became larger and larger. By 1980 the Hong Kong colony had become the largest trading center in Southeast Asia. In 1982, I guess Great Britain decided to be nice and promised to return the island to China when the 99 year lease on the new territories ran out. But Britain wasnt just going to let the colony go that easily. They had China sign a joint Declaration, which stated that Ho ...

Battle of Globe Tavern - Civil War

Battle of Globe Tavern - Civil War Battle of Globe Tavern - Conflict Dates: The Battle of Globe Tavern was fought August 18-21, 1854, during the American Civil War (1861-1865). Armies Commanders Union Major General Gouverneur K. Warrenapprox. 20,000 men Confederate Lieutenant General A.P. Hillapprox. 15,000 men Battle of Globe Tavern - Background: Having begun the Siege of Petersburg in early June 1864, Lieutenant General Ulysses S. Grant began movements to sever the railroads leading into the city. Dispatching troops against the Weldon Railroad in late June, Grants effort was blocked by Confederate forces at the Battle of Jerusalem Plank Road. Planning further operations, Grant transferred Major General Winfield S. Hancocks II Corps north of the James River in early August with the goal of striking at the Richmond defenses. Though he did not believe that attacks would lead to the citys capture, he hoped they would draw troops north from Petersburg and force Confederate General Robert E. Lee to recall troops sent to the Shenandoah Valley. If successful, this would open the door for an advance against the Weldon Railroad by Major General Gouverneur K. Warrens V Corps. Crossing the river, Hancocks men opened the Second Battle of Deep Bottom on August 14. Though Hancock failed to achieve a breakthrough, he succeeded in drawing Lee north and prevented him from reinforcing Lieutenant General Jubal Early in the Shenandoah. Battle of Globe Tavern - Warren Advances: With Lee north of the river, command of the Petersburg defenses dell to General P.G.T. Beauregard. Moving out at dawn on August 18, Warrens men moved south and west over muddy roads. Reaching the Weldon Railroad at Globe Tavern around 9:00 AM, he ordered Brigadier General Charles Griffins division to begin destroying the tracks while Brigadier General Romeyn Ayres division deployed to the north as a screen. Pressing up the railroad, they swept aside a small force of Confederate cavalry. Alerted that Warren was on the Weldon, Beauregard ordered Lieutenant General A.P. Hill to drive back the Union forces (Map). Battle of Globe Tavern - Hill Attacks: Moving south, Hill directed two brigades from Major General Henry Heths division and one from Major General Robert Hokes division to attack the Union line. As Ayres made contact with Confederate forces around 1:00 PM, Warren ordered Brigadier General Samuel Crawford to deploy his division on the Union right in the hope that he could outflank Hills line. Advancing around 2:00 PM, Hills forces assaulted Ayres and Crawford, driving them back towards Globe Tavern. Finally stemming the Confederate advance, Warren counterattacked and regained some of the lost ground (Map). As darkness fell, Warren directed his corps to entrench for the night. That night, elements of Major General John Parkes IX Corps began to reinforce Warren as Hancocks men returned to the Petersburg lines. To the north, Hill was bolstered by the arrival of three brigades led by Major General William Mahone as well as the cavalry division of Major General W.H.F. Rooney Lee. Due to heavy rain through the early parts of August 19, fighting was limited. With the weather improving late in the afternoon, Mahone moved forward to strike the Union right while Heth assaulted Ayres in the Union center. Battle of Globe Tavern - Disaster Turns to Victory: While Heths attack was stopped with relative ease, Mahone located a gap between Crawfords right and the main Union line to the east. Plunging through this opening, Mahone turned Crawfords flank and shattered the Union right. Desperately attempting to rally his men, Crawford was nearly captured. With the V Corps position at risk of collapse, Brigadier General Orlando B. Willcoxs division from IX Corps moved forward and mounted a desperate counterattack which culminated with hand-to-hand fighting. This action rescued the situation and allowed the Union forces to maintain their line until nightfall. The next day saw heavy rains descend upon the battlefield. Aware that his position was tenuous, Warren used the break in the fighting to construct a new line of entrenchments approximately two miles to the south near Globe Tavern. This paralleled the Weldon Railroad facing west before turning ninety degrees just north of Globe Tavern and running east to the main Union works along the Jerusalem Plank Road. That night, Warren ordered V Corps to withdraw from its advanced position to the new entrenchments. With clear weather returning on the morning of August 21, Hill moved south to attack. Approaching the Union fortifications, he directed Mahone to assault the Union left while Heth advanced on the center. Heths assault was easily repulsed after being hammered by Union artillery. Advancing from the west, Mahones men became bogged down in a swampy wooded area in front of the Union position. Coming under intense artillery and rifle fire, the attack faltered and only Brigadier General Johnson Hagoods men succeeded in reaching the Union lines. Breaking through, they were quickly thrown back by Union counterattacks. Badly bloodied, Hill was forced to pull back. Battle of Globe Tavern - Aftermath: In the fighting at the Battle of Globe Tavern, Union forces sustained 251 killed, 1,148 wounded, and 2,897 captured/missing. The bulk of Union prisoners were taken when Crawfords division was flanked on August 19. Confederate losses numbered 211 killed, 990 wounded, and 419 captured/missing. A key strategic victory for Grant, the Battle of Globe Tavern saw Union forces assume a permanent position on the Weldon Railroad. The loss of the railroad severed Lees direct supply line to Wilmington, NC and forced materials coming from the port to be off-loaded at Stony Creek, VA and moved to Petersburg via Dinwiddie Court House and the Boydton Plank Road. Eager to eliminate the Weldons use completely, Grant directed Hancock to attack south to Reams Station. This effort resulted in defeat on August 25, though additional parts of the railroad line were destroyed. Grants efforts to isolate Petersburg continued through the fall and winter before culminating in the citys fall in April 1865. Selected Sources CWSAC Battle Summaries: Battle of Globe TavernEncyclopedia Virginia: Battle of the Weldon Railroad Civil War Trust: Cutting the Supply Lines

Public Administration Research Paper Example | Topics and Well Written Essays - 2250 words

Public Administration - Research Paper Example However, new public management (NPM) overrides the earlier new public administration (NPA) and develops to cover wide areas of management functions. Classical Public Administration establishes principles and structures of organizations, which should guide in public administration, while the NPA counters classical PA through anti positivist, anti technical, and anti bureaucratic aspects and propose for relevance, change, values, and equity goals in public administration. NPM brings in the aspect of governments to operate just like businesses and relies on price change and neo Taylorism theories. Post modernism proposes for active participation of citizens or the society in dialogue and debates of public policies, before and during implementation to reflect their needs. It is build upon Haberman discourse theory. Finally, the paper draws a conclusion between public and private sectors. Keywords: Public Policy, Public Administration, Managers, New Public Administration, Classical Public Administration, New Public Management, Post Modern Public Administration, Organizations, Government, Principles, Change, Theory, Public and Private Sectors, Business, Efficiency Public administration is only a specific part of the broad concept of administration. In the past, people and even scholars have had differences in agreeing to which field the study best fits. Some argued that it best fits in science, while others believed it was an art or philosophy. Basically, since the scientific study of the facts of administration exist, it makes it a science, just as a field of philosophy, it deals with human beings and their management, and due to practical application of knowledge, it then becomes attached to art. The word administration focuses its attention on the cooperativeness of groups’ behavior to generate the basis value, which is efficiency.

International Business Assignment Example | Topics and Well Written Essays - 4000 words

International Business - Assignment Example The failure of Virgin Express was due to a lack of environmental study of the country and the competition. Richard Branson subsequently desired to repeat the success of Virgin Blue in the United States by the new venture Virgin USA. This will be possible by taking a corrective strategic management and marketing analysis. The objective of the study is to evaluate the factors on which the success of the aviation industry depends upon when starting a new venture in a different location. The study reveals the importance of research, strategic management and environmental analysis for the success of Virgin Airlines. Introduction Virgin Blue airline under the guidance of Sir Richard Branson was launched in the year 2000. The motive of the airline was to provide a low fare carrier to the people of Australia. The Virgin Blue airline demonstrated the success story in the airline industry in the short run. Virgin Blue occupied nearly 30% of the market share of Australia through its low price s trategy. In this case study, the success and the failure of the Virgin brand is depicted. The case reflects that Branson did not get success in the low cost airlines in the initial years. The airlines before Virgin Blue and Virgin Express did not succeed in the European market and was unable to compete with its rival Ryanair and Easyjet. The company was in the exploratory process to merge with the SN Brussels to recover its status, but failed after the 9/11 attack. Furthermore, the venture by Branson to provide air liner facility to the tour operator in the name of Virgin Sun failed to succeed. The Virgin Sun airline was sold to the Firstchoice because of its failure in the market (Daas, 2004). Cynics one of the observant analysed that the success of Virgin Blue was because of the lack of competition in the Australian market. The downfall of the other airline created a scope for the Virgin Blue and gave it an easy entry. According to Branson, the success of Virgin Blue was because o f the strong management, strategy and the financial planning by the management. The objective of the case is to analyse the failure of the Virgin Express in the European market. It is important to analyse the local market before the implementation of the airline expansion strategy in a new country or region. The reason for the mergers by Virgin Express and the success of Virgin Blue are evaluated in the case. Question 1 The Virgin Express started its operations in the year 1996. The airline was formed by Virgin Group when it bought the Euro Belgian Airlines and renamed it as Virgin Express. The aim of the airline was to produce a low cost carrier for the people of Europe. The company had to face severe competition from the rival airlines such as Ryanair and Easyjet. These two airlines were well established in the European market because of their strategic and marketing implementations. The airlines offered a very cheap rate foe the tickets. The tickets were sold at lower prices to t he people on the basis of first come first serve. This strategy encouraged people to buy the tickets much earlier. This created the demand for the airline of Ryanair and Easyjet. Moreover, the flexibility provided in the pricing strategy was attracting more customers. These strategies made the airlines to flourish and on the other hand the new airline Virgin Express was unable to meet these requirements in the European market and hence failed. The airline was then sold to SN Brussels Airlines in the year 2006

The New Scenes in Hawks The Big Sleep Essay -- Movie Film Essays

  Ã‚  Ã‚  Ã‚   In the film version of The Big Sleep, Howard Hawks invents scenes and characters that do not appear in Raymond Chandler's novel. No rare bookstore trist, no rough and ready female cabdriver, no winking cigarette girl grace the pages of his book; Marlowe and Vivian never talk of horses; and Carmen's always naked. But not in the film. In the film, she wears clothes, Marlowe is a jockey, Vivian is a horse, and all these characters appear. Faulkner, Brackett, and Furthman write these elements into the screenplay. But they do not develop ideas the text does not already suggest. The ideas are there--just evolved into new species that echo the original animal. Hawks had to do it, for the Production Code forbid directors to present any material that was overtly sexual, violent, vulgar or otherwise, profane. Therefore, since the Hays Office regulated what Hawks could present on film, his writers embedded the censored material in new forms. Todd McCarthy explains that, "the writers . . . and director . . . extract[ed] the maximum character and suggestiveness from every situation" (387). In other words, they invented and modified scenes and created characters while Hawks manipulated the mise-en-scene to suggest the forbidden ideas in Chandler's novel.    Three tenets of the Production Code impact the film directly. The Hays Office states as follows:    1. Sadism, homosexuality, incest, etc., should not even be hinted at in motion pictures. 2. The treatment of low, disgusting, unpleasant, though not necessarily evil, subjects should be subject always to the dictate of good taste and a regard for the sensibilities of the audience. 3. Complete nudity is never permitted. This includes nudity in f... ...tes, but he does not present everything. Nor can he, for the Production Code restricts what he can represent on film in 1946. For this reason, Hawks eliminated some ideas--i.e. Geiger's homosexuality, Vivian's violent aggression--entirely. But he kept the one element he felt he could not omit. In the novel, Carmen's nude figure possesses an incalculable amount of energy. Hawks wanted that energy to carry the film. Therefore, he employed writers who would help him inject the power of her image into the film in ways the Hays Office would accept.    Works Cited Chandler, Raymond. The Big Sleep. New York: Vintage Books, 1939. McCarthy, Todd. Howard Hawks: The Grey Fox of Hollywood. New York: Grove Press, 1997. Moley, Raymond. The Hays Office. Indianapolis: The Bobbs-Merrill Company, 1945. The Big Sleep. Dir. Howard Hawks. Universal, 1946.

Bloom’s Taxonomy Essay

Skill was Parsed In this exercise, children learn how to properly use descriptive words when describing themselves.   Many lesson plans present students with colorful pictures to which they are supposed to apply descriptive words.   However, some of the pictures rely on children to draw conclusions about three dimensional factors impossible to derive from a two dimensional, for example, deep water.   Other exercises might be confusing for their ambiguity.   If a child is given a picture of a barking dog labeled â€Å"the dog has a loud bark,† the child might become confused as to what they are being asked to identify, the dog or the bark. Children typically believe themselves to be the center of their own worlds; for this reason, learning the use of adjectives by applying them to themselves makes the process easier for the children to apply the correct words to the correct subject.   This pre-existing ability to describe themselves should enable students to complete the exercise with relative ease, providing a foundation upon which to build other real-life applications of adjectives. Objective is Clear Using an outline of the student’s hand to provide structure to the exercise makes the project relevant to the individual child by connecting it to him- or herself while at the same time creating a similar outcome for all students.   No student is able to (or forced to) achieve more than others, because with very rare exceptions, all children have only four fingers and a thumb on each hand.   Because they have been describing themselves for their entire lives, the objective of the lesson should become readily apparent to the students with only minor instruction needed. Assessment Linked to Objective   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students are given multiple opportunities to accomplish the task provided to them.   Each student can assess his or her own work by comparing it with what other students have accomplished in their own projects.   The teacher can assess each student’s progress based upon the ease or difficulty with which the student has accomplished the task based on the number of tries that it takes to complete the task and the appropriateness of the descriptive words chosen. Mental Strategy, Process or Procedure Each student will be guided into completing the entire task in a completely correct manner.   This exercise, although simple to accomplish, uses several teaching strategies, since students are encouraged to use graphical tools (the handprints) to encourage thinking skills through applied learning. Assessment Task is not Inert Although there is some possibility that a student might simply wait to copy what other students have done, based on the component of sharing their result in a round robin, most students should comply with the requirement to write about themselves.   The exercise is organized to give students definitive feedback as to how it applies to themselves, both in the self-descriptive words and in the sentence that forces both a choice of an appropriate word and the application of that word. Varied Examples/Transfer of Learning Students apply this process to thinking about themselves, instead of thinking about a set of cartoons or pictures. Because it is already a real-world exercise, students should be able to transfer what was learned to other real-world situations. Opening Statement to Students Today, we have a chance to be artistic.  Ã‚   First, you’re all going to look at some pictures and tell me what you see.   After that, you’re going to have a chance to draw a picture and tell me about yourselves. Individual Evaluation There is no â€Å"right† and â€Å"wrong† in this exercise, except for the use of adjectives over other words.   Because students will be guided to describe themselves, there will be no correct adjectives over any others.   However, all students will be guided to complete the exercise with the words they choose. Evaluation will be done on an individual basis, in terms of how many iterations of the exercise the student needed before the exercise was completed. Learning Probes/ Subskill(s) Students will be given learning probes in the first part of the exercise, when asking for descriptions of the pictures, such as â€Å"how would you describe the woman’s hair† or â€Å"how would you describe the man’s face?†Ã‚   These questions should give the students an idea of what they should be thinking of describing in terms of themselves. Visual/Verbal Encoding This entire exercise pairs visual and verbal learning skills.   Students are encouraged to view a picture or a photograph and to assign a word or words to what they are seeing.   After they have learned to make the associations on pictures or photographs, they then are asked to continue making such associations on themselves.   The â€Å"picture† in question, however, is only an abstract representation of themselves, for all that it represents them.   Instead, they are asked to use their own concepts of their appearances in order to complete the exercise.   This process requires the student to extend what he or she has learned from a static external image to themselves and possibly to other living beings. Bloom’s taxonomy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This exercise covers a wide range of the concepts in the cognitive domain of Bloom’s Taxonomy.   The student demonstrates knowledge by being able to describe an object and defining what is seen.   He or she shows comprehension and application by being able to generalize the concept from images to him or herself.   A certain degree of analysis and evaluation is required to choose a descriptive word, which may also require some synthesis when confronted with a new image or item. References Clark, D. (n. d.).   Learning domains or Bloom’s Taxonomy.   Retrieved 1 Jan 2008 from http://www.nwlink.com/~donclark/hrd/bloom.html

The Day Of The Homecoming Football Game - 847 Words

â€Å"Hurry up, guys,† I yelled to my sister and mother. â€Å"Y’all are going to make me late!† It was October 4th, the night of the homecoming football game. The game started in fifteen minutes and we hadn’t even left the house yet. The frustration I had toward them kept growing inside me until I decided to leave without them and make them drive separately. I jumped in my car and quickly headed to the game despite the pouring rain. Certain rash decisions that are made throughout life can never be forgotten because they make such a huge impact in our lives. Sometimes something that seems horrible at first, may benefit you in the long run of life. The decision I made that night, turned out to be the one that I will remember forever. I pulled out of my driveway behind a white pickup truck that was speeding and thought to myself how lucky I was to have not gotten behind someone driving slowly. Keeping up with the truck was easy, knowing I wouldn’t g et a speeding ticket if the driver in front of me was going the same speed. As I drove around a curve, going a little too fast for this particular twist in the road, the right front tire of my jeep caught the gravel on the side of the road. The roads were slick from rain and applying the brakes caused me to hydroplane, then lose control and head into the ditch on the right side of the road. Scared to death, I jerked the wheel to get back onto the road, which I should’ve never done. Turning the steering wheel too hard,Show MoreRelatedCommercialisation Of Sports For The United States1307 Words   |  6 Pagestailgate games in the homecoming events of Central Michigan University. Here all the terms and their origins have been discussed below in the context of the US. Firstly, the research has described what the terms mean and then elaborated their formats in a precise way so that the reader can picture what this research is all about. 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