International corporate governance Coursework Example | Topics and Well Written Essays - 3500 words

International corporate governance - Coursework Example he corporate sector of Australia has previously been regarded to hold the same core features as those of the United States and the United Kingdom.7 These issues will be discussed thoroughly in the later sections. The goal of corporate governance, which offers guidelines to direct the decisions and responses of the board and management, has been widely agreed to be concentrated on ‘enhancing corporate profit and shareholder gain.’8 Quite frequently this is understood as ‘maximising shareholder value,’9 and quite frequently as well can be understood as allowing profit and advantage today to the detriment of profit and advantage in the future. Indeed, temporary shareholder profit and corporate advantage is simpler to determine and easier to integrate in corporate decision making and could even be reasonable to quick fix or temporary shareholders.10 However, an exclusively short-range focus may result in inadequate ventures in training and innovation, for instan ce, so that potential competitive advantage is risked, to the absolute loss of the shareholders.11 Due to these grounds, defining the corporate objective only in relation to ‘maximising shareholder value’ is not enough. A more adequate way to define the corporate objective is ‘maximising wealth creating potential.’12 This is tantamount to sustaining the company for the gain of every shareholder by pursuing actual long-term economic growth. Theorising Corporate Governance Two major features of present-day companies are the distribution of equity among shareholders, and the separation of control and ownership.13 The concept of agency cost is defined by Jensen and Meckling (1976) as the ‘sum of (1) the monitoring expenditures of the principal, (2) the bonding expenditures by the agent, and (3) the residual loss.’14 Agency costs, more particularly, may comprise the direct losses of advantages or assets and/or expropriation because of managerial ine ptitude or lenience.15 Management, as argued by Shleifer and Vishny (1997), can carry out asset expropriation in a variety of ways, such as directly pilfering wealth from the accounts of the company, transferring the assets of the company through ‘subjective’ pricing to their own companies, or trading valuable company resources to their own companies at low prices.16 However, management lenience could be the more unfavourable kind of agency cost. Management may boost their purchase of luxuries at the expense of the company, or raise their position by enlarging the company’s size even though the expansion is not justified on competence bases.17 The direct expropriation of a company’

Types of Conflict Essay Example for Free

Types of Conflict Essay Conflict in business meetings usually falls into two categories: 1. Real professional differences – Conflict can arise from very real differences in professional opinions. In many cases, these differences dont develop into open conflict. But conflict is more likely when the outcome is extremely important, when the decision being made is irreversible, or when the impact of making the wrong decision will reflect badly on those involved. When this type of conflict is left unresolved, it can rapidly spoil relationships. 2. Power struggles and personality issues – Conflict can arise when individuals or groups dislike one-another, or feel that their positions are being threatened. This type of conflict tends to be more about peoples personalities than about facts or decisions being made. The techniques well discuss below still apply, but you may also need to resolve the underlying problem. For more on this, see our articles on Conflict Resolution (in particular, Thomas and Kilmanns conflict styles) and on Resolving Team Conflict. Reducing the Opportunity for Conflict The best defenses against conflict often involve preparing thoroughly before the meeting, and chairing strongly during the meeting. If you develop a reputation for running tightly structured meetings, theres less chance that individuals who attend those meetings will try to pursue their own agendas. See Running Effective Meetings for practical tips on how to do this. Send out the agenda in advance, and when the meeting begins, ask the group to agree to it. Then follow your agenda closely, but dont be overly rigid. If a conflict arises, a good agenda makes it easier to recognize that the group is going off course. If people agree to the meetings goals, interruptions that lead to conflict arent as likely to occur. You should also be alert for meetings where the atmosphere and dynamics of the people involved make it more likely for conflict to arise. These include gatherings where known troublemakers – individuals or groups with a history of causing conflict – are present. They also include meetings of new teams that have reached the storming stage of their team development – when individuals begin to struggle for influence, but the team hasnt yet established effective ways of working. Read more about this in Forming, Storming, Norming, Performing. In these situations, state the meeting rules in advance. For example, meeting rules might be as follows: †¢ Individuals will be allowed to speak after raising their hands – and only one person may speak at a time. †¢ The chair may summarize what has been said to make sure everyone understands. †¢ Everyone will be invited to contribute, so that one person cannot take over the discussion. As chair, you must be firm about managing and enforcing these rules! If the team needs to make decisions, you may also want to establish the decision making process, and ask all participants to agree to this. Gaining Benefits from Conflict Have you ever attended a meeting in which a conflict – probably the real professional disagreement type – was successfully resolved? If so, you can appreciate the benefits of working through your differences to a satisfactory conclusion. Conflict is not, therefore, something you need to avoid at all costs. In fact, conflict can sometimes be the quickest and best way to make creative progress. You certainly dont want everyone automatically to say yes to everything without proper discussion! Spotting Potential Conflicts Early One key to spotting the first signs of conflict is watching body language. If the conflict is mostly due to professional differences, rather than personality differences, the sooner you allow people to make their points, the better. Make sure that people have the opportunity to express disagreement as soon a possible, so that issues can be resolved and the discussion can proceed on a correct basis. How do you know if someone is frustrated? Look for these signs: †¢ Making facial expressions of amazement or disagreement, such as shaking the head or rolling the eyes. The person may also fidget, or move around in a restless or nervous manner. †¢ Looking at other people to see if anyone elses body language or facial expressions reveal their disagreement with the speaker. †¢ Whispering or writing notes to another person. This may indicate that the frustrated person is checking on his or her position or trying to gather support for a confrontation. This can apply to both types of conflict. †¢ Staring, possibly in an intimidating way, at the speaker or potential target of confrontation. When you spot the signs of conflict brewing, use the resolution approaches set out in the next section proactively rather than reactively. And nipping the problem in the bud is usually better, because then no one will have to live with the memory of what was said at THAT meeting. Resolving Conflict So, what if you follow these suggestions, and an unexpected conflict still occurs? What do you do then? Here are some approaches and techniques you can use. Depersonalization This involves wording issues so that they focus on what one party doesnt like rather than the person who is proposing the unpalatable option. How does this work in practice? Lets going back to our earlier example: Well, I can see your arguments for appointing Alison. But I just think James would be better, and youre not going to convince me otherwise. As a leader, you need to pick this up and rephrase the statement: So what youre saying is that while Alison clearly has strengths, James strengths may well be more important. From here, you can move the discussion into an objective analysis of the relative importance of different qualities. Questioning Another approach is to switch your teams focus from conflict to research. Encourage people to provide information, rather than state that theyre angry or disagree with something. To achieve this, use some carefully phrased questions. Dont just ask yes-or-no questions – try to clarify what people are thinking. Ask for specific examples, and perhaps suggestions for how the disagreeable idea would need to be changed to make it acceptable to them. In some cases, the alterations they want may be quite small. When a conflict arises in a meeting, you, as the chair need to take control. Dont let others start wading in to the conflict by interrupting you or the speakers. Remove or Reduce the Perceived Threat A key cause of anger or conflict is that people may perceive that they, or things they hold dear, are threatened. Perhaps they feel that something being discussed threatens their reputation, judgment, chances of leading a successful project, or chances of getting a bonus. Or perhaps they perceive a threat to a project theyve worked hard to promote, or believe in strongly. There are two parts to this: the perception of threat, and the threat itself. This is where you need to explore the issue and fully understand what it is. Its possible that the perception may be wrong – perhaps based on faulty or incomplete information. Here you need to supply the correct information. Or it may be that the perception is correct, and the person is right to feel threatened. Here you need to address the situation. Another thing you can do is make sure that you clear up unknowns, because the unknown is often treated as a threat. Going back again to our example of the Alison vs James hiring decision, you might ask the supporters of each to talk about what benefits their non-preferred candidate would bring to the team, and what areas for development theyd need to work on. Take Things Off Line There are times when you cant resolve a situation in a meeting: this is particularly the case where problems involve sensitive personal issues, which shouldnt be discussed in public. In this case, youll need to acknowledge the disagreement, and arrange a specific meeting to address the issue later on.

Theories of The London Riots

Theories of The London Riots Secondly, Karl Marxs class conflict theory of Marxism will be discussed regarding its theoretical input to the preliminary causing of the riots. Capitalism engenders crime through the infusion of egotistic tendencies with the failure of means to satisfy such demands. A financial hierarchy has been created in which wealth and material possessions are crucial when escalating up this hierarchy. Lastly, the theory of consumer culture shall be considered in response to the London riots. Consumer culture is broadly defined as ones desire and ability in living beyond basic needs. Merton (1938) suggests that crime occurs when an individuals ambitions of material wealth cannot be achieved in a socially acceptable manner, leading to means of deviance such as theft. Social Exclusion in response to the London riots. Individuals, families and groups can be said to be in poverty when . . . their resources are so seriously below those commanded by the average individual or family that they are, in effect, excluded from ordinary living patterns, customs and activities (Townsend, 1979). We need to remember that social exclusion doesnt just happen within the working classes; it can happen across all the classes. Social exclusion differs to Marxism in that it doesnt concern itself primarily with poverty, social exclusion can be multi-dimensional in which poverty is typical, but not always implicated (Saunders, 2003). Social exclusion is contrast to Marxism in that the focus isnt on poverty and class. Social exclusion happens for many global roots, whether this can be through the decline of manufacturing industries and the creation of structural unemployment. Wilson (1996) highlights issues with people wanting to work but not having the necessary skills or education to do so. This therefore leads them into financial deprivation then essentially crime i.e. looting and robbery. University fees now situate themselves at  £9,000 alone. This prices out many individuals leaving them without the necessary education to strive and achieve in the workplace. In relation to the riots, it is this exclusion from societal expectations that leads individuals to have to fight for their place in society. Bauman and Rose also argue that active rejection of the lower class by society by downsizing industry creating higher unemployment, the labelling of those without jobs and the ideology that the lower class are criminogenic, violent, with many being ethnic. Social exclusion detracts poverty and class away from the causes of crime however, which was a very apparent concern in the spread of the riots. Coupled with this there is very little theory to actuall y explain the causes and effects of social exclusion in which is very apparent within the Marx theories. MacDonald and Marsh (2002) state that it has become a confusing and slippery catch-all phrase with no real explanation. Social exclusion reiterates the implication of dichotomy between exclusion and inclusion (Levitas 1996; see also Hills et al. 2002) in which is very poorly explained. Marxism in response to the London riots. Representation of anger and resentment from the working class, predominantly the poorest, most excluded individuals were shown towards the police, capitalism and racial victimisation throughout the London riots. The catalyst for the initial focus was the killing of Mark Duggan by police officials. Reports from the police and the news teams which followed this unlawful killing were contradictory and unclear leading to an uproar of frustration and anger. Marx would suggest that the police are an organisation of armed men, who look to implement the authoritarianism of the bourgeoisie. Furthermore, he would suggest that the media and police are all products of the same billionaires who fund and own such organisations. This coupled with the consumerist society is what drove individuals to rebel. The Marxist theory suggests that societal judgment of an individual is performed on the contents of their wallet and wardrobe as appose to their characteristics and personality (Clinnard and Meier, 2008). Marx states that where a ruling class classification is achieved; the individuals not situated in this group will revolt against them who do, thus creating power relationships between different social groups (Haralambos and Holborn, 2007). Inequality is largely fuelled through social deprivation; this creates jealousy, greed and conflict within societies and in turn leads to public displays of rebellion and revolt. The London riots of 2011 suggest that a society driven by consumerism encourages anti-social behaviour, coupled with the vast amount of material looting, we can assume that this revolt was aimed at the rich capitalists who situate themselves pinnacle within this hierarchy of wealth and importance. Whilst applying Marxism to the riots and the real world it would seem that accountability for essential parts of society are lacking. A Marxist society sees individuals who work hard being rewarded with wealth and stability for their efforts. Unemployment rates were exceptionally high within society at the time of the riots giving well educated and skilled individuals no means of income or alternatively, struggling whilst working hard in low paid jobs. Furthermore, within the riots it was stated that individuals involved were all low class, young and criminogenic complimentary to Marxist views of criminals being from a third class, lumpenproletariat. Amongst those convicted for rioting however was a millionaires daughter and law student who were firmly nestled within middle class families. Colvin and Pauly (1983) suggested that people in lower paid jobs are controlled at work through manipulation and coercion. This can further be seen in the lead up to the riots of August 2011 through the policing of communities. 73 per cent of individuals interviewed in the reading the riots article had been stopped and searched within the past year. Marx would suggest that this robust policing on specific communities are the ruling class exploiting the working class, thus explaining involvement within the riots as an act of hatred for the authorities. Consumer Culture in response to the London riots. Throughout the aftermath of the London riots many aspects of society have been subjected to culpability in the reasoning for the preliminary causing of this rebellion and revolt. However, rather a large aspect of societal influence hasnt been subjected to this liability, this being designers, retail companies and electrical suppliers. The riots were not focussed on the destruction of property or violent attacks upon our government/forces instead these riots were subject to obtaining goods free of charge. Footlocker, JJB, Carphone Warehouse etc. these were just some of the shops in which were targeted but these young individuals, this coming as no surprise. Businesses like these are home to the goods in which are most desirable by individuals today, highlighting that the riots happened due to an out of control consumerist ethos (Hawkes, 2011). Consumer culture has an illustrious history behind it. Slater (1997) stated that consumer culture is discovered every few decades; or, to be uncharitable, it has been redesigned, repackaged and relaunched as a new academic and political product every generation since the sixteenth century. Importantly, consumer culture became mass during the 20th century, particularly after the Second World War (Hall et al. 2008). This shows that under no measures will consumer culture be controlled. Consumption has now replaced production as the defining characteristic of Western societies (Lasch 1979, Bauman 1998). Advertising is dominant in every aspect of an individuals life, Facebook, Twitter, Amazon, these are all new and improved ways in which products can be publicised. It is this constant barrage of consumerism that leads to every aspect of an individuals life being consumeristic, education, where you reside etc. all are key in your social expression. Merton (1938) states that when a materialistic wealth is unable to be achieved through socially acceptable means, crime and deviance will occur. This links well with Youngs (2007) view of a bulimic society in that massive cultural inclusion is accompanied by systematic structural exclusion. He then continues to say that the consumer markets propagate a citizenship of joyful consumption yet the ability to spend (and sometimes even to enter) within the mall is severely limited. The riots of August 2011 where described as envy masked as a triumphant carnival (Zizek, 2011). Bankers, politicians, footballers etc. are all subject to ample amounts of publicity and it is their materialistic wealth that creates this want and envy, in turn, leading to individuals going to these extreme lengths in order to achieve such wealth. Hayward (2004) however creates a different notion. He believes that the material goods in which where taken during the riots where not for the wealth they bestowed but alternatively for the identity in which they gave the individual. Thus, where the employed and wealthy are also looting it is hard to label these select individuals into one generic category. This rebellion of consumerism and social exclusion that is seen everywhere when reasoning for the riots surely is incorrect. It was an attempt to join in (Bauman, 2011), climb that materialistic hierarchy and enhance your identity. Conclusion: The theories discussed above are merely three of many in which can account for the riots in August 2011. All three of these theories highlight issues surrounding poverty, class and the exclusion in which conjoins itself to this hierarchy of wealth. Karl Marxs capitalism suggests response to the riots in that a good capitalism is needed to rejuvenate Britain but we must then account for the question, can capitalism be reformed to account these lower class individuals or simply continue to exploit them? It is this exploitation in which needs to be controlled and accessed within many societal areas. It is extremely evident that the police forces abuse their stop and search powers and this is further targeted at the same individuals in which are secluded from society from governmental statues and manifestos; the youths, blacks and underprivileged. Education, direction and employment are very regularly inaccessible for these individuals which, in turn, lead to a lifetime in crime as means of survival. But where there is consumer culture, they will be exploitation. Our direction, our role models tend to locate themselves at the highest end of this hierarchy of wealth. We see the watches they buy, we see the clothes they wear, we see the cars they drive, this strive for success and these material goods are the main factors in which also spirals an individual into a life of crime. The London riots saw an extremely large number of individuals overlooking the laws and their morals to provide themselves with these material goods in which they probably wouldnt have owned without taking these measures. The conservative government have a history in capitalism, exploitation and the lack of societal values. We saw Margret Thatcher openly state these views throughout her time as prime minister but, in this modern society in which we live it has become obvious that these views will not stand and individuals will do anything in their power to rebel against this.

Letters vs. E-mail Essay -- Communication Writing Technology Essays

Letters vs. E-mail: Communicating through Writing My grandparents, aunts, uncles, and cousins live in Ireland leaving oceans and expensive air fare separating us. Through pictures, stories, letters, and phone calls I have come to know the history of my family, what brought my mother to this country, and what a life in Ireland is like. However, over time these forms of communication were not strong and consistent enough to enable me to build an emotional connection and relationship with specific members of my family. I mainly just heard my mother’s point of view and got to know my family through her experiences with them. That was before the invention of electronic mail, a faster, cheaper outlet for communication that can reach anyone in the world who has access to the World Wide Web. Without technology, cyber space, and e-mail I would have very little communication and understanding of my family in Ireland. Prior to the creation of e-mail, writing letters was the best way to communicate overseas or anywhere a phone company considered long distance. Phone calls were too expensive and the time difference between Ireland and Michigan made it inconvenient to reach someone at a suitable hour. Phone numbers and area codes are also constantly changing while e-mail addresses stay with you wherever you go. While I was in High School my family moved three times, making it difficult for my relatives overseas to keep up with which number was the most recent. However, they knew it was still possible to get a hold of us via e-mail. Communicating through letters was exhausting, demanded time, and required readable penmanship. It could take almost two weeks to receive mail and half the time it would... ...f writing provide for a fast and effective mode of communication. There are both positive and negative characteristics associated with the use of the postal mail system and the handwritten letter versus electronic mail and computer created text. However, without the invention of e-mail it would not be possible for me to communicate and keep in touch with my family overseas as often and frequently as I do. Thanks to e-mail I can now build a better relationship with family members I seldom get to physically interact with. Works Cited Baron, Dennis. â€Å"From Pencils to Pixels: The Stages of Literacy Technologies.† Tribble and Trubek 36. Lesser, Wendy. â€Å"The Conversion.† Tribble and Trubek, 227-231. Tribble, Evelyn, and Trubek, Anne, eds. Writing Material: Readings from Plato to the Digital Age. Addison Wesley Longman, Inc., 2003

Flute Chords

Safe and Sound Taylor Swift We Are Never Ever Getting Back Together Taylor Swift Hinahanap – Hanap Kita Daniel Padilla/Rivermaya Kahit Maputi Na Ang Buhok Ko Noel Cabangon Tanging Yaman Reflection (From Disney's Mulan) I E F G Look at me, E F G G C2 You may think you see E G F E D Who I really am, F F F G E D But you'll never know me. II E F G Everyday, E F G G C2 C2 it's as if I play G G F A part. III E F G Now I see, E F G G C2 If I wear a mask, E G F E DI can fool the world, F F F G E D C C but I cannot fool my heart. Chorus: D2 D2 D2 C2 D2 E2 C2 Who is that girl I see? B C2 A Staring straight, G C2 F Back at me. E G C2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 B C2 Who I am inside? (REPEAT III) D2 D2 D2 C2 D2 E2 C2 Who is that girl I see? B C2 A Staring straight, G C2 F Back at me. E G C2 C2 E2 E2 F2 D2 D2 D2 D2E2 C2 D2 When will my reflection show Someone I don't know? D2 D2 D2 C2 D2 E2 C2 Must I pretend that I'mB C2 A G C2 F Someone else for all time? E G C 2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 B D2 C2 Who I am inside? D2 E2 D2 C2 B G F†¦.. E D There's a heart that must be Free to fly B C2 C2 C2 That burns D2 E2 D2 D2 C2 B with a need to know G A E2 D2 E2 F2 The reason why (REPEAT CHORUS) ENDING: E G C2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 C2 B C2 Who I am inside? C2 C2 C2 C2 C2 C2 What Makes You Beautiful One Direction F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F You're insecure F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  CDon't know what for F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G A G You're turning heads when you walk through the door F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F Don't need make up F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C To cover up F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  F G A G Being the way that you are is enough F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  D2 D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G Everyone else in the room can see it F  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  D2 C2  Ã‚  A G Everyone else but you [CHORUS] A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody elseA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmed A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tell A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful F  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  A  Ã‚  Ã‚  G If only you saw w hat I can see A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G You'll understand why I want you so desperatelyA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G Right now I'm looking at you and I can't believe A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F That what makes you beautiful F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F So c-come on F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C You got it wrong F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  F  Ã‚  F  Ã‚  G A G To prove I'm right I put it in a song F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F I don't know why F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C You're being shyF  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G A G And turn away when I look into your eyes F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  D2 D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  A   Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G Everyone else in the room can see it F  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  D2 C2  Ã‚  A G Everyone else but you [REPEAT CHORUS] [BRIDGE] F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 A  Ã‚  A  Ã‚  Ã‚  G Nana Nana Nana Nanana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 Nana Nana Nana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 A  Ã‚  A  Ã‚  Ã‚  G Nana Nana Nana Nanana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 Nana Nana Nana A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody else A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmedA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tell A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful [CHORUS 2] A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody else A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmed A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tellA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful F  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  A  Ã‚  Ã‚  G If only you saw what I can see A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G You'll understand why I want you so desperately A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G Right now I'm looking at you and I can't believe A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh ohA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G F That's what makes you beautiful My Heart Will Go On (Titanic Theme Song) INTRO: C2 D2 E2 D2 E2 D2 C2 D2 G2 G2 F2 E2 C2 A A A F G C2 D2 E2 D2 E2 D2 C2 D2 G2 G2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   D2 E2 A2 G2 D2 I C2 C2  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2 Every night in my dreams C2 B  Ã‚  Ã‚  C2  Ã‚  C2 E2  Ã‚  D2 I see you, I feel you C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  C2 C2  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  D2  Ã‚  G That is how I know you go on II C2 C2 C2  Ã‚  C2  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2 Far across the distance C2  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  E2  Ã‚  D2And spaces between us C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  C2  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  D2 G You have come to show you go on Chorus: C2 C2 C2 C2 D2  Ã‚  G G2  Ã‚  F2 F2 E2 D2 Near,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  far, wherever you are E2 F2 E2  Ã‚  D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  Ã‚  B A†¦. G I believe that the heart does  Ã‚  Ã‚  go  Ã‚  on C2 C2 C2 C2 D2  Ã‚  Ã‚  Ã‚  Ã‚  G G2  Ã‚  F2 F2 E2 D2 Once  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  more you open the door E2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E2  Ã‚  Ã‚  D2 C2  Ã‚  Ã‚  Ã‚  B And you're here in my heart C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  E2  Ã‚  D2  Ã‚  C2 And my heart will go on and on (Repeat I and II, then Chorus) Ending: C2 C2 C2 C2 D2 G G2 F2 F2 E2 D2 E2 F2 E2 D2 C2 B B A C D E D E D C D G G G G G

FDI into China essays

FDI into China essays The Limited Potential of Chinas Western Region Foreign Direct Investment in China is expected to reach US$100 billion in every year of the 11th Five-Year Plan period (2006-10) (Annual 1). If history is any indication of the future, then China can expect biased distribution of these funds during the 11th Five-Year Plan. Attracting foreign direct investment is not an easy task. The region must possess a demanding consumer market, a developed infrastructure, and access to international markets. From 1983 to 2001 an estimated US$400 billion worth of FDI flowed into China. More specifically, the eastern coastal region accounted for 88% of Chinas total inflows of FDI, but the central region attracted just 9% and the western region little more than 3%(Ogutcu 13). The Chinese government is not ignoring this problem. The government has in fact devised the Western Development Strategy (Xibu Da Kaifa), which it officially launched in January 2000; however, disparities still remain and will continue to remain until the western region ca n become more attractive to exorbitant inflows of foreign direct investment. Although foreign direct investment into China has provided rapid growth and prosperity along the coastal region, Chinas western region will not see the same growth and foreign direct investment in future years. Foreign Direct Investment in the Eastern Coastal Region If a host country has a vast market size, an efficient infrastructure, and access to international markets, then it is a prime candidate for foreign direct investment. Above all, foreign investors have to consider the potential demand in their chosen local market. Without question, China has the most attractive emerging consumer market in the world. If one looks at a population density map (See figure 1 in Appendix) of China, one would see an obvious concentration of people alone the coast. China boasts an esti...