A report on the Factors of Foreign Direct Investment in India - Free Essay Example

Sample details Pages: 4 Words: 1162 Downloads: 4 Date added: 2017/06/26 Category Finance Essay Type Cause and effect essay Did you like this example? Natural and imposed locational characteristics of a country can have a major influence on a firms decision to invest in the country. A countrys attractiveness factor can vary from one company to another based on organizational context. Each firm may decide on a countrys attractiveness as a possible investment site according to criteria specific to the firm. Don’t waste time! Our writers will create an original "A report on the Factors of Foreign Direct Investment in India" essay for you Create order Location characteristics of a country can have a major influence on a firms decision to invest in the country. Major factors that may influence FDI attractiveness of a country are Economic/Financial Factors: The countrys GDP growth rate; Conditions for FDI resulting from the countrys economic policies; Infrastructure facilities; Economic incentives for FDI; Stability of its currency; Expected returns on investment. Political/Legal Factors: Political stability; Integrity of its legal system; Ease of protecting intellectual property rights in the country. Cultural Factors Cultural similarity of the country to a firms home country. Market Factors: Current market size; Expected market growth rate; Proximity to other countries to facilitate exports from the FDI venture. Resource Factors: Availability of skilled workers; Lower labor costs (after including the effect of labor productivity); Availability of competent management st aff; Availability of raw materials. Factors relating to IJV Formation: Ease in finding suitable IJV partners; Trustworthiness of IJV partners in maintaining long-term relationship. Different Types of FDI by direction Inward: Inward foreign direct investment is a particular form of inward investment when foreign capital is invested in local resources. Inward FDI is encouraged by: Tax breaks, subsidies, low interest loans, grants, lifting of certain restrict ions. The thought is that the long term gain is worth more than the short term loss of income. Inward FDI is primarily restricted by ownership restraints Outward: Outward foreign direct investment, sometimes called direct investment abroad, is when local capital is invested in foreign resources. Outward FDI is encouraged by: Government-backed insurance to cover risk. Outward FDI is restricted by: Tax incentives or disincentives on firms that invest outside of the home country or on repatriated profits Why has Foreign Investment increased manifold in India International investment levels have exploded in recent decades. These increases in the flows of foreign investment have themselves marked a new and distinct phenomenon in the era of globalization. Several factors like Technology, the thirst for high profits by capitalists, end of the cold war and Financial liberalization have played critical role in increasing the foreign investment in the past decade. SHARE OF TOP INVESTING COUNTRIES FDI EQUITY INFLOWS (Financial year): Amount Rupees in crores (US$ in million) Ranks Country 2008-09 (April- March) 2009-10 (April- March) 2010-11 ( April- May) Cumulative Inflows (April 00 May 10) %age to total Inflows (in terms of US $) 1. MAURITIUS 50,794 (11,208) 49,633 (10,376) 5,854 (1,294) 216,760 (48,534) 42 % 2. SINGAPORE 15,727 (3,454) 11,295 (2,379) 3,856 (854) 49,002 (11,044) 10 % 3. U.S.A. 8,002 (1,802) 9,230 (1,943) 802 (178) 37,991 (8,456) 7 % 4. U.K. 3,840 (864) 3,094 (657) 507 (112) 26,505 (5,996) 5 % 5. NETHERLANDS 3,922 (883) 4,283 (899) 1,358 (298) 21,483 (4,785) 4 % 6. JAPAN 1,889 (405) 5,670 (1,183) 1,647 (369) 18,542 (4,083) 4 % 7. CYPRUS 5,983 (1,287) 7,728 (1,623) 237 (53) 18,014 (3,952) 4 % 8. GERMANY 2,750 (629) 2,980 (626) 136 (30) 12,604 (2,829) 2 % 9. FRANCE 2,098 (467) 1,437 (303) 284 (63) 7,203 (1,593) 1 % 10. U.A.E. 1,133 (257) 3,017 (629) 46 (10) 7,069 (1,559) 1 % TOTAL FDI INFLOWS * 123,025 (27,331) 123,378 (25,888) 19,989 (4,427) 536,492 (120,155) Note: (i) *Includes inflows under NRI Schemes of RBI, stock swapped and advances pending for issue of shares. (ii) Cumulative country-wise FDI equity inflows (from April 2000 to May 2010) Annex-A. (iii) %age worked out in US$ terms FDI inflows received through FIPB/SIA+ RBIs Automatic Route+ acquisition of existing shares only. SECTORS ATTRACTING HIGHEST FDI EQUITY INFLOWS: Amount Rupees in crores (US$ in million) Ranks Sector 2008-09 (April-March) 2009-10 (April-March) 2010-11 ( April- May) Cumulative Inflows (April 00 May 10) % age to total Inflows (In terms of US$) 1. SERVICES SECTOR (financial non-financial) 28,411 (6,116) 20,958 (4,392) 2,643 (587) 108,054 (24,227) 21 % 2. COMPUTER SOFTWARE HARDWARE 7,329 (1,677) 4,350 (919) 1,333 (296) 45,179 (10,168) 9 % 3. TELECOMMUNICATIONS (radio paging, cellular mobile, basic telephone services) 11,727 (2,558) 12,338 (2,554) 4,023 (891) 44,729 (9,821) 9 % 4. HOUSING REAL ESTATE 12,621 (2,801) 13,586 (2,844) 738 (163) 38,107 (8,519) 7 % 5. CONSTRUCTION ACTIVITIES (including roads highways) 8,792 (2,028) 13,544 (2,868) 594 (132) 36,316 (8,191) 7 % 6. POWER 4,382 (985) 6,908 (1,437) 1,416 (313) 22,335 (4,940) 4 % 7. AUTOMOBILE INDUSTRY 5,212 (1,152) 5,609 (1,177) 222 (50) 20,898 (4,615) 4 % 8. METALLURGICAL INDUSTRIES 4,157 (961) 1,935 (407) 2,101 (461) 15,541 (3,591) 3 % 9. PETROLEUM NATURAL GAS 1,931 (412) 1,328 (272) 757 (169) 12,261 (2,834) 2 % 10. CHEMICALS (other than fertilizers) 3,427 (749) 1,707 (362) 175 (39) 11,449 (2,535) 2 % Factors influencing foreign investment decisions It is important to understand the other factors that influence where and why companies decide to invest overseas. These other factors relate not only to the overall economic outlook for a country, but also to economic policy decisions taken by foreign governments -aspects that can be very political and controversial. Direct investors tend to look at a number of factors relating to how they will be able to operate in a foreign country: the rules and regulations pertaining to the entry and operations of foreign investors standards of treatment of foreign affiliates, compared to nationals of the host country the functioning and efficiency of local markets trade policy and privatization policy business facilitation measures, such as investment promotion, incentives, improvements in amenities and other measures to reduce the cost of doing business. For example, some countries set up special export processing zones, which may be free of customs or duties, or offer special tax breaks for new investors restrictions, if any, on bringing home (re-patriating) earnings or profits in the form of dividends, royalties, interest, or other payments How foreign companies enter India A business presence in India may be established by a foreign entity through: Incorporating an Indian company with 100% foreign equity, operating as a wholly owned subsidiary; Incorporating a Joint V enture Company (JV C) with an Indian partner and/or with the general public and operating as a listed company; or Incorporating a JVC with an Indian partner and operating as an unlisted company. Branch Office A branch would mean an establishment carrying on substantially the same activity as its Head Office. Foreign companies intending to open a Branch Office (BO) in India need to obtain prior permission of RBI which would encompass even approval to the scope of activities that are intended to be carried out in India. Liaison Office A Liaison Office (LO) is in the nature of a representative office set up primarily to explore and understand the business and investment climate. A LO is not permitted to undertake any commercial / trading / industrial activity, directly or in directly, and is required to maintain itself out of inward remittances received from abroad through normal banking channels. Project Office Foreign companies can establish Project Offices (POs ) in India specifically for the purpose of execution of specific projects. A PO is similar to a branch office opened for the limited purpose of executing a particular contract. Conclusion India has liberalized foreign investment regulations in key sectors, opening up commodity exchanges, credit information services and aircraft maintenance operations. The foreign investment limit in Public Sector Units (PSU) refineries has been raised from 26% to 49%. An additional good point is that the mandatory disinvestment clause within five years has been done away with. Increasing foreign investment can be used as a measure of growing economic globalization. Foreign Direct Investment is generally preferred to Foreign Portfolio Investment, commonly referred to as Foreign Institutional Investment since FDI is expected to be long term whereas FII are viewed as good weather friends who would exit the country during the time of trouble. Moreover, along with financial investment, FDI brings access to modern technologies and export markets. On the other hand, FII also allows entrepreneurs to get access to huge amounts of capital but these flows of port folio can reverse at any time and has a tendency to flow towards globally competitive sectors of the economy.

The Reading Process - 1595 Words

When a child is speaking many words and using them as an integral part of his personality, he is ready to read them. In teaching reading to young children, word selection is often the first place where we go wrong. We pull words from thin air and try to put them into the child. Often we make matters worse by putting these strange words into printed context outside the realm of the childs experience and expecting him to read--and he cannot. Children can learn to read any word they speak. One of the greatest hoaxes in all of educational pedagogy is that which says that reading vocabulary must be developed in a predeter ¬mined logical sequence. This simply is not the case. Linguists tell us that when a child comes to school he has all the†¦show more content†¦Reading is the active process of constructing meaning from words that have been coded in print. Printed and spoken words are meaningful to the young child only to the extent where his field of experience overlaps that of the author of the printed text. The reader learns from a book only if he is able to comprehend the printed symbols and rearrange them into vivid experiences in his mind. A child’s ability to think, to rationalize, and to conceptualize makes it possible for him or her to accept new ideas from a printed page without actually experienc ¬ing the new idea. He or she must however, possess the knowledge of each symbol that helps make up the new idea. Ideally, the teacher would show a picture of an object and, through discus ¬sion, build the understandings necessary to give children a correct visual image of the object. Because of the unusual shape of some words (e. g. kangaroo) chil ¬dren memorized them quickly, but nothing is usually learned until the words take on meaning. The teacher should give the words meaning by using the childrens experiences. Experience combined with the power of imagery will make it possible for children to acquire new understandings, concepts, and learn ¬ings from their reading of each new word. Reading is not word calling; it is getting the meaning of the printed word from the page. The teaching of reading means assisting children to obtain those skills needed toShow MoreRelatedReading Process1135 Words   |  5 PagesThe Nature of the Reading Process Reading is a complex process; it is not about identifying words but also about understanding them. Reading requires attending to the environment, encoding and interacting with the stimulus in a meaningful manner and linking the meanings of the stimulus with existing knowledge and prior experiences. Thinking Reading is a thinking process; it is not just about calling or recognizing the words on a page but understanding what was read. Therefore the readerRead MoreReflection Of Reading : The Process Of My Reading Process711 Words   |  3 PagesMy reading process overall is very strong and went smoothly. As I read I annotated the pages and this helped me stay more focused and connected with the reading. Today it was hard for me after I went to the bathroom and came back to the reading because I disconnected from the reading and had to try and dive straight back in. I also put my cell phone far away from me when I read or do homework so that I will not be tempted to look at the phone instead of completing my reading. As I read I try toRead MoreThe Process Of Reading869 Words   |  4 PagesThe process of reading is made up of continuous rapid eye movements, called saccades intermingled with brief pauses, called fixations, during which the eyes remain relatively still (Rayner, 1998). 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They wanted to ensure that I was literate and would grow up with aRead MoreThe Model Of Reading Process Things Clicked For Me1522 Words   |  7 Pagespsycholinguistic model of reading process things clicked for me. The reason I struggled to read for comprehension became evident; I developed the three parts of the cuing system at different times of my education. Elementary years concentrated on the graphophonemic section, while middle and high school were a drilling of syntactic learning. The semantic system was promoted during the last years of high school it has kept evolving up to now. My very first encounter with the reading process involved the graphophonemicRead MoreReading Is A Process Of Translating Visual Codes Into Meaningful Language1018 Words   |  5 PagesReading is one of the basic components of literacy. â€Å"Reading is a process of translating visual codes into meaningful language† (Whitehurst Lonigan, 1998, p. 849). 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By doing this children can learn how to applyRead MoreThe Process Of Close Reading While Using Rhetorical Analysis Essay1864 Words   |  8 PagesThe Process of Close Reading While Using Rhetorical Analysis Introduction to Close Reading Rhetorical Analysis The close reading process of a rhetorical analysis includes breaking down an essay into different parts in order to create a certain affect towards the reader. In the article, â€Å"Should Writer’s Use They Own,† Young uses diverse language to address the idea of code meshing. Young’s rhetorical appeal in the article intersect with my reading experiences by creating a difficult read, that makesRead MoreReading And Writing Are Two Pillars Of The Education And Learning Process Of Human Being985 Words   |  4 PagesReading and writing are two pillars of the education and learning process of human being. Mrs. Tuchman said â€Å"Books are the carriers of civilization. Without books, history is silent, literature dumb, science crippled, thought and speculation at a standstill. Without books, the development of civilization would have been impossible.† Even though we are in the 21st century where technology has gain the upper hand in human settlement, reading and writing keep their main importance in human civilizationRead MoreThe s Reading Process Theory Through The Text Of Mrs Dalloway And. Fought The Queen2398 Words   |  10 Pages Yadav Dr. Nidhi Vats M.A. English (Final) Decoding Wolfgang Iser‟s Reading Process Theory through the Text of Mrs Dalloway and Bravely Fought the Queen In the 1960s, the new criticism theory in the American Literary arena focused on the reading of a literary text as an independent form and not to be studied in relation to any context. This gave birth to another theory that began majorly in 1960s and 1970s known as reader response criticism, which also tried to do away with the author‟s

Italian

Italian-American community in the play Essay Examine the effects of the Sicilian Code of Honour which dominates the philosophy of the Italian-American community in the play A View from the Bridge is a play set within the New York in the Red Hook area just after the years of the Great Depression in 1941. America was desperately in need of laborers and other countries were desperately in need of work. This lead to many immigrants transporting themselves to America. This brings us to the play which centers on two characters that enter the country illegally in search of money. They have entered into a community that not only bought their willingness for work into the country but a community dominated by the unwritten law of the Sicilian moral code. Eddie and Marco are both deeply committed to the code of their society and it is their deep belief in this which leads to the tragic outcome of the play. It is because of Eddies and Marcos interpretation of the Sicilian Moral Code that the characters end up fighting Eddie being the patriarch of the family, is used to getting things his own way. Yet throughout the play he sees himself being challenged by the other characters. Two main conflicts arise during this play. The first is when Catherine proposes that she get a job instead of furthering her education No-no you gonna finish school. What kinda job, what do you mean When Eddie repeats the word no you can see that he is worried. Eddie feels worried that Catherine is going to detract from the role of him being the sole breadwinner of the family. Look did I ask you for money? I supported you this long I can support you a little more. Catherine in this part of the play is breaking the Sicilian Moral Code for women. Women are expected to stay at home in this type of community but as Catherine plans to go to work and not stay at home she is going against the unwritten law. When Rodolfo enters the household and starts to go out with Catherine he begins to dislike Rodolfo. Eddies dislike for Rodolfo is constantly heightened throughout the play by the many things Rodolfo does. Rodolfo is described as a homosexual figure by others in the community. Eddie starts commenting on Rodolfos bad side when he and Catherine start seeing each other. He aint right. Says Eddie to Alfieri when discussing Rodolfo Eddie acts in a friendly manner when he first meets Rodolfo, but as the play progresses, when for instance Rodolfo comments on Catherines beauty, he begins to show hostility towards Rodolfo; (laughs indicating Catherine) especially when they are so beautiful. As Eddie picks up on these comments he tries to find any fault in Rodolfo Hes like a weird. What perhaps further increases Eddies dislike for Rodolfo is when Rodolfo breaks the Sicilian Moral Code by not asking Eddie if he could take Catherine out on a date. Not only is Rodolfo breaking the Sicilian moral code, but this perhaps makes Eddies jealousy flare his unnatural love for Catherine. There is a suspicion within the play by characters such as Alfieri that perhaps Eddie loves Catherine more then just as a daughter. She wants to get married, Eddie. She cant marry you, can she? Alfieri is hinting here that Eddie secretly has strong feelings for Catherine. This of course is against the Sicilian Moral Code. This unnatural love not being allowed effects the play so we can see that the Sicilian Moral Code does inevitably govern the philosophy of the play.

Psychological Effects of Bullying on Children free essay sample

Those four categories are â€Å"verbal, rumors and ostracism, cyberbullying, and physical† (Dell’Antonia). These four categories start occurring as early as five years old. Some children seem to think that physical aggression will increase their social status, but as stated by CNN, â€Å"there is no evidence that overall aggression increases social status†. Therefore, bullying has no effect on social status, contrary to children’s beliefs. The study done by Developmental Psychology has three goals. The primary goal is to examine interventional affects on bullying and bystander behavior on playgrounds. The first goal of the study was to reduce bullying and decrease the destructive behavior of bystanders. The second goal was to increase prosocial beliefs related to bullying. The third goal was to increase social-emotional skills. The secondary goal was to examine the effects of bullying on grade, gender, and behavior at the beginning of the school year. The first goal, reducing bullying and destructive bystander behavior was evaluated by playground behavior and student’s self-reports. We will write a custom essay sample on Psychological Effects of Bullying on Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The intervention group was predicted to have decreases in observed playground bullying compared to the control group, or the group who had no intervention. Since people were observing the children on the playground, it was predicted that children standing by would be less encouraging of the bullying activity. The experimenters separated bullying and non-bullying aggression, though they had no prior hypothesis regarding non-bullying aggression. Goal two of the study, increasing prosocial beliefs related to bullying, was measured by self reports by the students, stating that they accepted the bullying and aggression, they were interested in watching it happen, and whether or not they thought they had to intervene when a bullying incident was taking place. Goal number three was increasing social-emotional skills. This aspect was evaluated by teacher reports as well as observation. They were watching to observe both agreeable as well as argumentative social interactions. The children in the control group were predicted to have greater skills in the respect of agreeable social interactions, compared to the control group with no interventions whatsoever. The secondary goal was to examine the effects of bullying on grade, gender, and behavior at the beginning of the school year. The study included measures of physical and verbal  bullying, social exclusion, and malicious gossip in order to avoid false gender differences. Using a similar observation system formed in 1995, they  found that girls bully just as frequently as boys, although boys report higher levels of bullying than do girls, reaching physical levels far more often. Both students and teachers were asked to participate in this study. Six elementary schools in the Pacific Northwest were asked to participate in this study. Two suburban schools were matched for ethnic breakdown and size. Students in grades three to six were asked to participate, however they needed parental consent to do so. Teachers in 36 experimental classrooms and 36 control classrooms were asked to file a consent form. The majority of the teachers were females. All teachers agreed to participate in any and all study measures, and received monetary compensation. The program, Steps to Respect was designed to increase teacher and staff awareness and their response to bullying. Also, it was designed to make clear to students their responsibility to react. They also aimed to teach children how to avoid or counter bullying and form healthy relationships with their peers. They also wanted to promote conflict resolution for the children. The student curriculum combines skill and literature-based lessons presented by third to sixth grade teachers over 12 to 14 weeks. Level 1 is taught at Grade 3 or Grade 4, Level 2 at Grade 4 or Grade 5, and Level 3 at Grade 5 or Grade 6. Ten somewhat scripted skill lessons focus on social-emotional skills for positive relations with their peers, emotional management, and recognizing, refusing, and reporting of behavior regarding bullying. The topics of these lessons include being a responsible bystander and not a spectator, joining groups, distinguishing reporting from tattling, and so on. The study procedure was simple. The students were surveyed over a two week period in fall, around the middle of November, and in the spring, late in April to early May. The teachers also rated the children’s intrapersonal skills on a scale from one to four, one being poor and four being great. The children were also observed for five minutes a day over a ten week period. Though, a lot of their data was incomplete because of children moving schools or missing recess. They also interviewed the students about their bullying beliefs. The results showed no difference in withholding between pretest and posttest. Although the students did show less acceptance of bullying and more intention of intervening when bullying was witnessed. The perceived difficulty of intervening was lower in fifth and sixth graders than with grades four and lower. Bullying greatly affects a child’s self esteem. Though some say it makes people better in the long run, that almost sounds like justification for the act of bullying. Children deserve to have happy childhoods, and even though bullies and victims are one in the same, the bullies should not make other children miserable because they are miserable at home. When bullied, children feel inferior and worthless, especially if the bullying goes on long enough. Nothing good comes of bullying, and it needs to be stopped. In conclusion, bullying is a significant issue in today’s society, and younger children are too often victimized.