The Fashoda Incident and the Berlin Conference

The Fashoda Incident The Fashoda Incident, also known as Fashoda Crisis, was the climax of a dispute between France and Britain, who were vying for territory in Africa, and both claimed control over a Sudanese outpost. At the end of the nineteenth century, the European powers were competing for control of Africa, hoping to extend their territory into the Sudan and the Great Lakes region. As the French extended eastward from the Congo, the British expanded south from Egypt.The disputes arose from the common desire of each country to link up its disparate colonial possessions in Africa. Great Britain’s aim was to link Uganda to Egypt via a railway from the Cape of Good Hope to Cairo, while France, by pushing eastward from the west coast, hoped to extend its dominion across Central Africa and the Sudan. In July 1898, a French expedition arrived at the Sudanese outpost of Fashoda on the Nile. After British General Herbert Kitchener's victory at Omdurman, he proceeded to Fashoda on orders from the British prime minister.Kitchener claimed the entire Nile valley for Great Britain, and, after several days, both parties withdrew peacefully. The solution to the conflicting claims was later worked out by diplomats in Britain and France, and it reflected the fact that Britain had an army in Khartoum, while France had no appreciable forces in the vicinity. France renounced all rights to the Nile basin and the Sudan in return for a guarantee of its position in West Africa. The Fashoda incident is seen as the high point of Anglo–French tension in Africa. Berlin conferenceA conference held in Berlin, Germany in 1884 to 1885 in order to regulate the trade and European colonialism in Africa during the New Imperialism period. The conference was held following a request by Portugal and organized by Otto von Bismarck, the first Chancellor of the German Empire. During the 70s and 80s of the 19th century, the European powers were interested in Africa to get trades right s and access to the valuable resources, such as gold, timber, land markers and labor powers. The major competition was between the British, Portuguese, French and Belgians.The participant countries at the Conference were: Germany, Austria – Hungary, Belgium, Denmark, France, UK, Italy, Netherlands, Portugal, Russia, Spain, Sweden – Norway and The Ottoman Empire. They wanted to work out policy for the division of Africa. The US was against the Berlin Conference because it didn’t want to be considered as a colonial power. The main points achieved were: – To end slavery and the slave trades. – The Congo Free States came under King Leopold’s control (Belgium). – All the European powers were given trade rights in the Congo Basin and other territories. The Niger River and Congo River were to be free for ship traffic. – If any of the participants claimed a part of the African coast, they had to notify the other participant. -The princ iple of Effectivity was one of the outcomes of the Berlin Conference. According to this principle each colonial power had to : – have treaties with the local leader – fly their flag – establish an administration -create a police force As a consequences of the Berlin Conference â€Å"The scramble for Africa† speeded up.

Chess – the game for everyone

Chess is a board game for everyone. Chess is played on a square board of eight rows and eight columns. The color of the sixty-four squares alternate and is referred to as light squares and dark squares. The light squares are at the right hand of the rank nearest to each player, and the pieces are set out as shown in the diagram, with each queen on its own color. The pieces are divided by convention, into white and black sets. The game starts with 2 kings, 2 queens, 4 rooks, 4 bishops, 4 knights and 16 pawns. Chess demands you to think about which way to go to win against another side. In this writing I want to discuss the passages on the chessboard that players consider and calculate to win and when we consider life in the universe people do their best to obtain the same goals. Life is life. The specialness of the game is played by large numbers of ordinary and not so-ordinary people. Chess may even provide unusually clear examples of these various aspects of life. Because chess is an arena in which the tasks are entirely mental, where complete information is available to both players and their moves it can be recorded accurately. In this sense, chess may even illuminate aspects of life. When you play chess, all moves are up to you like life, you will find out your own limitations. A passionate claim without any evidence or argument can never support more than a statement of faith, but if it too is insistent it may betray a doubt about the real value of the game. Chess is quite reflective of the dimensions. The board, a finite realm of two dimensions, is similar to a finite view of the universe. Chess has two basic types of movements on this field: the finite players and the infinite players. The finites are the king, the pawn and the horse; who move in single bounds of a pre-established length. The infinites are the queen, the bishop and the rooks; who move in bound at any length, theoretically able to escape the two-dimensional limits imposed by the board. In life the queen is a good manager who always finds out the best way to achieve her key targets lead to checkmate. We'll now examine the directions in which they may move. A pawn is biased. The fawn may only go straight unless altered in course by removing another piece at either of ts' forward diagonals. The pawn starts out with the option of a two-square move, as if running out into battle, but then continues at a single square pace. In life the pawn is staff or employees who are loyal and dedicated to help the manager achieve his or her goal. A rook moves infinitely either forwards or sideways; the bishop is similar in movement to the rook, but is offset by 45 degrees. The queen is a precise super imposition of th e rook and the bishop. The king is a queen with a single square limit, or, simply put, a ring around itself. In fact, life is like a chessboard. People can justify their moves all they want, but they will be concerned and checkmated if they do not checkmate their opponent first. People live in a community and have to know how to exist in it. For example, to have a good life, an employee works hard and has the good relationship with colleagues. He or she has to follow the rules of a company as well as a society, and he or she also desires to have a better position in the workplace. As a result of this, he or she is a good player. Chess also has rich symbolism which the imaginative may develop, and it has often been used for the purpose of authors of improving essays. Chess moralities of this sort were abundant in the medieval era, but one feels that people are normally reading into chess the values they already possess. In life, there is no bad staff in the good manager’s eyes, he or she understands and grasps the employee’s ability to lay work properly. A slightly stronger claim is to say that chess is not just another part of life, but is a particularly worthy, rewarding or exemplary part. All chess players know its rewards, and its best players are more enthusiastic like Tarrasch’s famous quote: â€Å"Chess is a form of intellectual productiveness and intellectual productiveness is one of the greatest joys of human existence. † Because chess presents complex but unambiguous problems, psychological researchers have been very interested in chess. Chess is a key field for research in psychology, although chess players have not yet felt the benefit of many insights. The game of chess is not merely an idle amusement. Circumspection which surveys the whole chessboard, or scene of action; the relations of the several pieces and situations, the dangers they are respectively exposed to the several possibilities of their aiding each other. Caution is not to make our moves too hastily. This habit is best acquired by observing strictly the law of the game. For example, if you touch a piece, you must move it somewhere, if you set it down, you must let it stand. And it is therefore, best that these rules should be observed as the game. Look at chess, and you may find their truths about life: â€Å"The chess-board is the world, The pieces are the phenomena of the Universe, The rules of the game are what we call the laws of Nature, The player on the other side is hidden from us. † Thomas Huxley(1825-1895). The statements of Thomas Huxley and the illustrations of life above are as the powerful weapons/techniques to conquer this game of life, so cunningly complex, yet , my movement is centered, flowing and letting go. Without a doubt, it is my turn to move. I am the chess player not the chess piece. I have myself as my sole opponent in this chess of life. I am the sole barrier to my success if I will not do anything.

Activities of Youth for Environment in Schools Essay

Background of the Study Pursuant to its promising mission and vision, the Department of Education (DepEd) for years, has been implementing and adhering numerous means and methods to improve and empower the quality of education in the Philippines: be it a new alternative teaching method or a new policy that shall formalize education or any possible way. One of the DepEd’s accredited organizations is the Youth for Environment in Schools Organization (YES-O) with the mission: to preserve and conserve our natural resources through environmental awareness of the community resulting in their active involvement on environmentally-related issues to achieve sustainable development and to protect mother nature; and vision: the Youth for Environment in Schools-Organization as an effective and respective school- based environmental organization linked with the agencies/ institutions for conservation and preservation of natural resources towards sustainable development. (DepEd Region V) Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools-Organization’s Constitutions and By-Laws for School Year 2010-2011 includes the projects and activities that YES-O should implement through the School Year 2010-2011. The study aims to determine whether the activities and projects stated in Article XVIII of YES-O by-laws has been implemented throughout the school year 2010-2011. Specific Questions: 1. What is the mission and vision of YES-O in the Bicol Regional Science High School for the School Year 2010-2011? 2. What are the projects, programs and activities implemented by Youth for Environment in Schools Organization as indicated on their accomplishment report or year-end reports in accordance of Article XVIII: Mandated Projects and activities? 3. Which among their projects, programs and activities in accordance to the mission and vision indicated in the Article XVIII which is not implemented? 4. What are the factors affecting the implementation of Article XVIII of Mandated projects and Activities? Significance of the Study The Article XVIII: Mandated Projects and Activities which is stated in YES-O By-Laws states that the Youth for environment in Schools- Organization shall be required to implement, conduct or attend the following programs, projects, and activities; namely, clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishment, tree planting activities, fun run and Youth for environment Summer Camp. Through this, the researchers will analyze the year-end report of YES-O in BRSHS school year 2010-2011 to determine whether all the mandated projects and activities stated in Article XVIII of YES-O by- Laws were implemented through the school year. Teachers, students, officers of Youth for Environment Schools- Organization and other organization will be benefited with this study through the improvements of their projects and activities. Also, through this study the researchers will be able to determine the factor that affects the implementation of the projects and activities. With this, other organizations including YES-O would have solutions to those factors and can have better improvements with their programs and activities. Scope and Limitations The study will only focus on the implementation of Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools Organization (YES-O) of Bicol Regional Science High School (BRSHS) through the school year 2010-2011. The study aims to determine whether all the mandated projects and activities stated in Article XVIII was implemented by YES- O through the school year 2010-2011. Also, the study aims to determine the factors affecting the implementation of Article XVIII of YES-O by-laws. Conceptual Framework Article XVIII Mandated Projects and Activities The Youth for Environment I Schools- Organization (YES-O) shall be required to implement, conduct or attend the following programs, projects and activities; namely, clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishments, tree- planting activities, fun run and Youth for Environment Summer Camp. Vision The Youth for environment in Schools organization as n effective and respective school-based environmental organization linked with the other agencies/ institutions for conservation and preservation of natural resources towards sustainable development. Mission To preserve and conserve our natural resources through environmental awareness of the community resulting in their active involvement on environmentally related issues to achieve sustainable development and to protect mother nature. Chapter 2 Review of Related Literature and Studies The Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technological Education and Skills Development Authority (TESDA), in coordination with OCD, the National Youth Commission (NYC), the Department of Science and Technology (DOST), the Department of Environment and Natural Resources (DENR), the DILG- BFP, the Department of Health (DOH), the Department of Social Welfare Development (DSWD), and other relevant agencies, shall integrate disaster risk reduction and management education in the school curricula of secondary and tertiary levels of education including the National Service Training Program (NSTP), whether private and public, including formal and non-formal, technical-vocational, indigenous learning and out-of-school youth congress and programs. (Sandra C. Velacruz,2011) It is important to put a prime on disaster risk reduction and management. When our systems are efficient, it increases and enhances human security. Republic Act No. 10121 also known as the Philippine Disaster Risk Reduction and Management (DRRM) of 2010 strengthens the Philippine disaster risk reduction and management framework, institutionalizes the National Disaster Risk Reduction and Management Council (NDRRM), and appropriate funds for the use of its implementers. It calls for the development of a framework that taps the different sectors, agencies, and communities that will address disaster risk reduction and management concerns. (Sandra C. Velacruz, 2011) The Department of Education (DepEd), in partnership with the Department of Environment and Natural Resources (DENR), establishes the Youth for Environment in Schools Organization (YES-O) as the only recognized co-curricular environment club or organization in the school with the main and primary programs or projects for the environment on ecology in the said organization. (DepEd, 2003) The Youth for Environment in Schools Organization (YES-O) is the youth arm of both Department of Education (DepEd) and the Department of Environment and Natural Resources (DENR) to heighten pupils and students’ participation and action towards environment protection and conservation at the school level. As a co-curricular organization, it shall implement programs, projects, and activities that address various environmental issues and concerns such as global warming, climate change adaptation, deforestation, watershed protection, disaster risk reduction, among others. (Yolanda S. Quijano, 2010) The Regional and Division Education Supervisors in Science, as Regional and Division coordinator respectively, shall lead, coordinate and monitor the conduct of activities pertinent to the Youth for Environment in Schools Organization in the respective areas of jurisdiction. The Science Department Head/ Coordinator and Teacher, herein designated as School –based Moderator respectively, shall lead operate the Youth for Environment in Schools Organization (YES-O) activities in the school level with the guidance of School Head/ Principal. (Edilberto C. De Jesus, 2003) In view of the increasing global concerns for environmental action against threats to mother earth and consequent need to consolidate all efforts in safeguarding, protecting, and conserving the environment, and pursuant to the Department of Education order No. 72, s. 2003 on the establishment of the Youth for Environment in Schools Organization (YES-O), the Department of Environment and Natural Resources (DENR) is announcing the Thrusts and Activities of the Youth for Environment in Schools Organization (YES-O). (Vilma L. Labrador, 2007) The Youth for Environment in Schools Organization (YES-O) on its partnership with concerned government and non- government organizations undertake tree planting and growing, awareness campaigns and symposia on Environmental Issues and Actions, Outreach programs, Waste management, Segregation, Recycling and Entrepreneurship programs, watershed Protectin and Conservation, Environmental/ Science Camps. (Vilma L. Labrador, 2007) The Youth for Environment in Schools Organization (YES-O) which is one of the Department of Education accredited organization helps to strengthens the government program concerning global warming, climate change, adaptation, reforestation, watershed protection, and disaster risk reduction. The Youth for Environment in Schools Organization (YES-O) is advised to conduct the activities in increasing global concerns for environmental action against threats to our planet in partnership with the government agencies such as the Department of Environment and Natural Resources (DENR) . Chapter 3 Methods of Research and Procedures Methods of Research The method of research used in the study is the descriptive method, specifically the content analysis. Content analysis focuses on the documentary materials that shall be analyzed. The documents to be analyzed are the year-end report or the accomplishment report of the Youth for Environment in Schools Organization (YES-O) for the school year 2010-2011. The programs, projects, and activities which were stated in Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools Organization will be the basis for the analysis of the year-end report. The year-end report of the YES-O contains the projects, programs, and activities which were implemented in the school year 2010-2011. Method of Collecting Data and Development of the Research Instrument The researchers will conduct interviews with selected members and non-members of the YES-O and its officers in Bicol Regional Science High School. Interview Schedule will be the instrument to be used during the interview. This will include specific questions on how the YES-O implemented the mandated projects and activities which are stated in Article XVIII of the YES-O Constitution and By- Laws. Sampling Design The study will determine if the programs, projects, and activities stated in Article XVIII of the YES-O Constitution and By-laws for the school year 2010-2011 are implemented through analyzing their year-end report or accomplishment report. The organization has forty-three members, twenty of them will be chosen through random or lottery sampling. This type of probability sampling is used so that everyone in the population has equal chance of being selected to be included in the sample. Since the population has no differentiated levels or classes, pure random sampling is used. The researchers will conduct three separate random samplings for the YES-O members and non- members. The size of the population for the YES-O members is forty- three (43) and the study population is twenty (20). For the non-members of YES-O, the size of population is one hundred thirty- one (131) and the study population will also be twenty (20) and for the officers, the study population is seven (7). Statistical Treatment The researchers conducted an interview with the members, non-members, and officers of the Youth for Environment in Schools- Organization (YES-O). With this, the researchers will use tables and other graphical forms for the interpretation of data as statistical treatment. Interview Schedule 1. Are you aware of the mission and vision of the YES-O? ____ Yes ____ No If yes, what do you think are the mission and vision of the YES-O? 2. What are the projects, programs and activities conducted or implemented by the YES-O that you are aware of? 3. How satisfied are you with the programs and activities of the YES-O for the school year 2010-2011? ___ Very satisfied ___ Satisfied ___ Poorly satisfied ___ Not satisfied 4. Do you think the projects, programs and activities implemented by the YES-O in the school year 2010-2011 would benefit the students, teachers, the school, and other organizations? ___ Yes ___ No 5. What do you think are the benefits of the students, teachers, the school, and other organizations from the implementation of the projects, programs, and activities by the YES-O? 6. What do you think are the factors affecting the implementation of the programs, projects, and activities of the YES-O? Chapter 4 Results and Discussions The study shows the implementation of Article XVIII: Mandated Projects, Programs and Activities of Youth for Environment in Schools Organization in the school year 2010-2011. The researchers had conducted interviews with the members, non-members and officers of the Youth for Environment in Schools Organization to determine if the programs, activities, and projects were implemented throughout the school year 2010-2011. The tables below show the results of the interviews: The interview shows that among the twenty selected members of the YES-O, three are aware of the mission and vision, while seventeen of them are not. On the other hand, four of the twenty non-members are aware of the mission and vision, and sixteen of them are otherwise. Ninety-five percent of the YES-O and non-YES-O members convey that the students, teachers, school and other organizations can be benefitted by the projects, programs, and activities implemented by the YES-O while 5% of the said that there is no benefit. On the other hand, 100% of the YES-O officers say that the students, teachers, school and other organizations can be benefitted by the projects, programs, and activities implemented by the YES-O. From the interviews with the YES-O and non-YES-O members, and the officers of the organization, environmental awareness is the most identified benefit with 15 responses from the members, eight responses from the non-members, and three from the officers. The budget for the projects of the YES-O has the highest number of responses from the members, non-members and officers, with 14, nine and five, respectively. Five YES-O officers also cited the factor of time and schedule. Article XVIII: Mandated Projects and Activities includes clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishments, tree-planting activities, fun runs, and the Youth for Science and Technology Environment Camp (YSTEC). In the YES-O accomplishment report for school year 2010-2011, all projects and activities stated in article XVIII are included, except for the waste management, segregation and recycling and nursery establishments. The interview results show that the students are all aware of all the projects and activities stated in article XVIII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The main purpose of the study is to determine if the projects, programs and activities held by the YES-O is in accordance to Article XVIII: Mandated Projects and Activities of the constitution and by-laws of the YES-O. The method of research used is the descriptive method, specifically the content analysis. Based from the results of the interviews, all the activities stated in Article XVIII, except for waste management, segregation, recycling and nursery establishment are implemented. Conclusion With reference to the results gathered, it can be concluded that the clean-up drives, awareness campaigns, symposia or training, nursery establishment, tree-planting activities, fun run, and Youth for Environment Summer Camp stated in Article XVIII: Mandated Projects and Activities are implemented by the YES-O school year 2010-2011, while the waste management, segregation and recycling and nursery establishment are not implemented based on their constitution and by-laws. Recommendations The researchers recommend that researches on future YES-O year-end reports be conducted in order to strengthen the foundation of this study. The researchers further recommend conducting studies to answer why most students are not aware of the mission and vision of YES-O.

Poverty Alleviation and Micro-credit Institutions Essay

Poverty Alleviation and Micro-credit Institutions - Essay Example rse credit and loans to people and institutions who have repayment capability and at the same time, ensure that loans are against securities that can be used to compensate them in case of default in repayment. These criteria become irrelevant for informal sector where people are living below poverty line and have neither job security nor any other kind of financial backing. To improve the living conditions and raise their living standard, non formal mechanisms of micro-credit become essential in the rural areas. The micro credit is designed to promote empowerment through income generating activities. The institutions facilitate easy credit to poor and ensure repayment through innovative schemes and incentives. The problems due to asymmetry in information, screening and enforcement are often overcome through integrated approach and providing inter-linkages to the credit and the commodities. The institutions also promote formation of self help groups and compulsory contribution to the emergency fund that can be utilized by the members in times of emergencies. The micro-financing is one of the key factors of poverty alleviation programs as it helps to provide the poor with the necessary credit to start income generating activity and thereby raise the living standard of the people in the developing countries. The innovative mechanisms and integrated approach help facilitate minimum standard of living and access to medical facilities, food and housing for every human being, irrespective of race, religion, political belief and socio-economic conditions. To encourage more funding through other international aid agencies and private donors, World Bank must facilitate requisite information and updated database of beneficiaries and poverty alleviation programs of under-developed and developing economies. The bank should encourage more proactive participation from the non government agencies and corporate houses to contribute to the socio-economic development and

Family System Theory Essay Example | Topics and Well Written Essays - 5000 words

Family System Theory - Essay Example The family therapist, as his profession is known by this name, was born in Argentina and the main achievement of the man is in his work of Structural Family Therapy. The main idea of the structure is decipher the kind of relationships that are found among the family members and psychological patterns of each of them. Communication and understanding among the members of a family are deeply influenced by the psychological differences, which are commonly found in them. Salvador Minuchin has tried to come to some conclusions about what are the common types of psychological patterns that can be found in any family. His researches have helped the sociologists to get solutions to many questions, which were not yet answered before Minuchin’s arrival. (Anderson and Sabatelli, 1999; Minuchin, 1974) Minuchin’s great work Families and Family Therapy begins with an account of a conversation between Minuchin himself and a character named Mr. Smith. What we find in this conversation is Minuchin’s way to solve the problems inside a family. Mr. Smith fails to detect with whom he has problems in the family. It is true that the whole family matter upsets him but he cannot point the individual for whom he feels uncomfortable. Minuchin’s way of treating people belonging to families is based on the understanding of the situation in which the concerned person is. Nothing can be done without knowing the whole structure of the family where the person belongs. So the basic thing of family system theory is obviously the environment, which has been woven by the contributions of each of the family members. Minuchin shows in his theory that a family man or a woman should never be treated as an individual if someone is trying to solve the family problem. In these cases the man or the woman is actually a part of a social group, which is well defined. A family can be taken as the unit for the society and this is why treatment basing

Implementing the Risk Management Process in New Kitchen Heaven Retail Essay

Implementing the Risk Management Process in New Kitchen Heaven Retail Store - Essay Example The intention of this study is risk as the probability that a chosen action or activity including the choice of inaction might result into a loss or undesirable outcome. This implies that a choice has an element of influence on the outcome. Risk management process is therefore the systematic application of the policies, methods and practices of management to the tasks of establishing the context, analyzing, evaluating, monitoring, treating and finally reviewing the inherent risks. Risk management process is therefore an ongoing process that aids in identifying potential problems that could emerge when new projects are undertaken within a business. A solid risk management process facilitates the smooth running of a project. By identifying and addressing a list of project risks which are also part of the larger project or business management system, many disclosures and roadblocks are eliminated. Consequently the risk management process is an essential factor that should be considered in an organization so as to enable its business to effectively run. It ensures that a well structured a framework for more effective strategic planning to enable maximization of opportunities and minimization off losses is put. It equally promotes greater openness in decision making and improves communication in an organization as well as providing an effective and systematic approach which enhances the management focus on areas of risk concentration in their operations. Moreover, risk management widens the management’s perspective and encourages initiative and proactive behavior that improve the level of accountability in an organization. Identifying the Risk Factors Considering the compilation lists of the NKHRS project risks, it is realized that the major risks are concentrated in three sections, that is, in areas of Information Technology, Facilities and Retail. In the area of Information Technology there is the risk of getting a professional contractor to install the Eth ernet so as to enable effective operations. Similarly, there is the risk of getting the Point of Sale and server hardware in time for the smooth operations .In the area of facilities it is noted that there is a risk in obtaining the right and desirable location bearing the right price range This location might as well be risky in terms of the availability of the goods and the products accessibility to the consumers. In this case a plan should be developed to decide on whether to find the right location for a high producing store to avoid great loss in sales or to consider a different alternative that can generate good profits (Culp, 2006). Consequently, in the Retail category there is the risk of the availability of the products at the right time to the customers and that the shipment date for the

Trends in Mining Industry Case Study Example | Topics and Well Written Essays - 500 words - 98

Trends in Mining Industry - Case Study Example Aluminum cost is going even lower in China beyond much of other countries. This is due to the funding by the Chinese government which has now reduced competition for the aluminum product from China. Silver and copper are amongst those expected to drop as well, however, this may not be immediate but rather gradual. Diamond and gemstone are the minerals whose mining are expected to experience a boom realizing the largest industry growth in Australia. The mining industry in Australia has experienced a tremendous growth over time and is thus expected to affect a change in the mining industry. However, explorations or mines are in a downturn. There is slush in companies’ exploration budgets. Additionally, there is a plummet of about 30% in the exploration of non-ferrous metals. Thus the focus is shifting away from the exploration of minerals to production. The nursery sector of mining is shrinking due to a rise in troubled small miners. Small miners are experiencing problems due to lack of economies of scale. Costs are likely to careen beyond control due to the resultant pullback in the budgets for exploration threatening to widen the rift between supply and demand. The mining sector is in a decline falling with over 7.5% in 2014. The effects of these challenges have subsequently made companies mothball their projects as well as cap capacity. Therefore only an adoption of new ways of business will break this cycle. Nonetheless, CIBC world Market projects a likely rise in gold at about $US1383 per ounce as silver on the other end is to fall to about $US22.81 per ounce similarly, copper will experience a drop to $US3.17 per pound. A critical evaluation of Dicores customers and Dicores competitors shows the table below using strengths, weakness risks and opportunity (Amin, Razmi, & Zhang, 2011).