Case about International Commercial Arbitration Essay

Case about International Commercial Arbitration - Essay Example In the case of CalCo and IndCo, while disputes arose between them, CalCo filed a request for arbitration with ICC claiming various defaults and damages due to breaching contracts before attempting to resolve disputes inter alia. When IndCo filed suit in Mumbai High Court seeking inter alia with CalCo before the arbitration proceeding to be done and argued the contract was invalid or incapable of being performed the claimant filed a claim with California Federal Court to compel arbitration proceedings. IndCo responded saying that American court should wait until Mumbai court decides on the case and the contract has violated US antitrust laws. IndCo was still on the argument that the case is not arbitrable. According to the ‘arbitrational clause’ that both IndCo and CalCo agreed upon, each party has to appoint one arbitrator and the third one shall be appointed by Indian Chamber of Commerce, but this was not considered by ICC. Even though ICC tribunal decided that the case has close connection with Indian law and hence the contract is valid and awarded the claimant $ 2,000,000, the primary claims of IndCo that it is not arbitrable as according to their clause that an arbitration can be done only when both parties are unable to solve by negotiation, and secondly the appointment of arbitrators is not according to what both parties had agreed upon can be considered to be valid but this was not so considered by ICC. According to Article 10 of ICC (2008), â€Å"In the absence of such a joint nomination and where all parties are unable to agree to a method for the constitution of the Arbitral Tribunal, the Court may appoint each member of the Arbitral Tribunal and shall designate one of them to act as chairman. In such case, the Court shall be at liberty to choose any person it regards as suitable to act as arbitrator, applying Article 9 when it considers this appropriate† (p. 9).

Erich Maria Remarque and the Nature of War Essay Example for Free

Erich Maria Remarque and the Nature of War Essay Unlike truly historical works emphasizing the human side of war, for example, Cornelius Ryan’s The Longest Day or A Bridge Too Far, in which the author provides highly detailed accounts of historical events through the eyes of participants leading to an objective treatment and analysis of those events, Erich Maria Remarque’s All Quiet on the Western Front is a novelization of the experience of German soldiers in World War I. Remarque thus follows a literary line which includes William Shakespeare’s Henry V, Stephen Crane’s The Red Badge of Courage, and Leo Tolstoy’s War and Peace and extends through cinematic efforts such as â€Å"The Big Red One† and â€Å"The Hurt Locker†, which utilize historical context in order to examine the transformative nature of war on those most intimately involved. Each work examines a central theme, e.g., patriotism, cowardice, social change, brotherhood, etc., interwoven with and supported by details of various wars. The particular details chosen by the authors, with the possible exception of Tolstoy who seemingly left nothing out of his opus, are those lending support to that central theme. Thus, to understand the process used by Remarque in making his choice of which details of World War I to include in All Quiet on the Western Front, one must first ascertain his thesis and its origin. Referring to the biographical notes following the novel, we learn that Remarque â€Å"was himself in combat during World War I, and was wounded five times, the last time very severely (Remarque, 1928, p. 297).† That during the time of his service Remarque was near the age of his protagonist, Paul Baumer, suggests an autobiographical nature to the novel and lends credence to the story that no second hand account could provide. Yet Remarque does not take the opportunity to provide closure to his experience or to provide a set of objective conclusions to the war. Drawing again from the biographical notes, Remarque possessed â€Å"intense determination to concentrate in his fiction upon the worst horrors of the age, war and inhumanity (Remarque, 1928, p. 297)†. Three major themes can be found within All Quiet on the Western Front combining to support Remarque’s ideology – the legitimacy of statehood, the futility of war, and the dehumanizing effects of war. Given his experiences and his viewpoint, what details did Remarque expound upon and to what purpose? In a discussion  among the soldiers as to the origins of the war, they openly question the authority by which war was declared. When Tjaden asks how wars begin, Albert answers, â€Å"Mostly by one country badly offending another (Remarque, 1928, p. 205).† Yet it is this notion of country which perplexes the most. In Europe’s past, wars were fought over disputes between smaller nation states by order and to the benefit of local rulers. This was clearly not the case in World War I, a fact not lost on the soldiers: â€Å"But what I would like to know,† says Albert, â€Å"is whether there would have been a war if the Kaiser had said No.† â€Å"I’m sure there would,† I (Paul) interject, â€Å"he was against it from the first (Remarque, 1928, p. 203).† What the soldiers had not yet come to terms with was the rampant nationalism that had swept Europe. Rising from the Industrial Revolution, nurtured by the Atlantic revolutions, and spurred by the globalization of trade, Europeans of smaller states set aside their notions of subjects under a common ruling dynasty to a sense of unity among peoples bound by blood, customs and culture. â€Å"All of this encouraged political and cultural leaders to articulate an appealing of their particular nations and ensured a growing circle of people receptive to such ideas. Thus the idea of â€Å"nation† was constructed or even invented, but it was often presented as an awakening of older linguistic or cultural identities (Strayer, 2011, p. 797).† Such were the notions the young schoolboys received from their schoolmaster Kantorek who spoke of country and honor before shepherding them to their enlistment. Yet, when those identities failed to adequately address the cultures affected, as in Austria-Hungary, nationalism failed to suppress dissent. With the assassination of Archduke Franz Ferdinand, heir to the Austrian throne, by a Serbian nationalist, the system of rigid alliances established among the emerging nations plunged the world into war (Strayer, 2011, p. 979). After further reflection, the soldiers began to understand how they came to be in a war whose causes could not be satisfactorily explained by patriotism alone: â€Å"State and home-country, there’s a big difference.† (Kat) â€Å"But they go together,† insists Kropp, â€Å"Without the State there wouldn’t be a home country (Remarque, 1928, p. 205).† Remarque addresses the futility of war in various ways. He describes the effects of the material  advantages of the Allies throughout the war, particularly following the entrance of American forces, foretelling defeat for Germany in a war of attrition: â€Å"Our lines are falling back. There are too many fresh English and American regiments over there. There’s too much corned beef and white wheaten bread. There are too many new guns. Too many aeroplanes. But we are emaciated and starved. Our food is bad and mixed with so much substitute stuff it makes us ill†¦..Our artillery is fired out, it has too few shells and the barrels are so worn that they shoot uncertainly and scatter so widely as even to fall on ourselves (Remarque, 1928, p. 280).† Most tellingly, Remarque condemns the madness of trench warfare which â€Å"resulted in enormous casualties while gaining or losing only a few yards of muddy, blood-soaked ground (Strayer, 2011, p. 982).† Paul’s Company engages in a protracted, vicious trench battle in Chapter Six in which they are first driven back in retreat, regain the lost ground after an hour to eat, and push forward into the French trenches before realizing their new position is untenable. â€Å"The fight ceases. We lose touch with the enemy. We cannot stay here long but must retire under cover of our artillery to our own position (Remarque, 1928, p. 117).† In the end, it was everything ventured, nothing gained. The senseless loss of life on both sides and the indifference to the carnage is highlighted in his description of the battlefield itself. â€Å"The days are hot and the dead lie unburied. We cannot fetch them all in, if we did we should not know what to do with them. The shells wil l bury them (Remarque, 1928, pp. 125-126).† Lastly, Remarque relentlessly stresses the dehumanization of the soldiers throughout the course of the war. In his forward, Remarque makes his purpose for writing All Quiet on the Western Front clear: â€Å"It will try to simply tell of a generation of men who, even though they may have escaped shells, were destroyed by the war (Remarque, 1928, p. i).† The first step in the process comes with the realization that those shaping their future have done so with an agenda of their own. In speaking of Kantorek the schoolmaster and Corporal Himmelstoss, Paul reflects, â€Å"For us lads of eighteen they ought to have been mediators and guides to the world of maturity, the world of work, of duty, of culture, of progress – to the future†¦the idea of authority, which they represented, was associated in our  minds with a greater insight and a more humane wisdom. But the first death we saw shattered this belief (Remarque, 1928, p. 12).† The second phase in the downward spiral is presented as the desensitization of the individual. Remarque portrays this through the soldier’s continued acceptance of the squalor of their condition. Through poor rations, living in mud filled trenches, and being in constant fear for their lives from regular shelling associated with trench warfare and from the use of a deadly new weapon, mustard gas, Paul and his comrades develop a detached persona which shields them from their hideous reality: â€Å"Just as we turn into animals when we go up to the line, because it is the only thing which brings us through safely, so we turn into wags and loafer when we are resting†¦We want to live at any price so we cannot burden ourselves with feelings which, though they might be ornamental enough in peacetime, would be out of place here (Remarque, 1928, pp. 138-139).† A third phase lies in the objectification of the soldier by others. Remarque best accomplishes this in his portrayal of medical treatment for the wounded. Early on, he establishes this premise through the death of Franz Kemmerich. A lack of supplies has denied him morphine to reduce his suffering. The higher than expected casualty count has begun to turn doctors into processors of human flesh: â€Å"One operation after another since five-o’clock this morning. You know, today alone there have been sixteen deaths – yours is the seventeenth. There will probably be twenty altogether (Remarque, 1928, p. 32).† Kemmerich’s body is quickly processed: â€Å"We must take him away at once, we want the bed. Outside they are lying on the floor (Remarque, 1928, p. 32).† As the war drags on and casualties mount, the individual casualty becomes less a patient and more a number. Following an injury, Paul enters the hospital to learn of the latest advance in wartime triage: â€Å"A little room at the corner of the building. Whoever is about to kick the bucket is put in there. There are two beds in it. It is generally called the Dying Room. They don’t have much work to do afterwards. It is more convenient, too, because it lies right beside the lift to the mortuary (Remarque, 1928, p. 257).† Through his experience in the hospital, Paul comes to a stark realization, and Remarque drives home his point: â€Å"A man cannot realize that above such shattered bodies there are still human faces in which life goes its daily round. And this is only one hospital,  one single station; there are hundreds of thousands in Germany, hundreds of thousands in France, hundreds of thousands in Russia. How senseless is anything that can ever be written, done, or thought, when such things are possible. It must be all lies and of no account when the culture of a thousand years could not prevent this stream of blood being poured out, these torture-chambers in their hundreds of thousands. A hospital alone shows what war is (Remarque, 1928, p. 263).† The ultimate phase is the transition of the soldier from object to invisibility. Paul’s death, and the â€Å"matter if fact† manner in which Remarque presents it, stands in stark contrast to the official report of the day – â€Å"All quiet on the Western front. (Remarque, 1928, p. 296).† The fate of a man has been subordinated to the fate of a nation without the nation realizing his sacrifice. Throughout All Quiet on the Western Front, Erich Maria Remarque selects his details of World War I to support his themes decrying nationalism, the meaningless state of war, and the disintegration of the human spirit through the pursuit of warfare. No mention is made of specific battles or individual acts of heroism. The lack of specificity adds to the tone of the general, unyielding nature of war. Heroism, writ with a capital â€Å"H†, is a concept not to be found in Remarque’s world of war. In presenting his details of World War I, Remarque remains unyielding in his portrait of the destruction of the human condition on the altar of national pride. REFERENCES Remarque, E. M. (1928). All quiet on the western front. Ballantine Books. Strayer, R. W. (2011). Ways of the world; a brief global history with sources, volume 2: Since 1500. 7th edition: Bedford/St. Martins.

Is LEED a Worthwhile Investment for Today’s Environmentally Savvy Devel

Is LEED a Worthwhile Investment for Today’s Environmentally Savvy Developer? What is Wrong with the Environment It should not be a surprise to anyone that landfills around the world are filling up. The North American lifestyle is one to which the majority of the undeveloped world aspires. Such a lifestyle is, however, completely unsustainable, today, in terms of greenhouse gas emissions, non-renewable resource consumption, and non-biodegradable waste production, let alone in the future as other countries become developed. As some of the second and third world nations such as China and India quickly jump toward production levels that match those of the developed world this epidemic is destined to worsen. Thus, many different groups have stepped in to develop plans and programs to curb the destruction of our wonderful planet. One of these programs that focus specifically on the construction industry is the Leadership in Energy and Environmental Design Green Building Rating System (LEED). This program is designed to create awareness and try to decrease the environmental degradation created from c onstruction and demolition. When and How Did LEED begin? This program was designed in 1998 by a government funded organization called the United States Green Building Council. This program was created to generate incentive for environmentally friendly contractors and architects to continue pursuing the implementation of environmentally friendly building practices. Soon, that guide became the leading green construction guide in the United States. As commonly occurs when an idea gains acceptance in the American market, there soon became a demand for a Canadian version of that same guide. The American guide was adopted and aug... ...r Toxic Substances and Disease Registry, Benzene, found on April 12, 2007, http://www.atsdr.cdc.gov/mhmi/mmg3.html †¢ http://oce.ncran.gc.ca/newbuildings.cbip.cfm †¢ Canadian Green Building Council, LEED Certified Projects in Canada – Complete Listing, Retrieved April 7, 2007, http://www.cagbc.org/uploads/LEED_Certified_Projects_in_Canada_Updated_070226.p df †¢ Dauncey, Guy. LEEDing the Way; Alternatives Journal, Nov/Dec2004, Vol. 30 Issue 5 http://web.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdf?vid=5&hid=19&sid =323f957c-9796-40e2-a7cd-8a3a5bf34e6f%40sessionmgr2 †¢ Recycle Steel.com http://www.recycle-steel.org/PDFs/2005Graphs.pdf †¢ Terri Meyer Boake, Caroline Prochazka. LEED: A Primer, 2007 from Academic Search Premier †¢ Mark Gorgolewski. â€Å"The Implications of Reuse and Recycling for the Design of Steel Buildings† from Academic Search Premier

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Converse Target Market Analysis

The Nike-owned American sportswear company has taken over its own distribution in China, moved senior marketing staff to China and put Nike ad agency Wieden & Kennedy in charge of a campaign centered on â€Å"Love Noise,† a documentary film (as well as an integrated marketing campaign) about one of the most quintessential aspects of the music world: the road trip. Two bands, 3,584 miles In August 2008, two Beijing-based groups — the post-punk-rock band P. K. 4, already one of the most influential bands in China, and Queen Sea Big Shark, a hybrid dance-rock group — traveled more than 3,584 miles by bus for two weeks. Alongside local bands in each venue, the two groups performed in six Chinese cities: Nanjing, Hangzhou, Changsha, Wuhan, Xi'an and Beijing. As the tour and story unfold, nine featured musicians reveal their personal journeys on the road to self-expression. The documentary was directed by Liu Feng, a filmmaker who joined Wieden & Kennedy in 2005. The program was created by the independent agency with media-planning support from WPP's Mindshare. Both companies also work with Nike, which acquired Converse in 2003. The documentary rolled out last month and will be distributed to consumers who purchase Converse shoes at local retailers through the end of March. It's a risky move to adapt Converse's music-oriented U. S. strategy for China, because the country's independent music scene is still very small. On tour, unknown bands typically attract dozens or hundreds of people, not thousands. China's independent music scene doesn't have anywhere near the mass appeal it has in the West. It's at the pioneering stage at this point, but it is growing,† said Cheryl Calegari, who relocated to Shanghai as Converse's senior marketing director for Asia/Pacific last January. Close ties with music world Converse has cultivated close ties with the music world for decades. The Chuck Taylor All Star and other Converse shoes have been worn by music legends such as Sid Vicious and Blondie, and Converse created a special-edition shoe for Kurt Cobain. Throughout our 100-year history, we've always celebrated art, music and fashion, so it was a natural fit for us to be a part of what's happening in China,† Ms. Calegari said. Before joining Converse in 2005, she worked with fashion brands such as Tommy Hilfiger and Kenneth Cole. Ms. Calegari arrived in China at about the same time the Nike subsidiary stepped up its presence in the mainland. It has increased its marketing investment and last year switched from a licensing setup to a distributor model. Converse shoes are now sold in more than 1,800 retail outlets in China.