Free Essays on The Deafening Twenties

In the years following the end of World War I America found itself in an era, where the people simply wished to detach themselves from the troubles of Europeans and the rest of the world. During the years of the Twenties, the economy was prosperous, there was widespread social reform, new aspects of culture were established, and people found better ways to improve their lifestyle and enjoy life. The 1920's exemplified the changing attitudes of American's toward foreign relations, society, and leisure activities. Following the end of World War I, many Americans demanded that the United States stay out of European affairs in the future. The United States Senate even refused to accept the Treaty of Versailles which officially ended World War I and provided for the establishment of the League of Nations. The Senate chose to refuse the Treaty in the fear that it could result in the involvement of the United States in future European wars. Americans simply did not wish to deal with, nor to lerate the problems of Europe and abroad. These ideals, attitudes, economically and socially prosperous times spawned the age of the roaring twenties. The government’s attribution to this age was very visible for it had taken on many ideas to help the entire nation. A laize fair government was occurring at the time which basically withdrew most government involvement in the economy. At this time there were many similar ideas to help out the nation brought on by such people as Andrew Melon, Harding, and Coolidge. These politicians brought on lower taxes and also thought that if the rich had more money there would be more jobs. Therefore the times were currently good and enjoyable for the entire nation. Also democratic ideals enforced by business’ helped out the nation to prosper during this time. Ford, who had recently created the assembly line to increase production and decrease cost of cars, thought that everyone should have a car which was a v... Free Essays on The Deafening Twenties Free Essays on The Deafening Twenties In the years following the end of World War I America found itself in an era, where the people simply wished to detach themselves from the troubles of Europeans and the rest of the world. During the years of the Twenties, the economy was prosperous, there was widespread social reform, new aspects of culture were established, and people found better ways to improve their lifestyle and enjoy life. The 1920's exemplified the changing attitudes of American's toward foreign relations, society, and leisure activities. Following the end of World War I, many Americans demanded that the United States stay out of European affairs in the future. The United States Senate even refused to accept the Treaty of Versailles which officially ended World War I and provided for the establishment of the League of Nations. The Senate chose to refuse the Treaty in the fear that it could result in the involvement of the United States in future European wars. Americans simply did not wish to deal with, nor to lerate the problems of Europe and abroad. These ideals, attitudes, economically and socially prosperous times spawned the age of the roaring twenties. The government’s attribution to this age was very visible for it had taken on many ideas to help the entire nation. A laize fair government was occurring at the time which basically withdrew most government involvement in the economy. At this time there were many similar ideas to help out the nation brought on by such people as Andrew Melon, Harding, and Coolidge. These politicians brought on lower taxes and also thought that if the rich had more money there would be more jobs. Therefore the times were currently good and enjoyable for the entire nation. Also democratic ideals enforced by business’ helped out the nation to prosper during this time. Ford, who had recently created the assembly line to increase production and decrease cost of cars, thought that everyone should have a car which was a v...

Commands and Requests in Spanish Without the Imperative Mood

Commands and Requests in Spanish Without the Imperative Mood Although the imperative mood is frequently used to tell or ask people to do something, other verb forms also are used. This lesson covers some of the most common non-imperative ways of giving commands. Infinitives as Impersonal Commands The infinitive (the unconjugated verb form that ends in -ar, -er or -ir) is frequently used, especially in print and online rather than verbally, to give commands to no one person in particular. It is seen most commonly on signs and in written instructions. Examples: No fumar. (No smoking.) Hacer clic aquà ­. (Click here.) No tocar. (Do not touch.) Sazonar los frijoles y servirlos en un plato. (Season the beans and serve them on a plate.) Colgar el telà ©fono y esperar. (Hang up the telephone and wait.) Use of Present and Future Tenses to Give Commands As in English, the present and future indicative tenses can be used to issue emphatic commands. Using the present and future tenses in this way normally wouldnt be done when youre trying to be diplomatic; more likely, they would be used when simple persuasion hasnt been successful or if youre trying to be particularly matter-of-fact. Examples: Comers el brà ³coli. (You WILL eat the broccoli.) Me llamas maà ±ana. (You call me tomorrow.) Indirect Commands By using the subjunctive mood in a clause beginning with que, it is possible to indirectly give a command to someone other than the person being spoken to. As the following examples indicate, a variety of English translations can be used, depending on the context. Examples: Que Dios te bendiga. (God bless you.) Que vaya à ©l a la oficina. (Have him go to the office.) Que me traiga ella sus archivos. (Tell her to bring me her files.) Que en paz descanse. (May he rest in peace.) First-Person Plural Commands There are two ways to give a command to a group that includes yourself: use followed by the infinitive, or use the first-personal plural subjunctive form of the verb. These are typically translated in English by using lets. In the negative form (lets not), the subjunctive form (not no vamos a) is typically used. To say lets go, use vamos or vmonos; to say lets not go, use no vayamos or no nos vayamos. Examples: Vamos a comer. (Lets eat.) Comamos. (Lets eat.) No comamos. (Lets not eat.) Vamos a hacerlo. (Lets do it.) Hagmoslo. (Lets do it.) No lo hagamos. (Lets not do it.)

Illustrating Notoriety Essay Example | Topics and Well Written Essays - 500 words

Illustrating Notoriety - Essay Example To further illustrate notoriety, this paper will first look at the baseball which is regarded to have a long history of notoriety. The popularity of this sport in the United States takes its players in the limelight and gives the public the chance to closely scrutinize and form a collective opinion on their actions. During 2005, it can be recalled that Rafael Palmiero's was suspended due to his violation of the league's steroid policy. Before him, other players have already given a record of notoriety to the public. Thus, the audience has somehow taken it for granted that baseball players, famous as they are in the playing field are also famous because of their delinquency. It is also irrefutable that Al Qaeda, which was an unpopular Sunni Islamist organization, has become infamous because of the 9-11 tragedy in 2003. This group has aroused the rage of the global population by attacking the World Trade Center and The Pentagon. It can be recalled that this event left thousands of people died and while their families suffered. The popularity and the global sentiment stimulated by this event labeled Al-Qaeda as one of the most notorious terrorists in the world. Thus, Al-Qaeda embodies the essence and characteristics of being notorious. After illustrating notoriety by the use of two examples, it is also worthwhile to portray this concept by separating the two aspects necessary to c

Symmetry Methods for Differential Equations Dissertation

Symmetry Methods for Differential Equations - Dissertation Example Lie’s methodology is based on this philosophy. The main challenge was to find the group, which leaves the solutions of a differential equation invariant, meaning which group maps solutions into solutions. This factor was considered the trivial constant, which can be added to any indefinite integral. The additive constant represents an element in a translation group. In the simplest first order ODE, one independent variable x and one dependent variable y can be represented by: dy/dx = g(x).General formulations of constraint equation ( dy/dx=p) and a surface equation( F(x,y,p)=0) are used to write down the solutions by quadratures. Lie’s methodology provides an algorithm, for determining, whether an ODE possesses symmetry and if so, the kind of symmetry. Transformations to a set of canonical variables like R,S,T is algorithmic. A canonical variable R(x,y) signifies the new variable like x, while S(x,y) is the new variable like y and T (x,y,p) forms the new constraint betw een S and R( similar to dy/dx). Under these new coordinate system the surface and constraint equations are designated by F(R,-T)= 0 and dS/dR =f (R, -T) respectively. The system is reduced to quadratures and integration follows. Chapter 1: Concept of Symmetry and Transformations Concept of Symmetry Symmetry of geometrical objects or a physical system refers to the property of being â€Å"unchanged† under certain transformations. Hence, symmetry of a physical system or geometric object is an intrinsic or observed feature of the system that remains preserved under a specified change. The transformations can be continuous (for example, rotations of a circle) or may be discontinuous (for example, rotations of a regular polygon). An object is said to bear a rotational symmetry if the object is turned around at its centre point by certain number of degrees and the object still looks the same. Thus it matches itself a number of times while it is being rotated. For example a flower w ith 5 petals will have symmetry of order 5, as it will match itself 5 times. Invariance is example of one such symmetry under arbitrary differentiable co-ordinate transformations. Invariance is specified algebraically that leaves some quantity unchanged. For example, humidity may be constant throughout a room, since humidity is independent of position within the room; it is invariant under a shift in the measurer’s position. Thus when a sphere is rotated about its center, it will appear exactly the same as it was before rotation. So the sphere exhibits a spherical symmetry. This means a rotation about any axis of the sphere preserves the shape of the sphere. The concept can be illustrated with the example of an electrical wire. The electric field of a wire exhibits cylindrical symmetry. The strength of an electric field at a specified distance (?) from the charged wire with infinite length will bear the same magnitude at each point on the surface of the cylinder (electrical f ield) with its axis being the wire having a radius (?). If the wire is rotated on its own axis, it will not change its position or the charge density and hence the electric field will be preserved. Hence the field strength at a rotated position is the same. When some configuration of charges (non-stationary) produces an

Indian Independence Movement and Modern India Essay Example for Free

Indian Independence Movement and Modern India Essay I am Chandini C Kurup of class IX B standing here to speak to you on this auspicious occasion of Republic Day As we are celebrating the 64th Republic Day of India, we students have some responsibilities to shoulder, and some duties to plunge ourselves. The contribution of students in the struggle for Indian independence and thereafter in the making of modern India can never be negated. From the prehistoric times to the recent years, students in India have played a significant role in shaping the history, culture and demographics of our beloved motherland. Students are not moved by greed, nor touched by the fanaticism and bigotry between brothers and sisters, in religion or otherwise, nor engulfed by the violence that seems to be a standing libel on the world all around. We students are the most pure, the most energetic. And it is the time for us once more to take the oaths and help the nation march forward. Let us take an oath to explore our country in its history, geography, culture and literature as much as we can. It is a pity that we can name several novelists, artists and musicians of England, France, Germany, Russia and many more foreign countries without much thoughts, but need to reach our notebooks and laptops to name even a few of them from our neighboring states. Let us take an oath to understand the immense power of the Indian culture and tradition that have always been the unity in our rich diversity. India was never a nation before the British rule. Our country was forever decided in numerous political pockets, in fact the very concept of a nation is purely Western, yet the concept of a country united through her culture was always there. Only that culture has been the lifeline of India, despite the number of invasions and aggressions on our motherland. If we forget that culture altogether and rush with closed eyes to imitate the West, the end is near. Let us take an oath to do our duties for the country and the environment. If we do all our rough works in the electronic media, we would save lot of papers and trees to make a difference. We can choose not to accept plastic carry bags and request our friends and relatives to follow us. Once in a week, we can offer free tuition to our needy brothers and sisters. Lots of medicines, old books, and old clothes go waste every year; we can donate them to these organizations as well. Our years old shirts that we hate to put on now will bring smiles to many of our friends in need. Morality is the basis and we must not forget that too. We don’t need to be religious and in fact the maker of modern India, Swami Vivekananda, used to hate the manifold rites and customs that make the gap between religions and the common man. But we need to have faith – faith on God, on the essential goodness of man, on the strength and future of our country, and last but not the least, in ourselves. Our nation is made of none but us, and if we can enlighten ourselves we can enlighten the whole nation. We are the future of India, and the way we make ourselves ready for it will decide the fate of the country in the years to come. All good deeds and attempts are mocked by a class of people we must not be afraid nor ashamed of them. All good deeds are achieved through hardships, and we must toil. But all good deeds bring forth a joy to the core of our heart that none can snatch away, and to our last days of lives, that pleasure is going to be our precious possession for sure. Let us respect our country, our nation, our brave soldiers, our Constitution, our national anthem, and our national flag. As we will follow our ways back to home after this ceremony, we might see paper made tricolor flags torn down from ropes and poles and lying on the street dust like garbage; let us spend a few minutes on our way, today at least, to stop and pick them for a better and respectful disposal. The road ahead is a long one, where we have miles to go. With determination and unity we can move forward. On this special occasion, I urge all of you to show the unity and strength and develop the nation where citizens live with peace and mutual understanding.

Siddhartha and Govinda Essay -- Essays Papers

Siddhartha and Govinda Siddhartha, written by Herman Heese, is a book about a man’s journey to find his inner self beginning when he is young and ending when he is of old age. Siddhartha, while on this quest, searched for different mentors to teach him what they know, hoping to find truth and balance in and of the universe. At the end of the novel, Siddhartha reaches the enlightenment through many teachings. Govinda, Siddhartha dearest friend and confident, is often viewed as his Siddhartha’s follower, or as his shadow. In the beginning, Siddhartha goes with Gotama to hear the teachings of the Buddha, and Govinda remains with Buddha to become his disciple. Siddhartha believes that each person must find his or her own way to salvation and does not stay with Buddha. He says, â€Å"That is why I am going on my way-not to seek another and better doctrine, for I know there is none, but to leave all doctrines and all teachers and to reach my goal alone-or die. (28)† This quote is the underlying message portrayed for the rest of Siddhartha’s quest. This tells that life experience is the best teacher, which in turn is the core of Buddhism. As the two friends part to go their separate ways, Siddhartha again voices the central idea of the novel: he reminds the Buddha that the process of enlightenment which he underwent is unteachable, and that there is no way of communicati ng first-hand experience to the disciples. As the last part begins, Govinda has arrived to cross the ...

Reunion Analytic Essay Essay

â€Å"Reunion† is a short story written by John Cheever in 1962, who was an American novelist and short story writer. John often writes about stories taking place in the suburbs, in cities close to where he was born1. â€Å"Living with strangers† is a story written by Siri Hustvedt, who also is an American novelist and essayist2. â€Å"Reunion† takes place in the suburb in New York, where the young boy Charlie, who is the narrator in the story, meets his father after several years of separation. Charlie’s thoughts about his father are very positive, â€Å"He was a big, good-looking man and I was terribly happy to see him again.† (p.1 l.12-13). The father seems to be a very busy business man, â€Å"His secretary wrote to say that he would meet me at the information booth at noon† (p.1 l.7-8), it is not his dad who is replying, which may indicate that his father does not put so much effort in meeting his soon, like Charlie does in meeting his old dad. Charlie is so happy to see his dad, â€Å"I wished that we could be photographed† (p.1 l.18), and he does not want to forget this moment, he is very proud of his dad. Charlie must be in his late teenage years and approximately 17 years old, in the fact that he can travel on his own and he is not allowed to drink. In this age, boys tend to look up to their parents, especially their dad. It seems like Charlie’s role model is his father, and that is not uncommon in his age â€Å"I knew that when I was grown I would be something like him; I would have to plan my campaigns within his limitations† (p.1 l. 11-12), given these facts, it seems like Charlie has planned his future after his father’s life, so that emphasizes that his father is his role model. Despite Charlie’s age, the father wants to have a beer with him. Charlie agrees to that, because he trusts his dad and everything he does is right and must not be questioned. In every society and culture, there are some unwritten rules and norms, which you have to follow. â€Å"Chop-chop. Then he clapped his hands†, an unwritten rule is e.g. that you never clap for the waiters attention. Charlie’s father’s behavior is very immature and it shows  his arrogance towards other people, people in the lower end of the society. But is does not seem like Charlie is effected by his way of acting. It is like Charlie is using the phrase from the story â€Å"Living with Strangers† – â€Å"Pretend like it isn’t happening† (p.1 l.21). His way of seeing his father, is affected of his high expectations of his role model. â€Å"His boisterousness in the empty restaurant seemed out of place†, Charlie knows that his father is not acting in a normal way, but he does not say anything about his behavior, maybe because he does not want to argue with his father. After entering plenty of restaurants, only to get a beer, â€Å"He put his arm around me and pressed me against him. â€Å"I’ll walk you back to the station. If there had only been time to go up to my club† (p.2 l.73-75), his father uses his valuable time with his son, running after a beer in various restaurants and acting in an unacceptable way. People on the restaurants is not paying attention to them, because like in â€Å"Living with strangers†, â€Å"Nobody else had given the woman a first glance, much less a second† (p.1 l.30-31), this is part of the pretend-like-isn’t-happening law. In â€Å"Living with strangers† it says â€Å"And acting, as everyone in the city knows, can be dangerous† (p.2 l.50-51), maybe the father would have acted very dangerously, if people would had said something to him about his behavior, but no one seems to take that chance. At the end of the story, Charlie tries to say goodbye to his dad, but he is arguing with a guy at the newsstand â€Å"Now just wait a second, sonny,† he said â€Å"Just wait a second. I want to get a rise out of this chap.† (p.2 l.83-84). Even at the very end, the father acts in an unacceptable way. The son had to catch his train and went down the stairs, while the father argued over a newspaper. What is the message of this story? Do we have to expect nothing and then you won’t be disappointed? The shortcomings about his dad and the preconceived view about him and how he has evolved, have given him unrealistic pictures about his father and ended with a big disappointment. Compared to the message in â€Å"Living with strangers†, â€Å"don’t judge a book by its cover†, this can also be used on Reunion. If Charlie did not judge his father on his looks, maybe he would have got another view on him. So in short terms, if he did not have expectation s – he would not get  disappointed. Urkund has received the document – Analytical Essay – Reunion.docx – 03-09-2014 23:10:00. It was sent from simonhvarre@hotmail.com to lol.eucn@analys.urkund.se. The document has been allocated a reference ID – D11417005.

Mustafa Kemal Ataturk: The First President of Turkey

Mustafa Kemal Ataturk (indeterminate, 1881–10 November 1938) was a Turkish army officer, revolutionary statesman, and founder of the Republic of Turkey as well as its first President. Ataturk became known as an extremely capable military officer by being the only undefeated Ottoman commander during World War I. [1] Following the defeat of the Ottoman Empire, he led the Turkish national movement in the Turkish War of Independence. Having established a provisional government in Ankara, he defeated the forces sent by the Allies. His successful military campaigns led to the liberation of the country and to the establishment of Turkey. During his presidency, Ataturk embarked upon a program of political, economic, and cultural reforms. An admirer of the Age of Enlightenment, he sought to transform the former Ottoman Empire into a modern, democratic, and secular nation-state. The principles of Ataturk's reforms, upon which modern Turkey was established, are referred to as Kemalism. Early life Main article: Mustafa Kemal Ataturk's personal life Born as Mustafa, his second name Kemal (meaning Perfection or Maturity) was given to him by his mathematics teacher in recognition of his academic excellence. [2] He was born to a turkish family living in Thessaloniki. Mustafa’s mother was Zubeyde Hanim (1857-1923), a devout Muslim and â€Å"as fair as any Slav from beyond the Bulgarian frontier† with â€Å"fine white† skin and â€Å"eyes of a deep but clear light blue†. [3] In his early years, his mother encouraged Mustafa to attend a religious school, something he did reluctantly and only briefly. Later, he attended Semsi Efendi school (a private school with a more secular curriculum) at the direction of his father. His parents wanted him to have education in a trade, but without consulting them, Ataturk took an entrance exam for a military junior high school in Thessaloniki (in Turkish, Selanik, which was an Ottoman city at that time) in 1893. In 1896, he enrolled into a military high school in the Ottoman city of Manast? r (modern Bitola, Macedonia). In 1899, he enrolled at the War College in Istanbul and graduated in 1902. He later graduated from the War Academy on 11 January 1905.

Discussion Three Example

Discussion Three Example Discussion Three – Article Example of due: Ronald Reagans First Inaugural Address Reagan accepted the opportunity to air out his vision for the government. While referring to the economic ills suffered by the state in several decades, he clearly urges Americans that government is not the solution† to the present crisis (Reagan, para 8). The most interesting element of his speech is that he tries to create a sensation of belonging among the Americans by emphasizing on the indigence for the masses to govern themselves first before they think of governing others (Reagan, para 10). His confidence in the people to revive America from economic woes by emphasizing the achievements and duties of the multitude can be felt throughout his speech (Reagan, para 11-30). Reagan creates an argument with the aim of inspiring the Americans to be the future heroes of their government. His speech clearly elucidates the platform that founded America (West Valley College, para 2).The riots present a true picture of police brutality t hat led to the reawakening of many Americans. The most interesting element in the article is that even despite Rodney giving himself to the police, they decided on their own that he was resisting arrest and went down to take power into their hands and beat him. Firing live at the suspect further introduces the nature of police brutality that the people felt silently as traffic violations were offenses punishable by courts of law. On the other hand, since the suspect was black, there was increased interest among African American community, which felt people silently suffered from racism and police brutality. Reagan, Ronald. First Inaugural Address. U.S. Inaugural Addresses. 20 Jan. 1981. [Web] 15 June 2015. [Available at] bartleby.com/124/pres61.htmlWest Valley College. Cooper Goldin. [Web] 15 June 2015. [Available at] instruct.westvalley.edu/kelly/Distance_Learning/History_17B/Readings/Cooper_Goldin.htm

Colleges that Require the ACT Writing Test

Colleges that Require the ACT Writing Test If youre trying to decide whether you should take the ACT with Writing or just the regular ACT, the list below can help. It includes all of the colleges and universities in the 50 United States that require the ACT writing section. Realize, however, that there are hundreds of colleges that recommend the ACT Plus Writing even if they dont require it. Unless you know that the schools to which you are applying dont care about the writing section, it may be wise to spend the extra half an hour and $16.00 to take the ACT Plus Writing. The schools that require the ACT Writing Test range from elite Ivy League schools to small unaccredited colleges that you probably havent heard of. Ive listed the schools by state. The schools on the list were identified using ACTs search tool. Colleges change their requirements frequently, so be sure to double-check with the schools for the most accurate and up-to-date information. You can click on a schools name to get more information including acceptance rates and typical ACT and SAT scores for admitted students. Note that the number of colleges requiring the ACT with Writing has gone done by a couple dozen schools after the SAT dropped the required writing section from its exam in March of 2016. Some schools had required the ACT Writing Test to put the SAT and ACT on equal footingstudents taking either exam would need to take the writing test. Now that writing is optional for the SAT, many schools have decided to make it optional for both exams. Alabama Auburn UniversityUniversity of Alabama at Tuscaloosa (Bama, UA, Alabama) Alaska None Arizona None Arkansas None California California Institute of TechnologyChapman UniversityClaremont McKenna CollegeGolden State Baptist CollegeHarvey Mudd CollegeOccidental CollegePatten UniversityScripps CollegeSoka University of AmericaStanford UniversityUniversity of California at Berkeley (Berkeley)University of California at Davis (UC Davis)University of California at Irvine (UC Irvine)University of California at Los Angelos (UCLA)University of California at Merced (UCM)University of California at Riverside (UCR)University of California at San Diego (UCSD)University of California at Santa Barbara (UCSB)University of California at Santa Cruz (UCSC)University of La VerneUniversity of San DiegoWestmont CollegeWhittier College Colorado None Connecticut Coast Guard Academy (USCGA)University of Connecticut at Storrs (UConn)Yale University Delaware Delaware State UniversityUniversity of Delaware (UD) District of Columbia Gallaudet University Florida Florida AM (FAMU)Florida Atlantic UniversityFlorida Gulf Coast University (FGCU)Florida International University (FIU)Florida State UniversityTrinity Baptist CollegeUniversity of Central Florida (UCF)University of MiamiUniversity of North FloridaUniversity of South Florida at TampaUniversity of West Florida Georgia Berry CollegeEmory UniversityGeorgia Institute of Technology (Georgia Tech)Georgia Southern UniversityGeorgia State UniversityLife UniversityMorris Brown College Hawaii University of Hawaii at Manoa Idaho None Illinois Morthland CollegeNorthwestern UniversityPrincipia CollegeSt. Joseph College SeminaryVanderCook College of Music Indiana Fairhaven CollegeIndiana University-Purdue University Fort Wayne (IPFW)Indiana University EastUniversity of Evansville Iowa None Kansas None Kentucky Louisville Bible College Louisiana None Maine None Maryland Towson UniversityWashington Adventist University Massachusetts Atlantic Union CollegeBabson CollegeBoston CollegeBrandeis UniversityEmerson CollegeGordon CollegeHarvard UniversityNortheastern UniversityOlin College of EngineeringSpringfield CollegeSuffolk UniversityWellesley College (photo tour) Michigan College for Creative StudiesMichigan State UniversityUniversity of Michigan at Ann Arbor Minnesota Martin Luther CollegeUniversity of Minnesota, MorrisUniversity of Minnesota, Rochester Mississippi None Missouri College of the OzarksEvangel UniversityUrshan College Montana University of Montana-Western Nebraska None Nevada None New Hampshire Dartmouth CollegeUNH, University of New Hampshire (Durham) New Jersey Caldwell CollegePrinceton UniversitySeton Hall University New Mexico None New York Concordia CollegeFive Towns CollegeFordham UniversityJohn Jay College of Criminal Justice (CUNY)LIM CollegeList College (Jewish Theological Seminary of America)Maritime College (SUNY)Molloy CollegeOld Westbury (SUNY)Pratt InstituteSiena CollegeStony Brook University (SUNY)Syracuse UniversityUniversity at Buffalo (SUNY Buffalo)Vassar CollegeWest Point (United States Military Academy) North Carolina Duke UniversityElizabeth City State UniversityElon UniversityFayetteville State UniversityMars Hill UniversityNorth Carolina Central University (NCCU)Queens University of CharlotteUniversity of North Carolina School of the ArtsUniversity of North Carolina at Asheville (UNCA)University of North Carolina, GreensboroUniversity of North Carolina, Wilmington (UNCW)Western Carolina UniversityWinston-Salem State University North Dakota None Ohio Case Western Reserve UniversityGod’s Bible School and CollegeLake Erie CollegeUniversity of Toledo Oklahoma None Oregon Oregon State UniversityPortland State UniversityWestern Oregon University (WOU) Pennsylvania Arcadia UniversityDelaware Valley CollegeLafayette CollegeLehigh UniversityMuhlenberg CollegeUniversity of Pittsburgh (Pitt)University of Pittsburgh at GreensburgUniversity of the Sciences in PhiladelphiaVillanova UniversityYork College of Pennsylvania Rhode Island Brown UniversityRhode Island CollegeRhode Island School of Design (RISD) South Carolina Clemson UniversityUniversity of South Carolina at Columbia (USC)Wofford College South Dakota None Tennessee Vanderbilt University Texas Hardin-Simmons UniversityMidwestern State UniversityPaul Quinn CollegeSouthwest School of ArtSt. Edwards UniversityStephen F. Austin State UniversityTarleton State UniversityTexas AM at College StationTexas State UniversityUniversity of DallasUniversity of Mary Hardin-BaylorUniversity of St. ThomasUniversity of Texas at AustinUniversity of Texas at Dallas (UTD) Utah None Vermont Saint Michaels College Virginia University of Virginia at CharlottesvilleWashington and Lee University Washington University of Washington Tacoma West Virginia West Virginia University Institute of TechnologyWest Virginia University Wisconsin None Wyoming Wyoming Catholic College

Individual Paper(Gold Mining Company-Vale) Essay

Individual Paper(Gold Mining Company-Vale) - Essay Example Vale SA is also considered as the largest producer of nickel metal. Vale is a company that also produces copper, ferroalloys, manganese, kaolin, bauxite, potash, aluminum, as well as alumina. Under the electronic energy sector, Vale SA participates in a consortium that currently operates approximately 9 hydroelectric power projects (Anac and Gozen, 2003). Currently, the shares of the company are trading in the stock markets of New York, Paris, Sao Paulo, Madrid, as well as Hong Kong. The ownership of this company is found in the form 20-A US SEC. A smaller portion of this company is under the ownership of the Brazilian government. Another significant portion of the company’s shares is held by the Brazilian national pension fund. Agtmael (2007) explains that the foreign activities of Vale SA are always based on the Cayman Islands. This is because the Island is a tax haven for multinational companies operating in it. This paper analyzes the financial position of Vale SA in the eyes of an investor who is out to acquire the company. In analyzing the financial position of this company, the researcher will use the tools of financial analysis, and this includes the use of financial ratios. In interpreting the financial performance of this company, the researcher will also analyze the micro-economic performance of the company, as well as its global performance. This paper uses the financial statement of Vale Mining Company, for the year 2013. Vale SA was an organization that was owned by the Brazilian government, until 1997 when the company was privatized. In 2001, the company developed a plan of diversifying its operations that made it to transform into a big mining company. However, Agtmael (2007) denotes that the company has not managed to diversify its activities beyond the production of iron ore, and other related metals. Sagebien (2011) goes on to denote that Vale SA is the