CUBA: The Great Journey in Economic Development on the United State’s

CUBA: The Great Journey in Economic Development on the United State’s Doorstep Introduction A discussion of Cuba and the occurrences within the country over the last century is often surrounded by probing analysis as to the extent to which the Revolution of 1959 actually served as a change from past regimes. It is ignorant to evaluate the revolution in a vacuum, because past events that created the climate where such a change could take place. Yet it is also immature to state that 1959 was purely a product of history and previous revolutions. The story of the Cuban revolution and events since does not begin with the revolution itself. Rather, it starts from the political, economic, and social situations which evolved over centuries. The revolution of 1959 was not the first revolution to take place in Cuba. Political struggles within the state had been occurring for years trying to create a stable system that would provide the stage for Cuba to assume its possible level of economic development and growth. Additionally, there was a desire to release the pop ulation from dictator control. The rise of the leader Fidel Castro continues to mark a drastic divergence from previous leadership and policy. For this reason the political changes of 1959 and afterwards must be viewed as a revolution, a complete change of the political system and policy of Cuba. Moreover, after seizing control of Cuba, Fidel Castro implemented a very unique form of Communism often referred to as â€Å"Castroism.† Under Castro’s control – and with substantial help from the Soviet Union – Cuba flourished in a number of areas including health care and equality. This Communism and relationship with the U.S.S.R., however, led... ...kin, p. 53 [7] Rabkin, p. 50 [8] Rabkin, p. 54 [9] Rabkin, p. 54 [10] Peter Taaffe, Mai Cuba: Socialism and Democracy. 2000. http://www.slp.at/theorie/cuba_2.html [11] Peter Taaffe, Mai Cuba: Socialism and Democracy. 2000. http://www.slp.at/theorie/cuba_2.html. [12] Rabkin, p. 53 [13] Rabkin, p. 55 [14] Rabkin, 51. [15] Rabkin, p. 170 [16] Speech by Fidel Castro, December 6, 2002, attended by Kimberly Roberts [17] Plank, p. vii [18] Plank (Wriston), p. 32 [19] Plank (Wriston), p. 36 [20] Peter Taaffe, Mai Cuba: Socialism and Democracy. 2000. http://www.slp.at/theorie/cuba_2.html. [21] Peter Taaffe, Mai Cuba: Socialism and Democracy. 2000. http://www.slp.at/theorie/cuba_2.html. [22] Garza, Laura. â€Å"UN Condemns U.S. Embargo On Cuba† 1995. [23] Plank (Wriston), p. 40 [24] Rabkin, p. 53

PCI DSS and the Seven Domains Essay

1. Identify the touch points between the objectives and requirements of PCI DSS and YieldMore’s IT environment. The objectives and requirements for PCI DSS compliance is the same for every business wanting to accept credit card payments. There are 6 control objectives with 12 requirements. Control Objectives PCI DSS Requirements 1. Build and Maintain a Secure Network 1. Install and maintain a firewall configuration to protect cardholder data 2. Do not use vendor-supplied defaults for system passwords and other security parameters 2. Protect Cardholder Data 3. Protect stored cardholder data 4. Encrypt transmission of cardholder data across open, public networks 3. Maintain a Vulnerability Management Program 5. Use and regularly update anti-virus software on all systems commonly affected by malware 6. Develop and maintain secure systems and applications 4. Implement Strong Access Control Measures 7. Restrict access to cardholder data by business need-to-know 8. Assign a unique ID to each person with computer access 9. Restrict physical access to cardholder data 5. Regularly Monitor and Test Networks 10. Track and monitor all access to network resources and cardholder data 11. Regularly test security systems and processes 6. Maintain an Information Security Policy 12. Maintain a policy that addresses information security 2. Determine appropriate best practices to implement when taking steps to meet PCI DSS objectives and requirements. The best way to implement best practices is following the requirements. Some of the requirements listed above read like a guideline i.e. not using vendor supplied default passwords. Obviously you would want to make your own strong password that would be difficult to guess. 3. Justify your reasoning for each identified best practice. The justification for best practice is you want to make the credit card information as secured as possible. The company will be handling the income of people and if something goes wrong and people get access to the information the business will go under. No potential customer will want to do business with them. 4. Prepare a brief report or PowerPoint presentation of your findings for IT management to review. In order to better serve their customers, YieldMore wants to begin accepting credit card payments. In order for the company to begin the process of accepting credit cards it must first be PCI DSS compliant. PCI DSS is an information security standard. So the company has meet six objectives and each of those objectives has requirements that must be met to be compliant. The first objective is to build and maintain a secure network. Two requirements must be met in order for that objective to be met. First is to install and maintain a firewall configuration to protect cardholder data and do not use vendor-supplied defaults for system passwords and other security parameters. The second objective is protecting cardholder data. Two requirements are needed to meet that objective. Protect stored cardholder data and encrypting transmission of cardholder data across open, public networks are the requirements for the second objective. The third objective is to maintain a Vulnerability Management Program with using and regularly updating anti-virus software on all systems commonly affected by malware and developing maintaining securing systems and applications requirements. Implementing a strong access control measure objective would be easy to achieve. The requirements for the fourth objective is restricting access to cardholder data by business need-to-know, assigning a unique ID to each person with computer access, and restricting the physical access to cardholder data. The fifth objective is to regularly monitor and test networks. Tracking and monitoring all access to network resources and cardholder data is the first requirement. Regularly testing security  systems and processes is the other requirement. Maintaining a policy that addresses information security is the only requirement for the final objective, maintain an Information Security Policy. Once all these objectives are met then the company would be PCI DSS compliant.

Individual Assignment and Chart Essay

Curriculum history is important to educators just as the general history of a country is important to historians and politicians. Much can be learned from the successes and the failures of the past. Traditional education in Japan follows societal norms in stressing respect for order and for group goals. The schools stress self-evaluation, hard work, and organization. Schools actively teach morals and values in order to develop individuals of character that will function in society as educated and moral. Japanese formal education in began with adherence to Buddhism and Confucianism. Later, studies in sciences were added, and Japan slowly began to adopt more western styles of education. Briefly, the schools were used as military and nationalistic training grounds during WWI and WWII (Hood, 2001). Over the last fifty years, schools in Japan have been evolving further. After WWII, a call to return to leadership and societal welfare in education was initiated. Schools were strictly centered around community goals and common curriculums. In the 1980s, unfortunately, an increase in youth violence began to worry Japanese citizens about their future. Focus turned to the morals based education of centuries before. In the late 1990s, the cold war era was over. The Ministry felt as if they could relax the six day long weeks and long days (Japan, 2006). Part of this change in philosophy could be due to changes in competition for universities. Previously, competition for admission into Japanese universities was cutthroat, but now, with a reduction in the number of children being born, schools are competing for students (Hood, 2001). In a way, this has given students more power to seek the types of education they most need. In addition, Japan is also loosening its governmental hold on curriculum and allowing from more flexibility in curriculum through site-based decision-making (Komatsu, 2002). Schools are now able to select textbooks from a group of sources. Recently, controversy has arisen as to which history textbooks to choose. In 1997, a group was formed to create and market a revision of Japanese history for incorporation into school history textbooks. This group was primarily interested in revising the presentation of Japan’s execution of militaristic procedures. Unfortunately, even with its widespread promotion efforts, the revised textbook failed to gain a foothold in Japanese schools. Only a few private schools in one small area of Tokyo was willing to give the book a chance (Masalksi, 2002). Not all things in Japan’s educational system are open to change. Before, Japanese teachers had very little autonomy in determining what they would teach even though they held positions of high respect in the community. Now, individual schools and teachers will be able to decide on curriculum issues that best meet the needs of their students. â€Å"The general principle of curriculum organisation is changing from the idea of providing a common education for all children to one of providing different education for various children† (Komatsu, 2002, p. 53). The 2002 Rainbow Plan mirrors the change in philosophy towards more democratic ideals. The government is continuing to relinquish more control to the schools’ local administrations (Japan, 2006). In the future, Japanese education will continue to follow Western trends. One such trend will be in technology and information. While Japan is a world leader in electronics technology, its individual and student use of the internet lags behind. This is primarily because 80% of the internet content is in English. As a result, Japanese students need to be learning both spoken and written English and how to use the internet at younger ages (McCarty, 2000). Clearly, Japanese education will begin to include more intensive English and computer technology classes in early education for its students. Another trend in Japanese education must certainly be increased funding for higher education. Even though the number of teenagers in Japan is lower, over 40 % of them do attend universities. However, government funding for universities is low. Dr. Akito Arima, former Minister of Education, notes that while the United States spends about one percent of its Gross Domestic Product (GDP) on educational funding, Japan spends less than half of one percent in the same manner. However, Japan is second only to the United States in the number of students who attend college. The funding for private universities is even lower, even though 75% of college students attend private universities. â€Å"In this respect, one should note the contradiction between the high proportion of people who move on to higher education, and the low public expenditure ratio. This demonstrates that university education in Japan is seriously under-funded† (Arima, 2002). If college education remains under-funded, many secondary students may turn away from it, thinking that it has less to offer than before. If birth rates should rise in the future, this burden will become more pronounced. Funding will definitely have to be initiated in order to keep young students setting college educations as their goal. Ironically, the US and Japan seem to be crossing each other in the middle of the curriculum spectrum. While Japan is recognizing the individuality of each student and allowing him to seek his own educational goals with flexible programs of study, the US is getting much more rigid with the enactment of NCLB and strict state testing plans and pacing guides. One might wonder if the US will notice a similar increase in youth discontent as a result.

A Critical appreciation of Othello Act 1 Scene 1 line 41 – line 82, commenting upon Shakespeare’s portrayal of his characters

The passage, act 1 scene 1, lines 41 to 82, open with a long speech from Iago. Already, from the onset we see that he feels it is wrong to follow his master ‘ the Moor', demonstrated by the answer he gives to Roderigo's statement of: â€Å"I would not follow him then† – line 40, with, â€Å"O sir, content you.† – line 41 It is as if it were a discontenting thought to think that Iago actually really wanted to follow his master of his own accord. Iago expands on his opening statement, informing us that he is only following Othello for his own benefit, and informs us on his view of there being two types of knaves. The first, follows his master to help his master, works hard and is humble and actually enjoys his devoted service to his master; ‘Many a duteous and knee-crooking knave, That doting on his own obsequious bondage' line 45-46 But for all their hard work Iago feels that they get nothing back in return and in addition will be looked down upon and be seen in the same category as the ‘master's ass', as they only receive food and lodging (‘for nought but provender'), in return for years of dedicated service only to be dismissed without a second thought. This is not for Iago, he will not be used by others, but in turn wants to use others for his own benefit ironically using the cover of a used ‘honest' servant. It is this word ‘honest' that appears many times in the play and is used to mean different things, mainly trustworthy and truthful or simple and easily deceived. But when used in reference to Iago there is often a sense of patronisation or an indication of it intended as an insult to suggest stupidity. When Iago uses the word ‘honest in line 49 saying: ‘Whip me such honest knaves.' He shows the audience exactly how he views the perception of the word ‘honest' as he uses it to describe the foolish ‘duteous and knee-crooking knave'. Here Iago makes it clear how he understands the meaning of the word ‘honest' even though the use of the word is frequent and varied and of course deliberately ambiguous in other references in ‘Othello'. Iago now moves onto the second type of knave, which he associates himself with: these knaves outwardly give off the appearance of hard working and submissive servants, but inwardly they are working for their own agendas. Even though these knaves look as though they are sacrificing a lot for their masters with little apparent return, in fact they are using their masters to their advantage better than their masters are using them. Therefore in paying service to Othello he is in effect paying service to himself. This gives an impression of selfishness but we must remember that just because Iago is not a master, does not make him feel that to serve a master is a privilege. Therefore, like people who are more fortunate than him and are higher in the social and military rank, he too wants people to devote their lives to him. As he can't have this, it is only natural that he would want to get something out of this ‘relationship', (though in the end circumstances do get out of hand and develop into tragedy.) The second type of knaves who are ‘trimmed in forms and visages of duty, yet keep their heart attending on themselves' (lines 50-51) Iago feels that: ‘ These fellows have some soul' – line 54 This suggests that Iago sees this deceit and pretence in a man as character and qualities to be admired and respected for: in fact the reverse of societies view of men who lie and plot others' downfall. Iago has already introduced the theme of deceptive appearances, and that actions and true thoughts or feelings have nothing in common. Therefore no one can judge or analyse someone else's actions without knowing how that person feels, and even with this knowledge, one can still not understand or appreciate the character's motives. These issues are demonstrated in Iago's following lines: ‘Were I the Moor, I would not be Iago; In following him, I follow but myself. Heaven is my judge, not I for love and duty, But seeming so for my peculiar end.' Lines 58-61 Iago's mysterious statement ‘Were I the Moor, I would not be Iago' indicates that the Moor symbolises authenticity and all things genuine while Iago stands for falseness and deceit. Therefore one cannot be the other as they are opposites and work antagonistically. Therefore we are faced with the common ‘good against evil' presentation, (which later proves evil to be the winner). It seems that Iago sees himself and Othello as opposites and therefore Othello will never be able to understand Iago, and therefore can not understand his deceitfulness and plotting against his ‘friends' and Iago will never be able to comprehend Othello's love for Desdemona as a thing of beauty and purity. Thus Iago can only make the tragedy happen by manipulating what is good and sowing the seeds of doubt. Iago comments that he is not seeking ‘love and duty' and so we start to wonder at how Iago will ‘ thrive by them' from his ‘peculiar end.' This last statement suggests that nobody will understand Iago's motives or the passion which drives his actions because even Iago refers to his end as ‘peculiar' and therefore as people will not be able to see it from Iago's point of view they will wrongly assume that he is a psychopath or mental. The lines: ‘†¦not for love and duty, But seeming so for my peculiar end' create dramatic tension and suspense, making the audience wonder what Iago could possibly have in store for them. Therefore, Shakespeare has written this line deliberately ambiguous to arouse curiosity in the viewers. Ironically, line 60 includes: ‘Heaven is my judge' this is the same heaven that does not intervene in any of the unfolding tragedy even though Cassio, Desdemona, Othello and even Emilia call to heaven for blessings and protection. Iago feels that honesty and sincerity are weaknesses that make you more open to attack and therefore more vulnerable. It is here that a hint of insecurity is detected in Iago as it seems it is in his nature to envy those whose character or situation is in any way superior to his own thereby leading to Iago suffering from a sense of injured merit. He seeks to destroy anything which by its very superiority threatens his self-love and he is always finding ways in which he feel that Othello and Cassio have slighted him. Thus he cannot control this feeling of rejection and it grows on him making him feel insecure and wanting to take revenge on those who make him feel belittled. Also, maybe Iago thinks that he can not ‘wear my heart on my sleeve for draws to peaks at' as he can not reveal his true soul to anyone because then he will no longer be able to hide behind a mask or character which what is known about them is false, which will make Iago feel more safe, again pointing to Iago feeling insecure. Iago ends his speech with a paradox: ‘ I am not what I am'. This is in effect summarising Iago's speech into saying that what people conceive him to be is not the real him, and the real him will never be revealed for people to comprehend, so people will never ‘see' the real genuine Iago. This of course is the main reason Iago manages to deceive Othello and this is also a problem for Rodrigo, but at this stage Rodrigo does not pick up on this point, as he is a bit slow to say the least. It is rather ironical that Iago only reveals his true intentions and plans to Rodrigo who is the only person too stupid to really understand their full implications, highlighted by Rodrigo's random and abstract comment: â€Å"What a full fortune does the thick-lips owe, If he can carry it thus!† Lines 67-68 Next we see Iago at his best: making havoc. Iago plainly delights in his own skill at causing chaos and his desire to make another human as unhappy and miserable as possible. When he plans to wake Brabantio, and ‘poison his delight', he maximises Brabantio's humiliation at the dishonour of it by telling Rodrigo to ‘proclaim him in the street'. Iago seems to get carried away by his lust in planning to tell Brabantio of his misfortune saying ‘plague him with flies' and ‘incense her kinsmen'. This of course is an example of Iago's two faced nature as to Brabantio he seems to be on his side by informing Brabantio of his daughter's secret liaison with Othello, yet in the next scene, Iago is seen with Othello acting as the faithful manservant.  Read also Critical appreciation of the poem â€Å"Old Ladies’ Home†. Even though Iago wants Rodrigo to call out to Brabantio, he can not help himself adding to Rodrigo's feeble and polite attempt at calling Brabantio with loud and alarming phrases and cry's of ‘Thieves,' repeated four times to make Brabantio feel as uncomfortable and worried as possible. It seems that Iago is drawing out the situation and going the round about way of telling Brabantio what has happened, to leave Brabantio in suspense and confusion for as long as possible. Iago's energy and excitement is conveyed in the pace and thrust of Iago's poetry or prose. In Iago's soliloquy-like speech (lines 41- 66) poetic images and long words do not slow the quick movement, like the agile darting of Iago's mind constantly on the look out for new niches to get in and use to his advantage. The light punctuation helps keep the fasted paced childlike enthusiasm. Iago's speeches are full of ambiguous and mysterious phrases, these highlight his double character that is in fact a paradox in itself and often seem to present two conflicting and antagonist characters, even though they are both represented through Iago. There seems to be no fixed sentence length with many varied disjointed phrases helping make up Iago's speech and present his rush of ideas and force of feeling. This passage is really a platform for the ‘plotter' Iago, to reveal his true feelings on his relationship with Othello and how he intends to use his service to Othello and the social role he is expected to play as a base for his deceit and ruin of other characters. Therefore dramatically this is an intimate scene between the audience and Iago (with Rodrigo, as merely an excuse for Iago to speak) where they are invited to see events and situations from Iago's point of view. This low-key plotting and the later loud disruption caused by Iago to wake Brabantio, is further indication of how quickly and easily i.e. how flexible, Iago can be to change to suit the situation to deceive characters, manipulate trust and ultimately cause a tragedy through his consuming hatred for seemingly all things good and beautiful.

Violent Media Is Good for Kids

Violent Media is Good for Kids Analysis From infancy onward, parents and teachers have drilled into the young generation that violence should be avoided at all costs. They have preached cooperation, tolerance, and â€Å"using one’s words† as tactics to combat difficult situations. Although those lessons are valid, Gerald Jones claims there is an alternative way. In his essay, â€Å"Violent Media is Good for Kids,† Jones argues that â€Å"creative violence- bonking cartoons, bloody videogames, toy guns-gives children a tool to master their rage† (Jones).In other words, media violence, used correctly, can serve as an alternative method for powering through adolescence. By reading and writing violent stories, children are able to express themselves safely and even escape from the sometimes harsh reality. Jones effectively supports this stance using the three rhetorical appeals- ethos, pathos, and logos. To affirm his credibility on the matter, Jones employs t wo tactics. First, he goes into detail about his expertise and past history with media violence to confirm his credibility as the speaker. Then, he uses the powerful tool of rebuttal to show the credibility of his argument.Throughout the essay, Jones discusses his past with violent media. He begins with discussing his professional career as a comic book writer. Later, Jones mentions his three-year long project with Dr. Melanie Moore, a psychologist who works with urban teens. This project produced Jones’s most useful tool in using violent media for good. According to Jones, his program, Power Play, â€Å"helps young people improve their self-knowledge and sense of potency through heroic, combative storytelling† (Jones). Discussing his past with the realm of violent media makes the audience feel like Jones is a competent and trustworthy source on the matter.To further contribute to ethos, Jones uses a rebuttal. In his essay, he mentions that many psychologists argue tha t violent stories breed more violence- such as the recent increase in columbine shootings. They say people use media violence as a driving force for real life violence. Jones acknowledges these points. However, he refutes them by saying that â€Å"it’s helped hundreds of people for everyone its hurt, and it can help far more if we learn how to use it† (Jones). In other words, when we channel violent media into heroic battles of good versus evil, it can empower a child in need.This rebuttal contributes to the objectivity of the essay. It shows that the author did his research so well that he can recognize opposing viewpoints and refute them. The author also effectively supports his thesis through pathos. To evoke strong emotion in his readers, Jones appeals to the audience’s feeling of vulnerability in their youth. Recognizing that during adolescence most people feel powerless, he tells engaging stories of his own and his son’s rise to power through comic books to give the audience something to connect to.As these stories are told, readers reminisce about those days, and feel joy in knowing that there was a happy ending. The feelings created make the audience look positively at the essay and relate to it. Lastly, Jones uses logos to solidify his argument with concrete evidence. This is done by giving two real-life examples of girls that were helped through childhood by writing violent media. In both cases, Jones personally assisted these girls during a difficult time, and got them started on their path to future successes. The first example involves a little girl, Emily, whose parents were separated.Her main problem was her violent fantasies. Because she didn’t have a proper outlet, she acted out aggressively. Jones stepped in and channeled her fantasies into stories. At the end of the day, she was still fiery and strong, but she was able to control herself in public. In fact, she even became a student leader in her school. In this case, violent media gave a child an outlet for her aggression. The second example involved an older girl in a very chaotic family situation. She was surrounded by fighting, alcohol, and peer pressure. Jones stepped in with the power of writing.His use of the Power Play program helped the girl escape from her reality. In the girl’s stories, she was powerful and invulnerable. She was able to ignore the world going on around her for a period of time. This proved to be very beneficial. She stayed out of trouble, and grew up to be a writer and political activist. In this case, Jones showed how media violence helped someone power through adolescence and contribute to a very successful future. Jones uses the two examples above to drive home his argument. By employing real life examples, he is able to not only provide concrete evidence, but also put a face to the fact.Instead of spewing a list of facts, he gives two examples the audience could relate to and better visualize. Th is makes for a stronger use of logos. It seems that Gerald Jones had his work cut out for him in writing this essay. He had to take the hardwired belief that violence is bad and convince the world that â€Å"Through immersion in imaginary combat and identification with a violent protagonist, children engage the rage they’ve stifled, come to fear it less, and become more capable of utilizing it against life’s challenges† (Jones).By using ethos to give credibility to himself and his argument, pathos to evoke strong emotion and connect the reader to the essay, and logos to make the argument solid, Jones is able to effectively argue his thesis. Work Cited Jones, Gerard. â€Å"Violent Media is Good for Kids. † Current Issues and Enduring Questions. 9th Edition. Sylvan Barnet and Hugo Bedau, Eds. Boston: Bedford St. Martin’s Press, 2011. 195-199. Print.

Reader Response of Monkey’s Paw Essay

The short story which is going to be analyzed in this paper is Monkey’s Paw. It is a horror short story by William Wymark Jacobs. He is an English author of short stories and novels. The story itself is divided into three parts and will be determine the constituent and supplementary events of it. The constituent event is an event, what if it is removed, will make a gap in a plot of the story. It is also known as main event. Every story must have the constituent event, in order to create a chain of plot. Certainly, Monkey’s Paw has the constituent event in it. First, it is the most important event which is constituent – the title itself, Monkey’s Paw. The title of the story is really influential. The reader can get a gap when the object of monkey’s paw is changed with a mystical lamp, for example. It may feel more Arabian and there will be an event when the user of the mystical lamp rubbed down on it. It also changes the plot of the whole story, even the title itself, and it is not the Monkey’s Paw’s story anymore. Next, it is about the Herbert White’s death. The event when Herbert died is a constituent event which can not be removed or even be replaced. The reason of deciding it in to constituent event is that the Herbert’s death influences the three wishes to the monkey’s paw. If Herbert was not died, Mr. White would not make a second wish to get her son alive. It is shown that the event of Herbert White’s death is influential, and if it is removed, it can damage the plot of the story. Besides the constituent event is the main event in a story, the supplementary event is the removable one. It can be removed or deleted from the story, because it will not make a gap and change the structure of the plot. There are so many supplementary events in Monkey’s Paw. The first is playing chess done by Mr. White and his son, Herbert White. It can be removed, actually. The reasons are the existence of that event do not change the structure of the plot and the event is meaningless. Even if the event is not removed but is replaced its activity by another game, playing bowling for example, it does not mean anything to the structure of the plot. Another example of supplementary event is the last event of the first part of the story. It tells that Mr. White sat alone in the darkness, gazing at the dying fire, and seeing faces in it. This event is a removable and replaceable event. Without the existence of this event, the structure of the plot are not changed. Even, if the event is replaced by Mr. White is going to bed immediately, it is meaningless. In conclusion, the title of the story Monkey’s Paw, is the most important constituent event that are appeared and it is followed by another constituent event which can not be removed or be replaced. Finnaly, to supporting the constituent event, there are also some supplementary events.

Tata Motors Assignment Example | Topics and Well Written Essays - 1000 words

Tata Motors - Assignment Example To respond to the market needs, automotive manufacturers have expanded their range of products through extensive research and development (Ireland, Hokisson & Hitt, 2011). According to the law of demand, when all factors are held constant a good that is highly priced will attract less demand. As such, sales are fewer when the products are highly priced. The automotive market has exploited this law of demand to its advantage (Harrison, 1993). The industry has in the recent past increased capacity to develop and produce affordable cars. Brands such as Tata Motors have invested in research and development to identify ways of cutting costs. Reduction in costs leads to the production of affordable cars and as such creating demand. A, B and C denote points on the demand curve. The points reflect the correlation between the quantities (Q) required and the particular price (P) associated with the  demand. From this it clear that highly priced automotive products have over the years experienced lesser demand. The law of supply demonstrates what quantities of automotive items are to be sold at individual prices. According to this law, a higher price leads to higher supply of automotive products. Tata Motors, like other players in the auto industry, responded to this law by producing more units when the prices are higher so as to increase revenues. Unlike to demand relationship, relationship of supply has a component of time. As such, many players of the automotive have reviewed how their ordering processes are done. Many industry players are allowing for invoicing twice a month as compared to initial practices of invoicing once a month. The follow graph is an illustration of this law: In the automotive industry, equilibrium of demand and supply has been in existence in the recent years. Growth of industry is attributable to the fact that the provision of the automotive matches with the