How Europe Underdeveloped Africa free essay sample

Rodney was born in Guyana, South America in 1 942 where only thirty-eight years later he was assassinated by the Guyana government. Fortunately, Rodney was a bright and driven individual who left behind a great deal of valuable studies. He spent the bulk of his life traveling and was known around the world as an activist and scholar.Rodney studied costly in Jamaica and London but also spent time as a significant activist in the Black Power movement through the Caribbean and North America. Rodney was the author of many books, which explored various areas of Africa but mostly pertaining to Africans history, economy, wars, and government Exposing controversial topics was common work for Rodney. In efforts to help the people of Guyana and other parts of Africa, he worked to uncover the corrupt ways of the government.According to close friends Rodney was aware of the dangers of his work and choice to move back to Guyana but he dad a commitment to the liberation and development of his people. We will write a custom essay sample on How Europe Underdeveloped Africa or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since his death Rodney has continually been remembered through his works and the numerous awards given on his behalf. How Europe Underdeveloped Africa explores several avenues of how Africa was underdeveloped because of Europeans. Rodney aims to present a clear and truthful explanation as to why Africa is less successful than most of the world. Chapter one explains underdevelopment as being an unequal comparison in the social and economic development of countries.To fully understand the following chapters it is necessary to have a clear grasp that Africa was developing but due to restrictions and exploitation from Europe, Africa became underdeveloped in comparison to other countries. From there Rodney explains the history of Africa and the times during the 1 5th century when Africans economy was rapidly growing. He also includes the contribution Africa made to help Europe during the pre-colonial era. Rodney then proposes his main argument that the slave trade and exploitation of Africa by the European powers were the main contributors to Africans underdevelopment. The thesis of this book is that Africa first and foremost holds great responsibility for their development but Europe is who actively exploited Africa in order to prosper from their underdevelopment. Africa has been based on an imperialist system, which is an unequal economic, cultural, and territorial relationship. The imperialist system contributed to the economic hindrance by making it challenging for Africa to produce resources for their continent and by draining the wealth. The economic and power issues present within Africa made it easier for European capitalists to exploit Africa.Capitalists thrive off of ownership and production for profit. Europeans saw Africa as a naive society, thus they took an opportunity to control leadership and the production of goods for a profit through their capitalist background. Accomplices within Africa, Europe and the United States partook in the exploitation and therefore the underdevelopment of Africa. The most significant and brutal contribution of Europe to Africans underdevelopment was the slave trade. Europeans came into Africa and destroyed the culture and communities that were home to African peoples.They took the people, whom were working hard to build Africa, to use for their own good. Many features of European society and economy can be contributed to the slave trade such as shipping, insurance, capitalist agriculture, technology, manufacturing, and trans-national economic links in Europe. Europeans used Africans to help build their economy and eventually build America. As Europe used the slave trade to grow and become a more prosperous country, across the water Africa was falling apart. The slave trade destroyed Africans economic and social system. The most immediate effect was the drastic decline in the African population. A large majority of remaining Africans began to participate in slave hunting as well as gathering other items of trade for the Europeans. The African community was built on family but was abolished through the trade when neighbors, friends, and family sold each other in order to survive. The local agriculture and technologies in Africa were neglected because of the great focus put towards pleasing the Europeans and simply surviving. One of the maximum impacts of the trade and influences from Europeans as the psychological effect it had on Africans.Africans were torn apart as a community and devastated as a race. In order to maintain control of Africans, Europeans suggested that their achievement came from the fact God wanted whites to be successful. Due to cultural and psychological crisis from the abuse of Europeans, Africans and most of the world accept at least part of what Europeans preached. The view that whites are superior causes Africans to doubt themselves, their race, and their country. As a result, Africans were lacking the psychological stamina to overcome the past and find success.The exploitation of Africa grew to a higher degree as Europeans took control of oceanic trade routes, Europeans possessed superior vessels and cannons, which gave them control of the waterways and the control over trade. Africa is naturally a very rich land with mineral wealth and climate suitable for successful agriculture. Unfortunately the wealth produced was not retained in Africa but used for European benefit. Africa was blind to the international trade taking place between Europe, Africa, and the Americas. Although in order to transport goods, Europeans used African labor and natural sources.The trading relationship between Africa and Europe is one of unequal exchange and exploitation. As time passed and Europe started to help colonize Africa it was portrayed that triumph would equalize. This however was not the case. The colonial government built roads, schools, hospitals, and the like that were supposed to aid the African community. These services were not what the African community needed at this time. The colonial government came in and set Africa up in the manner they deemed appropriate. Africa needed social services and this was no surprise or unknown.Once Europe began to assist Africa, the white community living in Africa received much of the assistance. It was clear that the poor European settlers wanted to enjoy luxury rise in Africa and with the aid of social services during colonialism they were able to do so. The amenities provided during this time do not represent the relief that Africans received because the majority was given to the white settlers. Well into the 21st century Europe has tried to depict the supposed assistance that they have provided to Africa as a beacon of equality. Unfortunately, all of that as a facade, doing more harm than good.Walter Rodney was a well-versed writer and activist. Rodney gathered extensive research identifying causes and outcomes of historical uproar that took place in Africa. Rodney also used primary sources from Europeans and African documents. He also used secondary sources from other historians throughout both European and African history. I have become a huge fan of Walter Rodney after reading this book. The way that he writes and describes history is easily understandable. He includes important and entertaining detail when explaining a situation.His target audience would be scholars and students, but his work would benefit the general public as well. The book is appropriate for both Africans and Americans alike to grasp an understanding of world history. I also found the text to be disturbing by discovering how mankind can deliberately hold each other back in order to be successful. It is terrifying to realize how corrupt the world is. Overall I enjoyed the book, learned a great deal about European, African, and world history, and would definitely recommend this book in the future. How Europe Underdeveloped Africa free essay sample Details of traditional Igbo government and social structure varied from place to place throughout the nineteenth and early twentieth centuries, but its characteristic nature remained the same. The basic unit of Igbo life was the village group, and the most universal institution was the role of the family head. This was usually the oldest man of the oldest surviving generation. His role primarily involved settling family disputes, and because he controlled the channel of communication with the all-important ancestors, he commanded great respect and reverence. In some areas the government of chiefs and elders was composed of a governing age grade, in others the council of elders was made up of the oldest members of particular families. Titles played a major part in this society. There was a hierarchy of ascending titles that were to be taken in order, accompanied by an ascending scale of payments. The system acted as a simple form of social security, in that those who acquired titles paid a particular fee, and then were entitled to share in the payments of those who later acquired titles. We will write a custom essay sample on How Europe Underdeveloped Africa or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A series of intense rituals were to be undertaken before acquiring a title, which was considered a symbol of character as well as of success. A titled man’s life was dominated by numerous religious restrictions, and it was expected that these would be strictly adhered to. A few Igbo states, such as Aboh and Onitsha, which had a tradition of origin from elsewhere, were ruled by kings, which were regarded as sacred and lived in ritual seclusion. However, the decisions taken by these kings were by no means final, they were often challenged and overruled by other titled men with whom they were required to consult. In general, however, kingship was an unfamiliar concept to the majority of Igbos. A political institution that was widespread but not universal was that of the age-grade. Each age-grade was responsible for specific areas of community service, and this often promoted rivalry between the groups. This was actually a valuable instrument of social control, in that in order to preserve the good name of their age-group, its members became involved in disciplining and restraining those who tended to cause trouble within the community. Secret societies were also an instrument of social control. Their members would appear at night, masked, in the guise of supernatural beings. Any offenders in the community would be denounced. The anonymity of the members and their supernatural aura meant that this whole performance was taken with great seriousness. Usually, the kinds of decisions that had to be made in traditional Igbo societies were either judicial or connected with relations with other groups. In a judicial case, it was the responsibility of the lineage head to try to settle the matter before bringing it to the elders, who would hear the case in public. A decision that affected the whole town, such as the declaration of war, would generally be put to all the free adult males of the town. The nature of these institutions was extremely flexible for example, a man who had proven his skills at war in the past might be selected to lead the people through this time of crisis, yet would be expected to relinquish this leadership once the time of crisis was past. If the facts of a case were unclear, then in some instances the Igbo would turn to an oracle or to divination. Igboland possessed a regional network of oracles, such as the  Agbala  of Awku, or the  Ibibi Ukpabe  at Arochukwu. These oracles claimed to ascertain the truth of every matter, and were dependent on visitors from every part of Igboland. They rested on deliberate deception and were extremely expensive, far beyond the reach of the poor. However, their good reputation did depend on the fairness of their judgements, which kept their tendency for exploitation in check. Perhaps it was the small scale of their political institutions that made Igboland such a good example of what a democracy should be. Some of the first European visitors to this region were struck by the extent to which democracy was truly practised. A combination of popular participation and real respect for those with ability and experience, led to the smooth running of political institutions. On a smaller scale, Igbo families generally lived in compounds, each a small segment of the village group. The head of the compound was usually the oldest male and within each compound were clusters of huts belonging to different domestic groups. The head of each domestic group is responsible for its members. In Igbo society, seniority by age regulated social placement. Married life was the normal condition for adults, and polygamy for the men was the ideal in fact it acted as an important indication of status. Wives were ranked according to the order in which they married the common husband. Another important feature of Igbo kinship apart from the precedence given to the male, is the idea of seniority by birth. The first male and female children of the domestic group, irrespective of the ranking of their mothers, were given special status, and occupied very important and esponsible social positions in the family. One of the most important distinctions the Igbo make in their status system is that between  Diala  and non-Diala. The  Diala  is a freeborn, a full citizen, whose status at birth is symbolized by the burial of his umbilical cord, preferably at the foot of an oil palm tree. A  Diala  is free to attempt to gain a title, the only barrier to social climbing being the m embership fees that these institutions demand. In contrast, theOhu  was a slave who had very few rights. However, these slaves were more often as not absorbed into the lineage of the master they served, becoming their companions and often marrying their daughters. An  Osu  was a cult-slave; they were a people hated and despised , and to refer to a  Diala  or an  Ohu  as an  Osu  was the gravest of insults. The  Osu  system of slavery originated from the Owerri-Okigwi region. The  Diala  belief is that the  Osu  are descended from a people who, at the recommendation of a diviner, were dedicated to a deity, in order that they may become his servitor. A particular village, lineage or individual that had been experiencing illness or misfortune would â€Å"dedicate† this slave to the deity, in the belief that the slave would then carry out the sins of the dedicator. The  Osu  were feared and hated because they reminded the  Diala  of their guilt. Unlike slaves, they could not be absorbed into their master’s lineage; on the other hand, they were protected by their deity from being sold or killed. The cult-slave status of the  Osu  was legally abolished by the Eastern Nigerian Government in 1956.

Hidden curriculum essay part 2

Hidden curriculum essay part 2 Hidden curriculum essay part 2 Hidden curriculum essay part 2Hidden curriculum essay part  1Moreover, race becomes a socially constructed category because it is not just a biologically constructed attribute, such as a skin color, or a scientific one. Race is associated with biological components such as hair texture and color, facial structure, skin color, etc. Actually, it becomes clear that a social category of race is created by â€Å"reference to the physical features† (Banton, 1998, p. 196). People are born with different biological attributes, different personal characteristics and talent. The process of socialization affects people as the members of society, â€Å"into which they have been born† (Banton, 1998, p. 196). The category of race stands for the category of society members, who are treated unreality because of certain differences in biological construction.In fact, any social category can be viewed as a social construct, because it has been developed from certain form or material ta ken from the environment. Racial distinctions between individuals have always been focused on certain physical characteristics. Besides, racial distinctions are similar to ethnic distinctions, which are based on some common culture and cultural values. According to researchers, â€Å"the members of a racial category may feel themselves to be the members of a group and to share elements of common culture†(Banton, 1998, p. 198). Many researchers state that racial classification depends on the so-called objective assessments that are often made by observers. As a result, racial distinctions lead to the exclusion of people from civil rights.In the United States, racial category is well-defined because many Americans recognize that racial distinctions affect human interaction, dividing people into different racial groups. Race is used as socially constructed category as it lies in the basis of other categories which affect human interaction. However, many people still treat this c ategory as a biological category because of the perceptions of people, which involve a set of physical differences. As a result, any person in human society can be perceived as a member of certain racial category. In other words, it becomes clear that inheritable physical differences of individuals inspire and support social behaviors of individuals, and deal with race as a socially constructed category. The study of race relations helps to better understand the nature of the construction of races, assuming the role of biological and cultural aspects of race. According to Webster, racial classification stands for racial categories that generate certain groups of people â€Å"on the basis of certain selected anatomical features† (Ferber, 1995, p. 168).Thus, it is necessary to conclude that race is not a biological category that involves simple skin color, hair colors and facial construction, but it is a socially constructed category. Race depends on specific social relations t hat contribute to the overall development of human society. Race as a socially constructed category gives a meaning to social construction and leads to racialization of population. Racial agents are constructed as a result of a complex process that is aimed at defining the boundaries between racial groups. Race as a socially constructed category generates and promotes racialized identities. In general, race cannot be viewed as merely a natural category, because it is constructed by individuals and can be reconstructed, depending on certain changes in social perceptions and attitudes. Race is an unstable category because any socially constructed category can be organized differently and perceived differently.

INTERNATIONAL FINANCIAL STRATEGY Coursework Assignment

INTERNATIONAL FINANCIAL STRATEGY Coursework - Assignment Example Financial crisis begun in the USA, spread to Europe and the rest of the world. In the year 2007 to 2009, a deadly financial crisis hit the world (Jones, n.d.). Recession hit several countries such as UK, Spain, USA and Ireland, where the first experiences included raising expenses emanating from the housing. Economists, journalists, and other bodies like countries' governments interpreted the recession widely (Munyo, n.d). According to Fosberg (n.d.), the financial crisis originated from subprime mortgage loans, and debts. These types of finances backed other financial elements deterioration. It extended their problems to other sectors. For example, Bear Stearns announced the initial indicator of financial crisis; two of their subprime hedge funds have translated into worthless assets in a short time (Leeuwen, 2011). Moreover, there was collapsing of the financial market in the USA when the auctioning rates collapsed in 2008. Buyers who failed to bid for securities in the market char acterized it. According to Fosberg (n.d.), recession is a significant decline of economic action occurs in a period ranging from months to years. From the European Commission, there is no specific definition of the term economic activities (Smith, and mendoza, 2011). Instead, the European Commission is comparing the economy movers’ factors such as Gross Domestic Product (GDP), and Production and Income of the country as per its GDP. This explains the identification of an economy headed to recession (Grenville, 1999). Merrouche and Nier defines recession as a phase of business cycle whereby the overall output in the economic actions like income and employment declines for a period extended for more than 6 months (Munyo, n.d). The financial crisis constricts the business activity and the GDP reduces leading to lowering of the employment chances. Moreover, recessions occur when there is a decline in the state of Gross Net Product for more than half a year. Their definition and m entioning of the measures of the economic crisis is wider than just GDP (Zarebski, and Dimovski, 2012). The occurrence of the financial crisis had several negative impacts on the financial market. For instance, there was a reduction of securities issued by the firm such as the lending organizations (Powell, Nilipornkul, and Allen, 2013). Moreover, the world experienced various effects of the financial structure such as disrupted financial markets, the debt and the equity capital for company expenditure reduced, and severe recession in many countries. In addition, economic recession marked a significant change in the way people spend their income in terms of the pattern and habits followed when spending. The main problem required comprehending and anticipation of the expected new environment with an understanding of consumers’ attitudes and needs (Zarebski, Paul and Dimovski, Bill 2012 percentage). Moreover, the same year was characterized by rising of credits as many of the i nvestment firms that used short term loans to fund their projects were having difficulties tapping the resource for their firm`s growth (Schwellnus, Goujard, and Ahrend, 2012). Before recession, early 2007, the USA was experiencing a growth GDP rate of 3 percent and the rate of unemployment was significantly lower than the current trends. However, indicators outlined that the housing cost fell sharply, at a rate of 9 percent. The credit card companies were reducing by refusing new applications

The relationship between lifelong learning and vocations Essay

The relationship between lifelong learning and vocations - Essay Example A person acquires knowledge even after leaving school and while in employment. The learning needs of people continue increasing with the rising rate of technological advancement. The style of learning is also constantly changing with new inventions. For example, advancement in information technology in the last several decades has generated the need for learning regarding its application in virtually all aspects of life (Forrester 1995). For example, innovative banking systems require bankers to be competent in the use of computers for information storage, while customers are required to understand how to use new banking services such as the Automatic Teller Machine and electronic banking that enhance service delivery. Technology changes occur every year, meaning that for a person to be competent in the workplace or to access important services, he/she has to maintain lifelong learning which does not necessarily have to be undertaken at school or at the workplace. Many governments encourage lifelong learning as a policy response to the constant changes occurring in the modern economic systems. For example, Valsiner (2000) observes that there is a significant shift to a services economy from a manufacturing economy. The conventional institutions that require people to more vigorously in individual management of life have declined in the recent past, while a knowledge economy has materialized. This means that the formal education offered in the early stages of a person’s life may not be sufficient for maintenance of competence in an individual all through his/her life. This realization has made many governments especially in the developed economies to focus on promoting lifelong learning. This is accomplished through encouraging home based schooling whereby individuals acquire knowledge through the informal system, attainment of formal education through adult education, non examinable education in higher institutions of

The Age of Rapid Globalization Essay Example | Topics and Well Written Essays - 500 words - 4

The Age of Rapid Globalization - Essay Example In the developed countries like United States, United Kingdom, and Europe, racial discrimination is still being practiced within the white population. While the world is becoming a global village, it is unfortunate that lack of interest and understanding seem to be creating the greater divide among the people coming from different race, culture, and nationality. In the eighteenth and nineteenth century, the color of the skin played a major role in the social status. The whites maintained a racial divide within the society through the deliberate use of powerful lobby of the whites and financial advantages that they enjoyed over their less privileged counterparts. The blacks were not allowed to participate in social activities and even education was denied to them so that they would remain unequal socially and economically. In the book ‘I know why the caged birds sing’, the author has given a new meaning to the finishing school and where, according to the protagonist, a young black girl ‘.. white girls learned to waltz†¦.. During the tenth year, a white woman’s kitchen became my finishing school’ (Angelou, p101). Maya Angelou has sensitively portrayed the social paradigm that the whites and the ethnic minority undergo within the same social structure. Richard Wright is yet another writer who has written ab out the plights of the blacks and ethnic minorities with great understanding mainly because he had undergone those harrowing experiences of being a black, especially in a society which was dominated by whites. In ‘The Ethics of Living Jim Crow: An Autobiographical Sketch’, he says that he was not even allowed to learn because he was told by his white colleagues at work ‘this is a white mans work around here, and you better watch yourself" (Wright, 291). ‘

Human Form Through The History Of Art

Human Form Through The History Of Art Spanning across centuries of art movements, the human form has been depicted and developed in numerous ways. It can be seen that it has been illustrated according to specific ideologies of an era. Also, quite a significant point is looking in the past at the human form and the large amount of times that artists choose to depict it and how they have rendered it. One can look at two periods, the past -where have we been? and the present where are we now? according to the cultural, ideology and time influences on form. In this essay I firstly looked at how the human body has been portrayed, and secondly, the medium used in which to render the painting/ sculpture. Egyptian artists painted in a very simple, 2D manner, using only a set number of colours to depict their form of a human being. All of their appendages, such as hands and feet, are portrayed as flat and front on. Their eyes also appear to be a frontal view instead of the conventional side on view of the eye when looking at the face from the side angle. (Figure 1) These images are perfect examples of an art form that has been influenced by culture and ideology. The Egyptians lived relatively simple lives yet they were a very precision driven race, for example the pyramids. This is reflected in their art. Barry Kemp extensively researched the Egyptian ideologies and culture. In his book called Ancient Egypt: Anatomy of a Civilisation, he argues that ideologies have become one of the shaping processes of the modern times. Kemp stated that it would be appropriate to use the word ideology when referring to the Egyptians vision and use of symbolic terms in their artwork. The Egyptians beli eved that it was of central importance to keep the reflection of a divine order within their lives. (Kemp, 2006: 61) The use of simplistic form and symbols depict their idea of a true representation of a humans form and lifestyle at that time. Greek The Greeks worked in a variety of styles and mediums. From sculpture, to painting, to prints as seen below (Fig 2 3) a similar thread runs through of the Greek ideology. Their appearance is analogous in style to Egyptian art. Both representing 2D forms with very simple, reserved use of colour and no 3D qualities at all. These two examples represent prime facets to the violent Greek lifestyle of war and quarrel forever ending in gruesome death. Although when researching Greek art, it is impossible not to talk about sculpture. The Greeks were known for their sculpture and architecture. The central subject matter in Greek art is the human form and it is displayed in many ways. Static sculpture, such as the example below (Fig 4) (Home School, n.d.) represents the very early form of Greek sculpture. There is no movement in the artwork what so ever; the only difference / variety is the fact that the one leg is put forward. The Greek lifestyle and ideologies at this point in history was vital in the exploration of the human form. The sculptors started to differentiate their works by adding texture and movement. Or Mobile Sculptures: The Greeks believed in resolving issues with violence, as mentioned above. Therefore this was an ideology of their time. Their art no matter how static it appeared always carried connotations of viciousness and passion. This particular sculpture (Fig 5) is a demonstration of pure strength and domination of the male form in the Greek ideology. Every muscle is emphasized and their facial expressions tell a story of their own. Baroque In the Baroque movement there is a complete change to what has already been looked at. Art had evolved into more realistic renderings and the majority of work was completed in paint. The word Baroque has the original meaning of irregular, contorted, grotesque (Janson, 1982: 483). Which when speaking about the movement as a whole, is a largely out-dated explanation. The new style actually originated in Rome during the late 1500s. In Rubens painting, The Union of Earth and Water (Fig 6), it is evident that many, many hours of painting were put in to produce this work. The forms have a soft, gentle shape. The females bodies in this era were always described in the paintings as full and plump but not over-weight in any sense. In more modern terms their bodies would be considered to be shapely. The Ideal woman/ bodily form in this era in terms of the ideology of form was seen as more romantic in observation. It was not seen as in the more modern times of a slender, fit looking woman ideologies of the perfect woman of our time this is how their perfect woman appeared. The conventional way of portraying a human body with the face forward or to the side was challenged and explored by placing a form with his back to the observer. This could indicate deeper connotations of social changes or standards. With the male being the one to turn away, it could indicate his confidence in his own authority. Neo-Classicism Known as one of the first movements to be in the Modern World of universal art movements, Neo-Classicism brought forth new dimensions of the portrayal of the human body. Similarly to Baroque, the figures were rendered mainly in paint, with a more realistic emphasis. However there is one noticeable change in the human form when moving onto the Neo-Classicism era. It is visible that the form has been revised more in terms of muscle shape and the actual realistic shape of the body. For example, the men posed in the painting have very muscular bodies and are standing in a very blatant, upright position; which differs greatly to the style in which the artists portrayed their forms in the previous movement. Every muscle is defined and emphasized; every proportion is correct; nothing is removed from the composition and their forms are depicted in a very realistic manner. Looking also at the women in the background, it is apparent too that their shape and form is much more refined and calcul ated. This movement is described as a new revival of classical antiquity (or ancient) (Janson, 1982: 557). This movement spanned over a near century in length. A good example to illustrate this movement is Davids painting, The Oath of Horatti. (Fig 7) Impressionism is the next period towards the present. The term Impression means (in painting) to make a mark with paint to give the idea (impression) of something. It does not mean that the observer can see the exact object it is a suggestion using colour through emotion. In the case of the artwork below (Fig , lighter shades of the same colour are almost dotted on to the canvas to give the effect of dappled shade. The impression of shade is evident. Scenes from the world of entertainment (Janson, 1982: 608) such as dancing halls, side cafà ©s, concerts and the theatre were the main subject choice of the impressionist painters. To look at a good example of form and its depiction in this movement, The Tub by the impressionist artist, Degas (Fig 10), is a great instance. A woman is bathing in a round bath tub. As the subject in the painting, her body utilizes the majority of the space. The brush strokes are quite harsh and quick, in a way that just by looking at the image they are clearly seen. This in turn causes a hazy, or out of focus effect to the painting. Even through this however, the observer can clearly see her form. Her shoulder bone is distinct causing a line of shadow on her back. Her ribs can too be seen from the way that she is bent over they are easily exposed under a persons skin. The harshness of the brush strokes in a way emphasizes her form. The use of light and dark (chiaroscuro) has the same effect. Although, when compared to Davids Oath of Horatti (Fig 7), there is a great difference in the way in which the artist painted. The Neo-Classicist work expresses static definition, where as in The Tub (Fig 10) more of an impression of the emotion of the painter (and subject) are conveyed through the rough brushstrokes and colour use. Moving on from paintings and routine sculptures comes the reasonably broad movement of Modernism/ 20th Century painting and sculpture. There are thousands of examples of a modernistic artwork. It has been debated whether or not this was a turning point in how and what artists considered art. Research in this topic shows a definite turning point in one artists work. Anthony Gormley is his name. The image below is of one of his most famous works, a human being lying on the ground in the foetal position on his/her back. Constructed in small, rectangular, metal blocks put together in such a way as to take on / imply the human form. In a way the figure looks almost lost and out of place, on what looks like a sidewalk. The fascinating fete about Gormleys work is that even though it is highly unrealistic, it is too perfectly realistic at the same time in that you can see all the essential details of human form. This of course refers to a more simplistic approach of the interpretation of the body, which in turn could speak about how the form was perceived and/or appreciated in this time. At this stage the depiction of the human form was already moving at a steady pace towards unrealistic simplicity. The movement of Cubism followed shortly after Modernism and materials being used, in fact, completely differed to that of most modernistic works. Picasso, being one of the most famous artists of all history for his cubist works, painted the human form countless times. This particular painting of his is a picture-perfect example of a cubist artwork. The woman is barely capable of being observed properly. The true form in this case as in most artworks of this movement has been lost and only shape (2D) is left behind. The completely angular rendering of the undeveloped figure again hints towards the use of more and more simplicity and basic form in artworks. Most of Picassos cubist works were painted around 1908 1910 (Janson, 1982). This was therefore a few short years before World War 1 began in the summer of 1914 (Janson, 1982). If one looks at the history, there was much tension and social upheaval evident. This was a turning point that changed artists views and opinions which only continued changing due to World War 2. Lastly, the final movement being discussed is the Pop Art movement. A lot of Pop Art pieces were done by the method of silk-screening. This places layers of different colour onto the page to obtain a bright, cartoon-like image. Nowadays you can see them in almost all comic strips for example. It is clear that the human form appears entirely two dimensional for the majority of the time (Fig 14). In (Fig 13) however a rare occasion of tonal value is evident. The form also only appears by itself, with no detailed background, focusing all of the observers attention on the subject. Subsequently, the depiction of the human body has developed and changed. This was due to the ever changing influence of specific ideologies current in each time period. By looking through all the movements mentioned above, there is evidence to state that even though there has been development artworks have gone back to their original state. There has been a loop of progress, yet we still arrive at the same conclusion. In early times before Christ, artworks and sculpture consisted of only necessary form. Now, in the present day, there is the same result.

Interpersonal needs

My dominate interpersonal need is inclusion. This is defined by Scouts as â€Å"the need to maintain a satisfactory relationship with respect to interaction and association† (Scouts, 1956 p. 19). I interact with my family and friends to meet my interpersonal need of inclusion. When I take my son to the beach, I usually call my sister or friend. I invite them to come with us. During the holidays, I attend several events. Weather the activity is at school, with family members or a community event, I love to Join in the festivities. Sometimes I come home and my husband is watching a movie with our boys.I drop my backpack and Join them on the couch. We share some popcorn, and a few laughs as we enjoy the movie for the seventeenth time. I am a member of a couple support groups online. One group is for mothers of children with autism. The other group is for families affected by Spinal Muscular Atrophy. These support groups have been very fulfilling for me as a mother. Having childre n with special needs can be very isolating. In these support groups, I am able to reach out to people in similar situations. We share advice. We cheer each other on, and cry together too. I am grateful to be associated with these support groups.I feel satisfied that my dominate interpersonal need is being fulfilled. I am surrounded by loving, and caring individuals. I feel am very fortunate in this aspect. My dominate interpersonal need of inclusion, helps me maintain close relationships with important people in my life. This need hinders me as well. I often become overwhelmed. I tend to spread myself too thin. It is hard to find a balance, between family, friends, work and school. In order to avoid this overexertion, I need to become more organized. I need to maintain a schedule, and try not to be too many places at once.

Management of the seas of Southeast Asia Essay

Comprehensive marine and coastal databases are essential for management of the seas of Southeast Asia. Maps of resources found in marine and coastal environments, the sources of potential damage and data to guide managers are the means by which resources can be assessed and managed to maintain marine resources. This information is get by do the oceanographic survey. There is a strong need for data for managers to manage, conserve, remediate, recover and sustain continued use of Southeast Asian coastal and marine resources. This need is met by inspired, knowledgeable and scientific use of data. Also, the importance of monitoring, mapping and management is considered. Currently there are many global databases including global datasets of a general nature. There are also several national databases that are more specific, but access to the information in many of these databases is difficult from an international perspective primarily because of the language barrier. However, there are few regional databases and the existing ones include limited sets of data and information, often collected under the umbrella of the hosting organization. It is very difficult to get a comprehensive overview of which data and information are readily available from public sources at global, regional and national levels and this makes it difficult to assess data and fill information gaps. There is also very little information providing an overview of past or on-going project activities in the region and the lessons-learned from these oceanographic survey activities. Likely reasons are the difficulties in collecting such information and the need for regular verification and updating. In addition, no organization has taken the responsibility, or has been given the mandate, to collect and coordinate information on activities under the various organizations and programmes operating in the region. Data ocenography take time and money to collect and are extremely valuable resources. They affect coastal and marine management decisions and need to be stored and shared. In order to make best use of the efforts undertaken in the Southeast Asian Seas region, increased collaboration between existing projects and programmes would be beneficial in order to increase data oceanography accessibility and address information gaps at national and regional levels. This collaboration may well start with increased information sharing and networking between regional organizations, governments, organisations,  universities and existing database initiatives through further developing mechanisms.

Computer Science Personal Statement Writing Guidelines Essays

Computer Science Personal Statement Writing Guidelines Essays Computer Science Personal Statement Writing Guidelines Essay Computer Science Personal Statement Writing Guidelines Essay Writing a computer science personal statement is a significant part of admission application as it can lead an applicant to the graduate school he/she desires. While the admission application show the admission committee your academic score, where you come from, what is your past academic performance and any inconsistencies in your performance, the personal statement can help you in persuading the committee from a completely different angle. It helps you in convincing the committee by outlining your personal goals, objectives and motivation. By demonstrating your motivation for the field of computer science and what sorts of goals you want to accomplish in computer science, you can make the committee accept your application without any second thoughts. Take into consideration the following guidelines for making an attractive personal statement.   First of all, make a brief list of all the significant things like significant qualities or experiences that you wish to share with the admission committee. The list can also include the accomplishments you have made so far, internship experience, team leading experience in a software house, any award you received for a significant work, etc. Also make a list of personal and professional qualities the make you shine not only as a student but also as a person. Also include any particular work you have done which relates to the field that you are studying. For example, given that you are applying for a graduate course in computer science, you will want to discuss a program that you developed while doing your undergraduate course and rewarded an award from the academy. Before writing the computer science statement, first research the subject thoroughly so that you can understand what special courses this subject caters. Also note down the names of the professors who are teaching the different subjects of computer science such as IT, database, algorithms, computer languages, etc. Once all the material is gathered and outlined, now start your personal statement with a bright, interesting and catchy opening. It is important to understand that you have to introduce the main focus of the statement right from the start. You have to avoid beating about the bush and discuss the main focus in the body of the statement. For instance, you can start with something like, â€Å"I will never forget that day when my father bought me my first laptop†¦.† Admission committees suggest that the opening paragraph of the statement must be detailed but accurate. Now proceed to the body section of the personal statement while keeping the main focus of the statement in mind. Expand your main focus by stating your aims and objectives. Demonstrate your passion and motivation for this field and mention specific details regarding your interest. Revise the personal statement and make certain it is error-free. Keep in mind that the admission board has senior and experienced members and they can detect any sort of mistakes immediately. Therefore, proofreading is a must before you turn in the personal statement. Follow these tips and write compelling statement. Good Luck!

What is a DBQ The Document-Based Question Explained

What is a DBQ The Document-Based Question Explained SAT / ACT Prep Online Guides and Tips The dreaded DBQ, or â€Å"document-based question,† is an essay question type on the AP History exams (AP US History, AP European History, and AP World History). For the DBQ essay, you will be asked to analyze some historical issue or trend with the aid of the provided sources, or "documents," as evidence. The DBQis an unfamiliar type of in-class essay for many students, but it does not need to be a source of dread or panic. In this guide I'll go over the DBQ's purpose and format, what the documents are and how to use them, how this type of essay is scored, and how to prepare. I'll tell you everything you need torock this unique type of essay! Note: The rubric, guidelines, and skills tested for all of the History APs are identical; only the historical source material is different. The DBQ Essay Explained As a veteran of the DBQ, I'm here to answer all your questions.Why do the AP History exams even have adocument-based question?What will it look like on the exam? What are these documents, anyways? Let's dive right in. This baby is too young to be diving into the DBQ! Why the DBQ? Thepoint of the document-based questionis not to torment you but actually to put you in the historian’s shoes as an interpreter of historical material. Cool, right? The DBQ is testing your ability to: create a strong thesis and support that thesis with the aid of the documents provided analyze sources for characteristics such as author’s point of view, the author's purpose, the audience, and context make connections between the documents bring in outside knowledge to strengthen the argument This may sound like a tall order, but you probably already use all these skills all the time. Here's an example: Suppose yourfriend asks for your help in deciding whether to buy a particular new brand of soccer ball. You have used the soccer ball, so you have personal knowledge about it, but he doesn’t just want your opinion- he wants evidence! (Your friend takes buying soccer balls very seriously). So first, you collect information (your â€Å"documents†). These could include: online reviews of the soccer ball your brother’s opinion the price at the store the cost of other soccer balls ads for the soccer ball Next, you'll analyze these "documents" to make a decisionabout whether the ball is a good purchase for your friend or not. For that, you might: Assess bias (also known as the author’s point of view): Maybe the soccer ball ad isn’t the most objective measure of the ball’s quality. Maybe your brother hates soccer. Consider the author’s audience: Maybe that review of the soccer ball was written for professional soccer players, and you want to know how it is for casual players! Think about the context of your friend's decision: What time of year is it? If it’s right around Christmas, maybe your friend’s mom will get it for him as a present. What you already know about soccer is part of the context as wellyou know your friend won’t want a ball that’s too bouncy, for example. Buying the right soccer ball might have higher stakes than the AP exam. If you were going to go back and write an essay for your friend about this after you've reviewed your "documents," your thesis might be something like one of these examples: â€Å"This soccer ball is a good purchase for my friend because it has all the elements of a good soccer ball at a great price point.† â€Å"This soccer is not a good purchase for my friend right now because even though it looks amazing, I know my friend’s birthday is in a week and his sister might buy it for him.† Then you would use the â€Å"documents† and your outside knowledge (for example, your experience with the soccer ball and your knowledge about soccer) to support that claim. That's a document-based question! In fact, I would assert thatthe DBQ is the easiest essay to score highly on in the AP History exams.As overwhelming as it might be now to think about all of that information getting thrown at you at once, think of it this way: Instead of relying primarily on your knowledge, the DBQ gives you a bunch of sources to use in your analysis. This meansyou don’t have to be worried you’ll waste five minutes racking your brain trying to remember the name of that guy who did that thing. It’s important to bring in some outside information for a top score, but the main thing you need to do is analyze. 95% of the info you really need is there. You just have to learn how to use it. Let's move on to test formatting so you know what to expect from document-based questions. What Does the DBQ Format Look Like? Each of the AP history tests has one DBQ, and itis always the first question in the test booklet for the writing section (Part II of the exam). When you open your booklet and turn to the DBQ, you will see the instructions, the prompt, and then the documents. You will have a 15-minute reading period, with a recommended 40 minutes of writing time. The test has two essays, and you will have 90 minutes total to plan and write them. You won't be forced to move on from one essay to the other, so be sure to budget your time carefully. You are not required to use the entire reading/planning period. You can begin writing whenever you wish. However, be sure you plan carefully because the writing will go much faster if you have a good outline. That covers the general format, but no doubt you want to hear more about these mysterious documents. Stay tuned! What's the Deal With These Documents? You will receiveup to seven sources.These could be primary or secondary, and they could take almost any form: letters, newspaper articles, maps, pictures, cartoons, charts, and so on. You will need to use all or all but one of the documents in your essay. You should go further in-depth on at least four of the documents. (See the rubric breakdown section below for more details). For US History, no DBQ will focus exclusively on the time period prior to 1607 or after 1980, although theymay focus on a broader time period that includes one of those time periods. Don't worry, they won't be original copies. Now that we've discussed the purpose, format, and document protocol of the DBQ, we need to discuss scoring. How Is the DBQ Scored? How much is the DBQ worth on your exam? And how do those pesky AP graders even score it? How Much Is the Document-Based Question Worth? The DBQ is 25% of your total grade. The entire second section of exam is 50% of your grade, and there are two equally weighted essays. What Does the Rubric Mean? The rubric the graders use is freely available to you on the College Board website. Click herefor the rubric. Don't worry if these look like gibberish to you. I'll break it down briefly here, and go even more in-depth on my article about how to prepare for and write a DBQ. DBQ Rubric Breakdown There are four categories in this rubric: thesis, analysis of the document, using outside evidence, and synthesis. You can score up to seven points. Thesis and Argument - 2 points The breakdown: One point for having a clear, historically plausible thesis that is located in the introduction or conclusion. You can get another point here for having a particularly good thesis that presents a nuanced relationship between historical factors, and doing a good job supporting that thesis in your essay. Document Analysis - 2 points The breakdown: One point for using 6-7 of the documents in your essay. Easy-peasy. One point for doing further analysis on four of the documents. This further analysis could be on any of the following points: author’s point of view author’s purpose historical context audience Just be sure to tie any further analysis back to your main argument! Using Outside Evidence - 2 points The breakdown: One point is just for context - if you can locate the issue within its broader historical situation. You do need to write several sentences about it but the contextual information can be very general. One point is for being able to name an additional specific example relevant to your argument that is not mentioned in the documents. Don't stress if you freeze up and can't remember one on test day. This is only one point and it will not prevent you from getting a 5 on the exam. Synthesis - 1 point The breakdown: All you need to do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc. It is probably easiest to do this in the conclusion of the essay. Still with me? Just remember: the most important thing is having a strong thesis that is supported by the information in the documents and whatever other related information you have around in your brain. If you are an auditory learner, I recommend the following video, which breaks down all the components you need to get a seven. Parting Thoughts on Scoring If this seems like a lot to take in, don't worry. You don’t have to get a perfect score on the DBQ to get a five on the AP.Somewhere in the 5-6 range can definitely get you there. To get a 3on the exam (which still gives you course credit at a lot of colleges), you only need a 3on the DBQ. (See page eight of this document.) Additionally, overall historical accuracy is important but not 100% necessary for every tiny detail of the essay. Anything that is in the documents should be correct, but when you start to bring in outside sources for your DBQ essayon unionization and working conditions and you can’t remember if the Triangle Shirtwaist Factory Fire was in 1911 or 1912, just pick one and don’t sweat it.If minor details are incorrect and don’t detract from the overall meaning of the essay, you won’t lose points. Now that you understand the purpose, format, and rubric for document-based questions, I'll give you some tips on how to get the score you're aiming for. How Can I Rock the DBQ? Two things will help you crush the DBQ: prepping beforehand, and hitting all the right notes on test day! Rock the DBQ like Jimi rocked the 1960s. Preparing for the DBQ As you might expect, the most important thing you can do to prepare is to practice writing this type of essay. Try out thepractice DBQs available online at the College Board website: look here for AP US History (and here for a complete APUSH practice test), here for AP European History, and here for AP World History. You don’t necessarily have to write an entire essay every time you practice- it’s also helpful to read the question and texts and then create outlines with a thesis. Aska trusted teacher or advisor to look over your practice drafts and/or outlines withthe rubric and advise what you might be missing. Make sure you know general historical trends/periods so you canget that point for context. You can findmore prep tips in my article on how to write a DBQ. During the Test Read the question carefully. Make sure you know what is being asked before you start trying to answer. While you read the documents, take notes on what they mean, who is writing, etc. Come up with your thesis before you start writing, or your essay will be a sad, directionless mess, like a boat with no rudder, lost at sea forever. If you aren’t sure of your thesis yet, brainstorm in your notes- not while you are writing. Once you have a thesis, stay on topic. If you’re writing about how Smaug wrecked the Forbidden Mountain, don’t start talking about how amazing and clever Bilbo is, even if it’s true. Make sure you use all the documents- doing so gets youeasy points. However, don’t simply regurgitate sources with no analysis. If you find yourself doing a lot of â€Å"Source A says blah, and Source B says blah, and Source C says blah...† make sure you are using the documents to make a point, and not letting the documents use you. A great way to analyze the documents is to make connections between them! Who agrees? Who disagrees? Why? Don’t forget to provide context, one outside example, and a connection to another period/area/historical theme if you can! That’s three points right there. And there you have it! You are ready to start prepping for success. Abraham Lincoln believes in you! Final Thoughts I know I just threw a lot of information at you. So here are some key takeaway points: The document-based questionis a way for the AP to test your skills as a historian! Don’t panic! It doesn’t have to be overwhelming, even though you are getting tons of information thrown at you in a short time. The DBQ is based on skills that you can learn and practice: writing a strong thesis, using given evidence to support an argument, making connections between different documents and pieces of evidence, placing specific information in a broader context, analyzing an author’s intent, bias, audience, etc. What's Next? Need more study resources for AP World History? See our Best AP World History Study Guideor get more practice tests from our complete list. Need more resources for AP US History? Try this article on the best notes to use for studying from one of our experts. Also check out her review of the best AP US History textbooks! Or just looking for general information about your upcoming APs? See here for instructions on how to register for AP exams, complete 2016 test dates, and information on how much AP tests cost(and how to get AP financial aid). Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Local ownership a dilemma in peace building Essay

Local ownership a dilemma in peace building - Essay Example Local ownership as far as the peace building is concerned refers to the degree of involvement of the domestic actors in formulation and implementation of a political process. In addition to local ownership issues, the Afghanistan state has remained crippled due to rampant corruption, emboldened insurgency and political disunity. The citizens have already grown tired of having international bodies present and demand the return of ownership of policies to their state. However, there is great tension that chaos might reemerge once the international communities hand over the local ownership to the Afghanistan citizens. The paper gives a analyses the dilemma that faces the local ownership especially in the Afghanistan state. The citizens of Afghanistan began opposing the idea of local ownership after making several findings about the local ownership process, according to the Afghanistan case study. The case study shows that local ownership process in Afghanistan is subject to both practical and structural problems. Practical problems identified by the case study include mutual mistrust, dependence on external forces and lack of capacity among others. Structural problems identified include moral superiority and problem of the independence in the state. Primarily, the findings show that the local ownership process in Afghanistan was not feasible because there was mutual mistrust and suspicions between the various actors involved in the peace-making process. This deepened the tension amongst the citizens. They no longer trusted each other and thus making it difficult to have a common political leadership that all the citizens and the actors, both local and international would agree to. Despite the local and international actors having a common goal of intervention, differences arose over what a sound end state capable of sustainable peace appears like and how to attain it. The various actors could not agree due to mistrust. Another factor that made the local

Invstmnt Climat in Uzbkistan Assignment Example | Topics and Well Written Essays - 2500 words

Invstmnt Climat in Uzbkistan - Assignment Example ThÐ µ transfÐ µr of cross-bordÐ µr invÐ µstmÐ µnts has bÐ µcomÐ µ a daily rÐ µality of today’s morÐ µ and morÐ µ globalizÐ µd world. In ordÐ µr to promotÐ µ intÐ µrnational invÐ µstmÐ µnt Ð µxchangÐ µ, thÐ µ statÐ µs insist on mutual facilitation of transfÐ µr of intÐ µrnational capital and arÐ µ trying to takÐ µ all advantagÐ µs connÐ µctÐ µd with thÐ µ inflow of forÐ µign invÐ µstmÐ µnts. For dÐ µvÐ µloping countriÐ µs, thÐ µ placÐ µmÐ µnt of forÐ µign invÐ µstmÐ µnt in thÐ µir tÐ µrritoriÐ µs doÐ µs not mÐ µan only acquiring financial capital, but also an opportunity to strÐ µngthÐ µn thÐ µ stagnating Ð µconomy, acquiring thÐ µ latÐ µst forÐ µign tÐ µchnologiÐ µs, dÐ µcrÐ µasing unÐ µmploymÐ µnt, as wÐ µll as raising thÐ µ qualification of thÐ µ laborÐ µrs and managÐ µrs Ð µmployÐ µd by forÐ µign companiÐ µs. ThÐ µ advantagÐ µs for forÐ µign invÐ µstors liÐ µ Ð µspÐ µcially in thÐ µ opportunity to us Ð µ chÐ µapÐ µr labor forcÐ µ in thÐ µ host statÐ µ, opportunity to Ð µntÐ µr nÐ µw markÐ µts and gÐ µtting an accÐ µss to natural rÐ µsourcÐ µs, which arÐ µ not availablÐ µ in their homÐ µ country. ThÐ µ forÐ µign invÐ µstors, howÐ µvÐ µr, do not fÐ µÃ µl comfortablÐ µ to invÐ µst in forÐ µign tÐ µrritory, unlÐ µss thÐ µy fÐ µÃ µl that thÐ µir invÐ µstmÐ µnt is sufficiÐ µntly protÐ µctÐ µd against non-commÐ µrcial risks. OnÐ µ of thÐ µ indispÐ µnsablÐ µ conditions for attracting forÐ µign invÐ µstmÐ µnts is, thÐ µrÐ µforÐ µ, thÐ µ crÐ µation of favorablÐ µ lÐ µgal Ð µnvironmÐ µnt in thÐ µ host statÐ µ.In ordÐ µr to stimulatÐ µ intÐ µrnational invÐ µsting, thÐ µ statÐ µs arÐ µ usually concluding bilatÐ µral invÐ µstmÐ µnt trÐ µatiÐ µs, accÐ µssing to multilatÐ µral trÐ µatiÐ µs dÐ µaling with intÐ µrnational invÐ µstmÐ µnt protÐ µction and passing national lÐ µgislation aimÐ µd at protÐ µction and promo tion of forÐ µign invÐ µstmÐ µnts.... nformation about thÐ µ invÐ µstmÐ µnt lÐ µgislation of UzbÐ µkistan, its implÐ µmÐ µntation in practicÐ µ and to point out spÐ µcific problÐ µms thÐ µ forÐ µign invÐ µstors havÐ µ to dÐ µal with oncÐ µ placing thÐ µir invÐ µstmÐ µnt in this country. ThÐ µ paper will introducÐ µ somÐ µ basic facts concÐ µrning thÐ µ transfÐ µr of intÐ µrnational capital and thÐ µ main mÐ µans of intÐ µrnational invÐ µstmÐ µnt protÐ µction in addition to discussing thÐ µ currÐ µnt invÐ µstmÐ µnt lÐ µgislation and thÐ µ problÐ µms connÐ µctÐ µd with its application in practicÐ µ. LitÐ µraturÐ µ RÐ µviÐ µw InvÐ µstmÐ µnt Risks ThÐ µ transfÐ µr of cross-bordÐ µr invÐ µstmÐ µnts has bÐ µcomÐ µ a daily rÐ µality of today’s morÐ µ and morÐ µ globalizÐ µd world. In ordÐ µr to promotÐ µ intÐ µrnational invÐ µstmÐ µnt Ð µxchangÐ µ, thÐ µ statÐ µs insist on mutual facilitation of transfÐ µr of intÐ µrnational capital and arÐ µ trying t o takÐ µ all advantagÐ µs connÐ µctÐ µd with thÐ µ inflow of forÐ µign invÐ µstmÐ µnts. For dÐ µvÐ µloping countriÐ µs, thÐ µ placÐ µmÐ µnt of forÐ µign invÐ µstmÐ µnt in thÐ µir tÐ µrritoriÐ µs doÐ µs not mÐ µan only acquiring financial capital, but also an opportunity to strÐ µngthÐ µn thÐ µ stagnating Ð µconomy, acquiring thÐ µ latÐ µst forÐ µign tÐ µchnologiÐ µs, dÐ µcrÐ µasing unÐ µmploymÐ µnt, as wÐ µll as raising thÐ µ qualification of thÐ µ laborÐ µrs and managÐ µrs Ð µmployÐ µd by forÐ µign companiÐ µs. ThÐ µ advantagÐ µs for forÐ µign invÐ µstors liÐ µ Ð µspÐ µcially in thÐ µ opportunity to usÐ µ chÐ µapÐ µr labor forcÐ µ in thÐ µ host statÐ µ, opportunity to Ð µntÐ µr nÐ µw markÐ µts and gÐ µtting an accÐ µss to natural rÐ µsourcÐ µs, which arÐ µ not availablÐ µ in their homÐ µ country. ThÐ µ forÐ µign invÐ µstors, howÐ µvÐ µr, do not fÐ µÃ µl comfortablÐ µ to invÐ µst in forÐ µign tÐ µrritory , unlÐ µss thÐ µy fÐ µÃ µl that thÐ µir invÐ µstmÐ µnt is sufficiÐ µntly protÐ µctÐ µd against non-commÐ µrcial risks.