Explain the origins of the term BRICS

Explain the origins of the term BRICS Submitted by: Full Name(s): Isabel Full Surname: Rodrà ­guez Rodrà ­guez THE ORIGINS OF THE BRICS Introduction Jim O ´Neill coined in 2001 a new acronym that could threat the established world order after the Cold War suggesting that four emerging economies will dominate it by 2050. These countries are Brazil, Russia, India and China shaping the word BRIC and, from 2011 South Africa, added an S to the term and becoming BRICS. The aim of this essay is to bring the reader closer to the creation of this aforementioned block so discussed in the past decade. I will argue that although in the beginning could be understood as a term merely associated with investment in the countries mentioned above, it had been changed into a block of cooperation with a common objective: have a stronger voice in the world ´s politics. In the first paragraph, I will explain the origin of the term BRIC by Goldman and Sachs, in the second I will do a brief analysis ofthe first summit of the group and the relevance of it and finally, in the third one I will argue that BRICS are not only meant for trade but also politics. Discussion The term BRIC appears for the first time in 2001 to refer to the emerging economies of Brazil, Russia, India and China in a paper called Building Better Global Economic BRICs[2] written by Jim O ´Neill and published by the American investment bank Goldman Sachs. In the text, Jim O ´Neill argues that we cannot underestimate the countries mentioned below because those will be the future world powers. These countries were selected because its impressive economic growth, therefore they will be crucial in world ´s GDP. According to the author, China and India will become the suppliers of services and technology while Brazil and Russia would do the same for raw materials.   In fact, even in the more pessimistic scenario (extrapolating the growing rate of 2000 in future years), in the following 10 years, the BRICs would reach a 12% in world ´s GDP, pushed by China that will be the fifth largest economy in the world. For this reason, BRICs must have more re presentation in international forums and reach a representative voting, in special in G7 (Germany, Canada, United States, France, Italy and the United Kingdom) suggesting that they should change in a G9 in order to guarantee a correct representation. Two years later, in 2003, Goldman Sachs published another paper called Dreaming With BRICs: The Path to 2050[3] claiming that BRICS would have a larger GDP than the G6 by 2050. However, the BRIC ´s hypothesis has critics that claim that the term was created to promote the emerging countries as solid economies for long-term investment through a new classification: from just developing countries to BRIC in the same way that is more attractive to say Asian Tigers than the name of the four countries themselves.[4] Even the acronym suggests the image of a brick: solid, compact and heavy that it is aligned with the title of the first above mentioned paper. The title of the second paper Dreaming with BRICS: the path for 2050 also sugges ts that readers imagine the potential profit for the emerging economies of BRICs[5]. It shows the interest of Goldman Sachs in their own business, that its sell financial services. Probably we will not know for sure if it was just a way to promote their products of emerging countries, but is it undeniable that it was used as a catalyser for the economies involved.[6] Although the Goldman Sachs paper was published in 2001, the first BRIC ´s summit was not held until 2009 in Yekaterinburg (Russia), despite the dialogue started in 2006 in New York[7]. It was attended by the leaders Lula da Silva (from Brazil), Medvedev (Russia), Singh (India) and Jintao (China). It is relevant the year, in the middle of the financial crisis they needed to show strength, stability, and confidence as President Lula claimed We stand out because in recent years our four economies have shown robust growth. Trade between us has risen 500% since 2003. This helps explain why we now generate 65% of world growth, which makes us the main hope for a swift recovery from global recession (Lula da Silva 2009). It is not difficult to understand why even if we would think the forecast of Goldman Sachs was not realistic it was highly relevant the first summit if we consider the data of the countries involved. First, there are big countries, they represent the 40% of the surfac e area of the world and lastly, there are in strategic positions. Second, there are countries with dense population, in fact, they are the largest countries by population having a 50% of the worlds population. Third, regarding economics there contribute with a 22% of the world ´s GDP, being relevant the impressive growth rates, especially the case of China that did reach almost a 15% of growth in 2007[8]. It is also to highlight the third summit in Sanya (China) in 2011 in which South Africa joined the BRICs, adding an S to the acronym and becoming BRICS. However, we cannot forget how different these countries are, as a matter of fact, they do not even share the same political ideology and they have some very diverse perspectives on topics such as nuclear weapons. Then, why would they want to cooperate? Cooperation creates less dependence of the West in terms of trade, especially because they were no longer indulgent with the previous agreement of the World Trade Organization that shows the influence of the United States and European Union[9]. Cooperation also promotes the trade between the members, in 2001 was 21 million dollars in contrast to 280.000 million in 2014, it is to say that the trade rose more than 13 times.[10] Also, together they have much more bargaining power to balance the hegemony of the West, the representation on the financial institution such as World Bank or International Monetary Fund is very low[11]. In fact, the reform of the IMF ´s quotas in 2010 could be seeing as a direct success for the BRICS altho ugh it became effective in 2016.[12] Others scholars believe that the real goal of the BRICs summit was a call for cooperation between the countries due to the similarities of their issues (poverty, health care or food security) that is to say the transition towards a middle-income status.[13] It is undeniable that the relationship between them is at least singular because they think that the BRICS is meant for cooperation and not for conflict, the guiding principles are non-interferenceand national sovereignty[14]. For instance, Brazil did not criticise Russias annexation of Crimea showing to the world a united front[15]. As evidence shows it is much more than an intra-cooperation, the Russian president said The global problemsà ¢Ã¢â€š ¬Ã‚ ¦ cannot be effectively solved without the involvement of the BRICs countries[16] which give an idea of the political relevance that they wanted to achieve. The advantages of cooperation are not just relative to trade but also politics. Conclusion The BRIC was an acronym coined by Jim O ´Neill to refer to the emerging economies of Brazil, Russia, India and China. Although there is evidence that the term could help to promote financial products, it was also a catalyser for the economies involved. Although it took 8 years for the idea behind the BRICs to make true and another two years to became BRICS with a capital S standing for South Africa, the five countries have impressive figures in terms of population, GDP and growth which lead to a very successful cooperation. Despite that they do not share some core values (for instance, ideology) they cooperate showing to the world a united front thanks to the principle of no-interference. Together, they have the tools to promote trade between them but also to reach more bargaining power in order to balance the West in world ´s politics. The BRICS is not only a coalition for promoting trade or discuss domestic issues but also a way to make sure that their voice is heard. [1] Assignment Requirements Each participant is expected to submit a 2,000 word essay. The written piece should include a rigorous analysis of key issues raised and their validity; the text should be clear, readable, and follow standard academic publishing conventions, including appropriate quoting, footnoting and bibliographic referencing. Your essay can contain around 10% more or less words of the required word counting, i.e: around 100 words more or less than 2000. The following is a suggested format that you are expected to use: Font type and size: Arial at 11 point; Line spacing: 1.5; Alignment: Fully justified. Prior to typing in/pasting the contents of your assignment on page two of this document, please ensure that your text has been formatted in accordance with the above requirements as you wont be able to format it within this document. Prior to submission, please name the finalised and formatted document in accordance with the following pattern: Surname Name Module 1 Final Essay, e.g.: Doe John Module 1 Final Essay The deadline for submission of written piece is Thursday 23rd March before 17:00. Please submit your assignments via LSE GDP 2017 Custom Programme Moodle webpage. [2] Jim O ´Neill, Building Better Global Economic BRICs Global Investment Research, Goldman Sachs, 2001 Available at: http://www.goldmansachs.com/our-thinking/archive/archive-pdfs/build-better-brics.pdf [3] Dominic Wilson, Roopa Purushothaman Dreaming With BRICs: The Path to 2050 Global Investment Research, Goldman Sachs ,2003. Available at: http://www.goldmansachs.com/our-thinking/archive/brics-dream.html [4] Leon Wansleben, Dreaming with BRICs, Journal of cultural Economy 6, no.4 (2013)   p.4 doi:10.1080/17530350.2012.756826. [5] Ibid. [6] Ibid., p.6 [7] Oliver Stuenkel, Emerging Powers and Status: The Case of the First Brics Summit. Asian Perspective 38, no. 1. p.3 http://vex.com/vid/amerging-powers-status-brics-summit-494287502. [8] Data IMF. World Development Indicators Accessed 10 March, 2017 http://data.worldbank.org/datacatalog/world-development-indicators [9] Zaki LaÃÆ' ¯di, BRICS: soverignity power and weakness International Politics 49, no. 5 (2012): 614-32., p.5   doi:10.1057/ip.2012.17. [10]   WTO database Datos Comerciales y Arancelarios Accessed 10 March, 2017 Available at:   https://www.wto.org/spanish/res_s/statis_s/its2015_s/its15_highlights_s.pdf [11] Michael Cox, Towards a BRIC world? Lecture, London School of Economics Custom Programs, 7th march 2017 [12] Stuenkel, Emerging Powers and Status p., 2 [13] Stuenkel, Emerging Powers and Status p., 11 [14] Pedro Morazà ¡n et al., The role of BRICS in the developing world p., 5 (Luxembourg: EUR-OP, 2012) [15] Stuenkel, Oliver. Why Brazil Has not Criticised Russia over Crimea. The Norwegian Peacebuilding Resource Centre. https://www.files.ethz.ch/isn/180529/65655a04cd21b64dbcc9c8a823a8e736.pdf. [16] Oliver Stuenkel, Brics And The Future Of Global Order Lanham: Lexington Books, 2016.

Transformational and Transactional Leadership Essay -- Leadership Skil

Certainly, an army would not be able to battle in the war without a commander who in charges of the whole strategy. Correspondingly, any organisations cannot function without leaders. Leader is the most substantial element of successful organizations. Becoming outstanding leaders, leadership skill is vital in order to drive the organizations forward. Several leadership principles are extensively used these days. Burns (1978) identified two types of leadership comprise of transactional and transformational leadership. Hence, leaders should be capable to indicate which theory should be applied in accordance with organization’s culture and objectives. This essay aims to evaluate the resemblances and the differences between transactional and transformational leadership as well as the feasibility to utilize a mixture of them by giving the definitions and examples followed by the supporting researches and studies. Initially, transactional and transformational leadership are different in terms of implementation and its outcomes. However, transformational leadership was developed from transactional leadership (Downton, 1973). Bass (1985) defined transactional leadership as an exchange activity that leaders execute to motivate subordinates in order to achieve their tasks by giving out reward or punishment correspond with their performance. Additionally, active and passive management by exception are taken into account when it comes to misconception and faults. Bass (1985) stated that transformational leadership emphasizes the value of subordinates, encourages them to perform extra effort, and assures their comprehension on organization’s goals and objectives. Besides, idealised influence, inspirational motivation, intellectual stimulatio... ...) has shown that these two typologies work well in different frameworks, transformational leadership involves in procedural justice whereas distributive justice relies on transactional leadership. An association of both would maximize the level of trust on leaders. In conclusion, transactional and transformational leadership can be merged or used individually depending on various circumstances. However, they are partially correlated. In order to make the best use and get the desirable results out of these principles, leaders should attain a deep understanding of each theory as they are dissimilar in conducting. Moreover, an appropriate balance should be considered if leaders aim to integrate them together. In my point of view, either stand alone or combination usage would benefit to any organizations if the application of leaders was taken in proper situations.

Lesson Plan – 3

A Detailed Lesson Plan in Notes in the Five Main Lines of the Treble Clef I. Objectives At the end of this learning session, the students should be able to: A. will learn to identify the names of the notes on the staff in the treble clef. B. appreciates how the notes in the treble clef are important. C. creates new idea in forming a music. II. Subject Matter A. Topic Lesson: Notes in the Five Main Lines of the Treble Clef B. Instructional Materials Flash cards C. References Ricci Adams Copyright 2000-2005 http://www. childrensmusicworkshop. om/musictheory/lessons/html/id10_en. html Copyright  © 1999-2012 Demand Media, Inc. http://www. ehow. com/how_5125488_teach-children-music-notes. html http://www. ehow. com/how_6352010_beginners-can-learn-music-notes. html http://www. ehow. com/list_6188183_games-music-staff. html III. Procedures A. Preliminary Activity 1. Opening Prayer 2. Checking of Attendance 3. Mood Setting Teacher’s Activity| Student’s Activity| Hi class Good Morning! Today we will have a new lesson. Are you excited to learn new lesson? But before that I’m going to show you these pictures.What do you call this? (Showing G-clef)Okay, you are raising you hand, Ms. /Mr. _____________________Very good! Ms. /Mr. _____________________. You may sit down. Now, this one what can do you called this? (Showing the Staff)Yes you Ms. /Mr. _____________________. That’s right, Thank you Ms. /Mr. _____________________. And last, what is this? (Showing Quarter Note)Yes you Ms. /Mr. _____________________. Yes, thank you Ms. /Mr. _____________________. Okay, children. Look at the picture of the Staff. What do you observe? Let’s hear from, Ms. /Mr. _____________________.And how many lines and spaces does the Staff has? Very good observation, Ms. /Mr. _____________________. Ms. /Mr. ______________ said that the Staff has five lines and four spaces and that is right. Today, you will learn about the Five Main Lines and the Four spaces of t he Treble Clef. | Good Morning teacher Nikki! Yes we are! (students raising their hands)(students raising their hands)(students raising their hands)(students raising their hands)Teacher, the Staff has lines and spaces. The Staff has five lines and four spaces. | B. Lecture Teacher’s Activity| Student’s Activity|The staff is the foundation upon which notes are drawn. The modern staff is comprised of five lines and four spaces. When we say Treble Clef it is also called the G Clef. Class, please get your papers and your pens. Because we will draw G-clef. (Teacher Nikki is teaching how to draw the G-clef. )Okay, It seems that everyone knows how to draw it. Good job children And now, on the other piece of paper, draw the staff. Remember, that the staff is consists of 5 lines and four spaces. Everyone, all done drawing their own staff? Now everyone knows how to draw a G-clef and the staff.Let us combine the two. Always remember that the G-clef or any clef is located at the l eft side of the staff. On your drawn staff. We will add the G-clef. Draw a G-clef sign on your staff. Okay, everyone is done. Children, what do you observe to your drawing? Do you think it is incomplete Ms. /Mr. _____________________? Very Good answer Ms. /Mr. ____________ you may sit down. As Ms. /Mr. ____________ said that staff has Notes on it. We will discuss now the notes in the treble clef or the staff. Treble Clef consists of five lines and four spaces.Each lines and spaces represents a note. Now let us discuss the Names in the Line. There are five lines in the staff, and this notes spell out the word â€Å"E-G-B-D-F†To make you to be more familiar to name of the lines we will call it:â€Å"Every-Good-Boy-Does-Fine†Ms. /Mr. _____________________, what does E-G-B-D-F stands for? Alright Ms. /Mr. ____________ Were done with the lines of the staff, now let’s go with the Spaces. Just like the lines, spaces have names to. We can simply call it the, â€Å"F-A- C-E†What do we call the spaces in the staff Ms. /Mr. _____________. Thank you Ms. Mr. _____________ We are now familiar with the names inside the staff. Now, let us combine the names. As you seen, starting from the first line the next is the space, followed by the another line then space and line again, space and line and final space and the final line. It means that the first line stands for â€Å"E† followed by the space letter â€Å"F†. Then the line again stands for â€Å"G† and then the space â€Å"A†. Then the line again stands for â€Å"B† then the space letter â€Å"C†. The middle line stands for â€Å"D† for the next space letter â€Å"E† and for the final line stands for â€Å"F†.Or we can simplify this as, â€Å"E-F-G-A-B-C-D-E-F†| (Students get their papers and pens. )(Students are concentrating in drawing their G-clef. )(Students are drawing their staff. )Yes teacher! (Students are drawing. )(Ye s it is incomplete, because every treble clef has Notes on it. )â€Å"Teacher it is, Every-Good-Boy-Does-Fine†(Teacher, we call it F-A-C-E)| C. Application Teacher’s Activity| Student’s Activity| (Random Showing of Musical Flash Cards)For your activity we are going to play, play but just sitting on chair. I am going to show you flash cards and then tell me what note is it.Let us answer all together. But children remember, do not shout Are you ready children? What note is this.. Next.. Finally.. Very Good children! Thank you for your participation. | (Yes we are! )â€Å"E-F-G-A-B-C-D-E-F†| D. Evaluation Teacher’s Activity| Student’s Activity| For your quiz, get a piece of your paper and then number it from number one to 5. Ready class? Okay let us start. Answer these questions without cheating. I’ll only repeat it twice, so please listen carefully. 1. The Musical staff is consists of ________________ and ________________. 2. There are _____ lines in the staff. 3.There are _____ spaces in the staff. 4. What are the names in the spaces of the staff? 5. What are the names in the lines of the staff? All done? Pens Up! Please pass your papers in front. I’ll give the results tomorrow. And the highest will receive a small prize | (Students get papers) Answer:1. Lines and Spaces2. 5 / five3. 4/ four4. F-A-C-E5. E-G-B-D-F| E. Assignment Teacher’s Activity| Student’s Activity| For your assignment. Please read about Bass clef and Ledgers lines. That’s it for now. Hope you learn something today. God bless. | (Students take notes)Goodbye and Thank you, Ma’am. | Lesson Plan – 3 A Detailed Lesson Plan in Notes in the Five Main Lines of the Treble Clef I. Objectives At the end of this learning session, the students should be able to: A. will learn to identify the names of the notes on the staff in the treble clef. B. appreciates how the notes in the treble clef are important. C. creates new idea in forming a music. II. Subject Matter A. Topic Lesson: Notes in the Five Main Lines of the Treble Clef B. Instructional Materials Flash cards C. References Ricci Adams Copyright 2000-2005 http://www. childrensmusicworkshop. om/musictheory/lessons/html/id10_en. html Copyright  © 1999-2012 Demand Media, Inc. http://www. ehow. com/how_5125488_teach-children-music-notes. html http://www. ehow. com/how_6352010_beginners-can-learn-music-notes. html http://www. ehow. com/list_6188183_games-music-staff. html III. Procedures A. Preliminary Activity 1. Opening Prayer 2. Checking of Attendance 3. Mood Setting Teacher’s Activity| Student’s Activity| Hi class Good Morning! Today we will have a new lesson. Are you excited to learn new lesson? But before that I’m going to show you these pictures.What do you call this? (Showing G-clef)Okay, you are raising you hand, Ms. /Mr. _____________________Very good! Ms. /Mr. _____________________. You may sit down. Now, this one what can do you called this? (Showing the Staff)Yes you Ms. /Mr. _____________________. That’s right, Thank you Ms. /Mr. _____________________. And last, what is this? (Showing Quarter Note)Yes you Ms. /Mr. _____________________. Yes, thank you Ms. /Mr. _____________________. Okay, children. Look at the picture of the Staff. What do you observe? Let’s hear from, Ms. /Mr. _____________________.And how many lines and spaces does the Staff has? Very good observation, Ms. /Mr. _____________________. Ms. /Mr. ______________ said that the Staff has five lines and four spaces and that is right. Today, you will learn about the Five Main Lines and the Four spaces of t he Treble Clef. | Good Morning teacher Nikki! Yes we are! (students raising their hands)(students raising their hands)(students raising their hands)(students raising their hands)Teacher, the Staff has lines and spaces. The Staff has five lines and four spaces. | B. Lecture Teacher’s Activity| Student’s Activity|The staff is the foundation upon which notes are drawn. The modern staff is comprised of five lines and four spaces. When we say Treble Clef it is also called the G Clef. Class, please get your papers and your pens. Because we will draw G-clef. (Teacher Nikki is teaching how to draw the G-clef. )Okay, It seems that everyone knows how to draw it. Good job children And now, on the other piece of paper, draw the staff. Remember, that the staff is consists of 5 lines and four spaces. Everyone, all done drawing their own staff? Now everyone knows how to draw a G-clef and the staff.Let us combine the two. Always remember that the G-clef or any clef is located at the l eft side of the staff. On your drawn staff. We will add the G-clef. Draw a G-clef sign on your staff. Okay, everyone is done. Children, what do you observe to your drawing? Do you think it is incomplete Ms. /Mr. _____________________? Very Good answer Ms. /Mr. ____________ you may sit down. As Ms. /Mr. ____________ said that staff has Notes on it. We will discuss now the notes in the treble clef or the staff. Treble Clef consists of five lines and four spaces.Each lines and spaces represents a note. Now let us discuss the Names in the Line. There are five lines in the staff, and this notes spell out the word â€Å"E-G-B-D-F†To make you to be more familiar to name of the lines we will call it:â€Å"Every-Good-Boy-Does-Fine†Ms. /Mr. _____________________, what does E-G-B-D-F stands for? Alright Ms. /Mr. ____________ Were done with the lines of the staff, now let’s go with the Spaces. Just like the lines, spaces have names to. We can simply call it the, â€Å"F-A- C-E†What do we call the spaces in the staff Ms. /Mr. _____________. Thank you Ms. Mr. _____________ We are now familiar with the names inside the staff. Now, let us combine the names. As you seen, starting from the first line the next is the space, followed by the another line then space and line again, space and line and final space and the final line. It means that the first line stands for â€Å"E† followed by the space letter â€Å"F†. Then the line again stands for â€Å"G† and then the space â€Å"A†. Then the line again stands for â€Å"B† then the space letter â€Å"C†. The middle line stands for â€Å"D† for the next space letter â€Å"E† and for the final line stands for â€Å"F†.Or we can simplify this as, â€Å"E-F-G-A-B-C-D-E-F†| (Students get their papers and pens. )(Students are concentrating in drawing their G-clef. )(Students are drawing their staff. )Yes teacher! (Students are drawing. )(Ye s it is incomplete, because every treble clef has Notes on it. )â€Å"Teacher it is, Every-Good-Boy-Does-Fine†(Teacher, we call it F-A-C-E)| C. Application Teacher’s Activity| Student’s Activity| (Random Showing of Musical Flash Cards)For your activity we are going to play, play but just sitting on chair. I am going to show you flash cards and then tell me what note is it.Let us answer all together. But children remember, do not shout Are you ready children? What note is this.. Next.. Finally.. Very Good children! Thank you for your participation. | (Yes we are! )â€Å"E-F-G-A-B-C-D-E-F†| D. Evaluation Teacher’s Activity| Student’s Activity| For your quiz, get a piece of your paper and then number it from number one to 5. Ready class? Okay let us start. Answer these questions without cheating. I’ll only repeat it twice, so please listen carefully. 1. The Musical staff is consists of ________________ and ________________. 2. There are _____ lines in the staff. 3.There are _____ spaces in the staff. 4. What are the names in the spaces of the staff? 5. What are the names in the lines of the staff? All done? Pens Up! Please pass your papers in front. I’ll give the results tomorrow. And the highest will receive a small prize | (Students get papers) Answer:1. Lines and Spaces2. 5 / five3. 4/ four4. F-A-C-E5. E-G-B-D-F| E. Assignment Teacher’s Activity| Student’s Activity| For your assignment. Please read about Bass clef and Ledgers lines. That’s it for now. Hope you learn something today. God bless. | (Students take notes)Goodbye and Thank you, Ma’am. |

Essay on Development of Democracy in Athens - 1785 Words

Development of Democracy in Athens Democracy comes from two Greek words: a noun demos which means, people and a verb, kratein, which means to rule (Ober 120). Democracy first appeared in Athens towards the beginning of the fifth century B.C. The biggest difference between Athenian democracy and almost all other democracies is that the Athenian version was a direct democracy rather than being representative. Democracy came about in Athens as a result of the growing navel power and the reforms made by leaders such as Cleisthenes and Pericles. The city-state of Athens, 5th century Athens to be precise, is the inventor and first practitioner of democracy. So for 4,000 years men and women lived under forms of government other than†¦show more content†¦The laws for Athens began with Solon, but perhaps the most influential leader for democracy in Athens was Cleisthenes. In 510 Cleisthenes had managed to get the sons of Peisistratus kicked out of Athens with Spartan help (Demand 15 7). But now the old internal divisions, which had plagued Athens since Solons time, reasserted themselves. Herodotus says in his history of Greece that Cleisthenes decided to turn to the people (Herodotus 302). Perhaps he did so solely out of practical political reasons: he needed a powerful force on his side now that the Spartans had turned against him. Although, his major motivation may have been to produce a government that would unify Athenians by all, rich and poor alike. Unity, perhaps, rather democracy, was his immediate goal. But it was democracy that he would prove to be the means to the unification of the people of Athens. Cleisthenes began his reforms with the reorganization of the tribes. Athens, like most Greek cities, had been divided into tribes based on descent. This gave aristocratic families a natural way of securing influence, because relatives tended to stick together. 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