President Obama is doing fine. As he pointed out:
1. No flag burnings or Anti US rhetoric in Egypt.
2. Bringing together a broad based coalition involving, Europe, the Middle East, and Africa.
3. Setting a precedent for future cooperation among disparate nations and cultures--perhaps for peaceful rather than military purposes.
4. Showing that Ivy league types can handle global diplomatic and military matters.
Now, the only problem is dealing with the surfeit of professional pundits who've raised the task of asking question to the level of high, intellectual discourse.
Since when did "I don't know...." and "I don't understand..." serve to repudiate another person's opinion?
How many times does one have to ask a question when the answer is intuitively obvious to the casual observer?
Regards,
Slim
Copyright (c) Slim Fairview
Mail slimfairview@yahoo.com
Showing posts with label crisis. Show all posts
Showing posts with label crisis. Show all posts
Tuesday, March 29, 2011
Tuesday, March 1, 2011
India 2.0 The Future is Today
That India is a technological leader, not marching but rather moving smoothly and swiftly into the future, is seldom a matter for dispute. In fact, it is not really discussed but simply assumed as the conversation progresses.
Still, as with any country or economy, there are adjustments to be made in the economics of a country's economy.
The issue of food is uppermost on the minds of the people of India. In a previous monograph, I referred to increased supply. A literal understanding would be counter productive. The issue is not resolved by saying, "Grow more food." However, if we were to discuss the issue from that statement, we would have to ask, "Do the same number of farmers increase their output, or do we need an increase in the number of farmers?" A subtext would involve farmers joining to take advantage of economies to scale, and form large farms. (Remember, the absence of primogeniture caused the collapse of pre Soviet Russia. The absence of private ownership led to the collapse of post-Czarist Russia. Conclusion: many small farms don't satisfy the need; collective farming won't solve the problem.
The first issue to address is that India has a culture of co-operation. This will serve India well as time marches on. However, on the question of supply, we are not simply suggesting more food for today; but a stable supply of food for a foreseeable future.
Two problems indicated in recent reports from the media are that
1. India cannot get food to the market. It rots before it can be sold or eaten; and 2. That the fluctuation in food prices in a largely agricultural nation has a greater impact in that nation than they would in a heavily industrialised nation.
Some options to consider.
If there is difficulty getting food to the market,
the food can be preserved at the source. Canned and frozen foods, processed at the source, can be stored as a hedge against future food supply failures. In addition, they can be sold on the national and international market. (The marketing of Indian cuisine can become a larger industry. I had curry for the first time when I was about 9 years old. Only recently have Indian food products made their appearance in supermarkets. That is a gap of almost half a century.)
The food supply prices can be leveled slightly through the investment in commodity options. This would allow investment consortia to
a. Have food available at a more affordable price if food prices rise considerably
b. Provide a return on the investment if national supplies are sufficient to meet demand
c. Provide the necessary supply of food to process for market and hedge against a future crop failure
d. Attract investors to partner with the agriculture, manufacturing, and finance industries to bring in money for capital investment.
The government can assume the responsibility of developing roads; negotiating trade deals (read: taxes, tariffs, concessions, etc.), and provide for a stable food supply and food pricing system to stabilise the government.
The economic growth, political stability, national unity, can be promoted.
Now, many people are skilled in the various areas mentioned above. The only thing necessary is what is too often referred to as a shared vision. This monograph is a demonstration of one of the few times that the term, shared vision, may perhaps have been used appropriately.
Sincerest regards,
Slim
Mail slimfairview@yahoo.com
Copyright (c) 2011 Slim Fairview
Thursday, February 24, 2011
The Food Crisis in India: The Price is the Crisis
Food: The Price is the Crisis
At the risk of sounding trite, the law of supply and demand still functions. To solve the price crisis in India, supply must be increased. This is a matter of "time place utility"; "form utility"; "economies to scale"; and direct foreign investment. I mention the last consideration because the advice to some can also be considered advice to another. In short, if you know where and how people are being advised to invest, you can position yourself to be the where and the how.
I've included "Having Problems with Foreign Direct Investment?" to give insight into what investors can look for. This can also give insight into those who want to benefit from the investors. I've included The Marketing of India. I've included a metaphor: Starving Nations and Food Equations: A metaphor. This is not to be interpreted as reference to people actually dying. It is to discuss the economics of agriculture.
Having Problems with Foreign Direct Investment?
What are some of the barriers?
Leverage.
ROI.
It is easy to see that start up costs in some countries are much lower than start up costs in another. If the other country does not have the physical plant for example, it will be cheaper to build that plant in the other country.
Currency considerations are another factor
Incentives from a country with little industry are greater than they are from a country where you will compete with the locals.
Market penetration. Would people in countries in the region be more inclined to buy from countries in the region or from western nations.
Partnering. It is easier to partner with business in some countries where western technology is not readily available by making that technology available.
Just a few thoughts.
Regards,
Slim
mail slimfairview@yahoo.com
Copyright (c) 2011 Slim Fairview
The Marketing of India
Find a need and fill it.
Who has a need for what you can produce?
Partner with that (nation's) companies.
In addition to the profits, offer a minority interest in the company. (This will give investors an incentive to succeed.)
Offer a profit share to the suppliers. (This will give the farmers(?) an incentive to join in the venture.
In addition to money, offer other incentives. [Prestige]. For example: Build schools in the areas where the people are most enthusiastic.
If one or two small companies cannot find the funding (through govt. funding--a bad idea) go to the marketplace.
Economies to scale.
Create a marketing group for the several smaller companies, so they can pool their resources.
In Vermont there is a joke:
Q: "Do you think the rain will hurt the rhubarb?"
A: "Not if they're in cans."
If produce spoils before it hits the market, set up a joint effort to can the produce at the source.
Roads are a government responsibility.
Just a few ideas. (Call me old-fashioned)
Anyone care to amplify, amend, or correct?
Sincerest regards,
Slim
PS. Read The Caste Busters article in the NY Times:
http://www.nytimes.com/2011/01/02/magazine/02Striver-t.html
Mail slimfairvew@yahoo.com
Copyright (c) 2011 Slim Fairview
Starving Nations and Food Equations: A Metaphor
[This metaphor does not refer to people actually dying. This refers to the discordance in the economy of agriculture specifically and in the economy as a whole.]
If one person in the group does not have enough food to eat, he may die.
For a while, that means more food for the rest of the group. However, that also means one less person to work the farm. That means less food to eat. Less food to eat means someone will die.
For a while, that means more food for the rest of the group. However, that also means one less person to work the farm. That means less food to eat. Less food to eat means someone will die.
Soon, there won't be enough people to work the farm. That means there won't be enough food to eat.
Get the idea?
Slim
Mail: slimfairview@yahoo.com
Copyright (c) 2011 Slim Fairview
At the risk of sounding trite, the law of supply and demand still functions. To solve the price crisis in India, supply must be increased. This is a matter of "time place utility"; "form utility"; "economies to scale"; and direct foreign investment. I mention the last consideration because the advice to some can also be considered advice to another. In short, if you know where and how people are being advised to invest, you can position yourself to be the where and the how.
I've included "Having Problems with Foreign Direct Investment?" to give insight into what investors can look for. This can also give insight into those who want to benefit from the investors. I've included The Marketing of India. I've included a metaphor: Starving Nations and Food Equations: A metaphor. This is not to be interpreted as reference to people actually dying. It is to discuss the economics of agriculture.
Having Problems with Foreign Direct Investment?
What are some of the barriers?
Leverage.
ROI.
It is easy to see that start up costs in some countries are much lower than start up costs in another. If the other country does not have the physical plant for example, it will be cheaper to build that plant in the other country.
Currency considerations are another factor
Incentives from a country with little industry are greater than they are from a country where you will compete with the locals.
Market penetration. Would people in countries in the region be more inclined to buy from countries in the region or from western nations.
Partnering. It is easier to partner with business in some countries where western technology is not readily available by making that technology available.
Just a few thoughts.
Regards,
Slim
mail slimfairview@yahoo.com
Copyright (c) 2011 Slim Fairview
The Marketing of India
Find a need and fill it.
Who has a need for what you can produce?
Partner with that (nation's) companies.
In addition to the profits, offer a minority interest in the company. (This will give investors an incentive to succeed.)
Offer a profit share to the suppliers. (This will give the farmers(?) an incentive to join in the venture.
In addition to money, offer other incentives. [Prestige]. For example: Build schools in the areas where the people are most enthusiastic.
If one or two small companies cannot find the funding (through govt. funding--a bad idea) go to the marketplace.
Economies to scale.
Create a marketing group for the several smaller companies, so they can pool their resources.
In Vermont there is a joke:
Q: "Do you think the rain will hurt the rhubarb?"
A: "Not if they're in cans."
If produce spoils before it hits the market, set up a joint effort to can the produce at the source.
Roads are a government responsibility.
Just a few ideas. (Call me old-fashioned)
Anyone care to amplify, amend, or correct?
Sincerest regards,
Slim
PS. Read The Caste Busters article in the NY Times:
http://www.nytimes.com/2011/01/02/magazine/02Striver-t.html
Mail slimfairvew@yahoo.com
Copyright (c) 2011 Slim Fairview
Starving Nations and Food Equations: A Metaphor
[This metaphor does not refer to people actually dying. This refers to the discordance in the economy of agriculture specifically and in the economy as a whole.]
If one person in the group does not have enough food to eat, he may die.
For a while, that means more food for the rest of the group. However, that also means one less person to work the farm. That means less food to eat. Less food to eat means someone will die.
For a while, that means more food for the rest of the group. However, that also means one less person to work the farm. That means less food to eat. Less food to eat means someone will die.
Soon, there won't be enough people to work the farm. That means there won't be enough food to eat.
Get the idea?
Slim
Mail: slimfairview@yahoo.com
Copyright (c) 2011 Slim Fairview
Monday, June 21, 2010
Teachers Aren't Allowed to Teach Anymore
Teachers Aren't Allowed to Teach Anymore
Before majoring in education or working full-time as a teacher, I accepted a one day substitute assignment for the 5th grade. Soon, I was called back to take over the same class. When the teacher had the opportunity to travel to England with her husband for several weeks, she needed a leave of absence. The teacher and the principal agreed: I would take over the class. That is what I consider a proper endorsement.
As the students already knew me, we’d already broken the ice. Still, perhaps they were a little overly relaxed. That can lead to discipline problems. It almost did.
I had three 10 year old students, close friends, who liked to talk. Sometimes, it seemed they’d forgotten they were in school. Or that I was the teacher. That situation had to be dealt with immediately or the assignment would be a disaster.
I knew that I could not use discipline. That would create a confrontation and as I was only a temporary teacher, the students had nothing to lose by challenging my authority.
I knew that I could not “get them on my side”. They were the students, I was the teacher.
The solution: peer pressure.
I took a quick count of the number of students (25) and threw the class off guard. I asked if they wanted to change the seating. Instead of rows, we could do a great, big semi-circle. They could sit in two’s. They could choose their own partners. However, to add to my credibility, I told them the main rule: They had to promise to behave. If they fooled around with their neighbors then I would change the seating and I would choose the neighbors. They promised, enthusiastically, to be good.
The first step was to let the class know that there was an odd number and one student would have to sit with two others. I made that offer to the three cherubs I dubbed “Charley’s Angels”.
I volunteered the boys to move their desks and chair to the middle of the semi-circle, then I let the rest of the class move their desks. Soon it was time for a bathroom break.
Charlie’s Angels, why don’t you start us off? The rest of the class, you may line up. I needn’t tell you how well that went over with the rest of the class. After that, it was time for snacks.
Charlie’s Angels, why don’t you get your snacks from the cupboard? When they returned to their desks, I let “the rest of the class, go get your snacks”: planned pandemonium. After that, it was time for recess.
Charlie’s Angel’s, why don’t you get your coats and line up for recess? (Each time Charlie’s Angels went to the cupboard, I had one of the boys open the door.) All right class, go get your coats—planned pandemonium!
I followed that routine when we lined up for lunch and when we lined up to go home. Then, the following morning, I proceeded to follow the same routine. However, it didn’t work out for me. Before recess, Charlie’s Angels came up to my desk to tell me, “We don’t want to be Charlie’s Angels anymore. We want to be treated like everyone else.”
I, of course, was shocked, shocked (!) to hear that. “I thought you were friends.” I said. “I thought you wanted to be treated special,” I asked. Alas, I was wrong.
So, I stood up and announced to the class that Charlie’s Angels didn’t want to be Charlie’s Angels anymore; they wanted to be treated like everyone else. The class applauded and cheered. Problem solved.
Not anymore. Today, that sort of favoritism would be frowned upon if a teacher so much as dared to think about solving such a big problem with such a simple and effective solution. Complaints would be lodged; explanations would be demanded—and rejected. Rights (or the denial of same) would be invoked. Catastrophe!
Not then. Then, all went smoothly, too smoothly. I enrolled in an accelerated program to obtain my teaching certificate. However, I failed to think things through. I’d been teaching in Parochial school. Parochial schools barely pay a subsistence wage and I needed a real job with a real salary. What about public schools? Public schools were then, as they are now, at the forefront of capitulating to the “experts” who caused the problems that they are now trying to solve; who cause the problems they can’t solve; who could solve the problems by not causing them in the first place; but that is too simple. Perhaps we could dub them Charlie’s Angels and invoke the acrimony of all against them. No. That won’t work. Too many people are happy to see the children getting the appearance of an education. But that is another report.
Regards,
Slim
Before majoring in education or working full-time as a teacher, I accepted a one day substitute assignment for the 5th grade. Soon, I was called back to take over the same class. When the teacher had the opportunity to travel to England with her husband for several weeks, she needed a leave of absence. The teacher and the principal agreed: I would take over the class. That is what I consider a proper endorsement.
As the students already knew me, we’d already broken the ice. Still, perhaps they were a little overly relaxed. That can lead to discipline problems. It almost did.
I had three 10 year old students, close friends, who liked to talk. Sometimes, it seemed they’d forgotten they were in school. Or that I was the teacher. That situation had to be dealt with immediately or the assignment would be a disaster.
I knew that I could not use discipline. That would create a confrontation and as I was only a temporary teacher, the students had nothing to lose by challenging my authority.
I knew that I could not “get them on my side”. They were the students, I was the teacher.
The solution: peer pressure.
I took a quick count of the number of students (25) and threw the class off guard. I asked if they wanted to change the seating. Instead of rows, we could do a great, big semi-circle. They could sit in two’s. They could choose their own partners. However, to add to my credibility, I told them the main rule: They had to promise to behave. If they fooled around with their neighbors then I would change the seating and I would choose the neighbors. They promised, enthusiastically, to be good.
The first step was to let the class know that there was an odd number and one student would have to sit with two others. I made that offer to the three cherubs I dubbed “Charley’s Angels”.
I volunteered the boys to move their desks and chair to the middle of the semi-circle, then I let the rest of the class move their desks. Soon it was time for a bathroom break.
Charlie’s Angels, why don’t you start us off? The rest of the class, you may line up. I needn’t tell you how well that went over with the rest of the class. After that, it was time for snacks.
Charlie’s Angels, why don’t you get your snacks from the cupboard? When they returned to their desks, I let “the rest of the class, go get your snacks”: planned pandemonium. After that, it was time for recess.
Charlie’s Angel’s, why don’t you get your coats and line up for recess? (Each time Charlie’s Angels went to the cupboard, I had one of the boys open the door.) All right class, go get your coats—planned pandemonium!
I followed that routine when we lined up for lunch and when we lined up to go home. Then, the following morning, I proceeded to follow the same routine. However, it didn’t work out for me. Before recess, Charlie’s Angels came up to my desk to tell me, “We don’t want to be Charlie’s Angels anymore. We want to be treated like everyone else.”
I, of course, was shocked, shocked (!) to hear that. “I thought you were friends.” I said. “I thought you wanted to be treated special,” I asked. Alas, I was wrong.
So, I stood up and announced to the class that Charlie’s Angels didn’t want to be Charlie’s Angels anymore; they wanted to be treated like everyone else. The class applauded and cheered. Problem solved.
Not anymore. Today, that sort of favoritism would be frowned upon if a teacher so much as dared to think about solving such a big problem with such a simple and effective solution. Complaints would be lodged; explanations would be demanded—and rejected. Rights (or the denial of same) would be invoked. Catastrophe!
Not then. Then, all went smoothly, too smoothly. I enrolled in an accelerated program to obtain my teaching certificate. However, I failed to think things through. I’d been teaching in Parochial school. Parochial schools barely pay a subsistence wage and I needed a real job with a real salary. What about public schools? Public schools were then, as they are now, at the forefront of capitulating to the “experts” who caused the problems that they are now trying to solve; who cause the problems they can’t solve; who could solve the problems by not causing them in the first place; but that is too simple. Perhaps we could dub them Charlie’s Angels and invoke the acrimony of all against them. No. That won’t work. Too many people are happy to see the children getting the appearance of an education. But that is another report.
Regards,
Slim
PS. I am not Paul Harvey. Still, I am open to becoming a paid blogger, columnist, or commentator.
In the meantime, if anyone finds the monographs on my blog to be especially helpful, please do not hesitate to send me on of those tricked out laptops and few dollars tucked into the envelope with the thank you note.
In the meantime, if anyone finds the monographs on my blog to be especially helpful, please do not hesitate to send me on of those tricked out laptops and few dollars tucked into the envelope with the thank you note.
Sincerely
Slim
Copyright (c) 2011 Slim Fairview
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