Assignment 2.2: Ratio Analysis

Assignment 2. 2: Ratio Analysis Name| | Part 1: Enter the information based on your computations. | 2011| 2010| Benchmark| Favorable (F), Unfavorable (U), or Approximate (A)? 2011/2010| 1. Current ratio | 3. 52| 2. 59| 2. 00| Favorable| 2. Days cash on hand| 27. 64| 18. 10| 15. 00| Favorable| 3. Days in A/R| 69. 32| 76. 59| 45. 00| Favorable| 4. Operating margin | 2. 18%| 3. 03%| 4%| Unfavorable| 5. Return on total assets | 5. 08%| 7. 13%| 4%| Unfavorable| 6. Return on net assets | 14. 54%| 17. 76%| 10%| Unfavorable| 7. Debt to capitalization| 61. 21%| 53. 69%| 50%| Unfavorable| 8.Times interest earned | 2. 47| 3. 36| 4. 00| Unfavorable| 9. Debt service coverage | 1. 28| 1. 30| 2. 00| Approximate| 10. Fixed asset turnover | 3. 28| 2. 88| 3. 00| Favorable| 11. Salary and benefit/NPSR| 84. 08%| 82. 82%| 55%| Unfavorable| 1. Current ratio = Total Current Assets in Balance Sheet / Total Current Liabilities in Balance Sheet 2011| 2010| $54,306/$15,425| $39,715/$15,315| 3. 52| 2. 59 | 2. D ays Cash on Hand = Cash and Cash Equivalents from Balance Sheet / [(Total Expenses – Depreciation – Provision for Bad Debts in Statement of Operations) / 365] 011| 2010| $12,102/[($168,232 – $6,405 – $2,000)/365]| $6,486/[($138,394 – $5,798 – $1,800)/365]| $12,102/[$159,827/365]| $6,486/[$130. 796/365]| $12,102/437. 88| $6,486/358. 34| 27. 64| 18. 10| 3. Days in A/R = Net Patient Accounts Receivable in Balance Sheet / (Net Patient Service Revenue in Statement of Operations / 365) 2011| 2010| $28,509/($150,118/365)| $25,927/$123,565/365)| $28,509/411. 28| $25,927/338. 53| 69. 32| 76. 59| 4. Operating margin = Operating Income from Statement of Operations / Total Revenues in Statement of Operations 2011| 2010| 3,747/$171,979| $4,330/$142,724| .0218 x 100| . 0303 X 100| 2. 18%| 3. 03%| 5. Return on total assets = Net Income in Statement of Operations / Total Assets in Balance Sheet 2011| 2010| $7,860/$154,815| $8,206/$115,101| .0508 x 100| . 07 13 x 100| 5. 08%| 7. 13%| 6. Return on net assets = Net Income in Statement of Operations / Net Assets in the Balance Sheet 2011| 2010| $7,860/$54,068| $8,206/$46,208| .1454 x 100| . 1776 x 100| 14. 54%| 17. 76%| 7. Debt to capitalization = Long-term Debt in Balance Sheet / Long term debt + Net Assets in Balance Sheet 2011| 2010| 85,322/($85,322 + $54,068)| $53,578/($53,578 + $46,208)| $85,322/$139,390| $53,578/$99,786| .6121 x 100| . 5369 x 100| 61. 21%| 53. 69%| 8. Times interest earned = (Net Income + Interest) in Statement of Operations / Interest in Statement of Operations 2011| 2010| ($7,860 + $5,329)/$5,329| ($8,206 + $3,476)/$3,476| $13,189/$5,329| $11,682/$3,476| 2. 47| 3. 36| 9. Debt service coverage = (Net Income + Interest + Depreciation) in Statement of Operations/ Interest + Principal Payments ($10 million assumed for this assignment) 2011| 2010| ($7,860 + $5,329 + $6. 05)/$15,329| ($8,206 + $3,476 + $5,795)/$13,476| $19,594/$15,329| $17,477/$13,476| 1. 28| 1. 30| 10. Fixed asset turnover = Total Revenues in Statement of Operations / Net Property and Equipment 2011| 2010| $171,979/$52,450| $142,724/$49,549| 3. 28| 2. 88| 11. Salary and benefits as a % of net patient revenue = Salaries and Benefits in Statement of Operations / Net Patient Service Revenue in Statement of Operations 2011| 2010| $126,223/$150,118| $102,334/$123,565| .8408 X 100| . 8282 x 100| 84. 08%| 82. 82%| Part 2: Type your memo to senior management below

Picture Archiving and Communication System Essay

The Picture Archival and Communication System (PACS) is a system that permits several types of imaging including CT, MRI, plain X-rays, etc, to be captured, stored and transmitted electronically (using a computer). This would enable convenience for the doctors and other healthcare professionals in accessing and evaluating the images. Films have been used in medicine for more than 100 years. By using PACS, there is a great chance that the entire process of imaging would go from film to film-free, encouraging greater convenience and flexibility in accessing, storage, transmission and retrieval of the X-ray images (NHS, 2009). When PACS was initially developed (early 1980’s), all images including X-rays, CT scans and MRI scans were shot on films and then converted to images by taking frame-grabbed snapshots. Although technology was able to obtain snapshots of the CT and MRI scans on the computer, they were still converted to film and photographed, as plain X-rays had to be film-processed and then photographed. Once photographed, the images could be stored in the forms of files and folders on the computer system and shared over the LAN network. During the early 1990’s, there was also a chance of sharing radiographic images over an external network or with a dedicated gateway. During the 1990’s, the network connections were very slow and the images needed a greater bandwidth for effective transmission of images. Hence many of the PACS systems had failed to prevent digital transmission of information over a network of hospitals. The Hammersmith Hospital in London and the Sozialmedizinisches Zentrum Ost in Vienna were the first hospitals in the Europe to employ the PACS system in the early 1990’s (Inchingol, 2001). Today, automatic capturing methods can be used with PACS (first captured images) and this has replaced conventional imaging techniques with digital ones. Certain protocols have been developed by several organizations including the DICOM standards (Digital Imaging and Communication in Medicine and the TCP/IP (Transmission Control Protocol/Internet Protocol). Effectively, these two standards are utilized in managing the storage, input, retrieval and transmission of images. These protocols have been extended to use for laboratory and other healthcare settings which transmission of medical reports has been essential. Hospitals would play a major role in the management of the clinical data associated with the PACS system. DICOM is also ensuring that the end-users have greater conveniences in using the PACS system rather than creating greater problems and making issues more difficult. Another system known as Data and Picture Archiving and Communication System (DPACS) which was initiated by a university in Italy helps in several aspects including retrieval of images and remote consultation with specialists, transmission of information, etc. This system is superior and is capable of being used with other EMR tools. Several imaging machinery, hardware and software systems are based on DICOM. Newer management systems are effectively trying to integrate several components of the EMR with the PACS and develop a very strong integrated system. There are rapid changes in technology and the PACS systems have to stay abreast of the use of such technology. In the year 2000, only 5% of the hospitals in the US had a PACS system, which increased to 20 to 40 % in 2003 and 2004. PACS helps in the management of sensitive radiological data, and hence is very critical in handling the patients in various clinical setups (Inchingol, 2001). The use of a PACS system in a hospital may be initially very costly for the hospital, but in the long-run, there is set to be an advantage has PACS can help lower costs and provide several benefits in terms of quality standards, flexibility and the ease in transferring information to other hospitals. Some of the advantages of the PACS system include:- †¢ Images can be transferred anywhere over the network (or internet) and hence consultation with specialists can be organized across the world †¢ In the future, there would be several benefits as costs would come down, support would improve, standards would be more easily followed, technical innovations would be developed, etc †¢ PACS can be utilized across various setting including cardiology, oncology, surgery, nuclear medicine, obstetrics and gynecology, dentistry, oral and maxillofacial surgery, community medicine, etc. These specialists may require individual specialized images to be taken and used over the PACS. †¢ PACS promises to be a reliable and safe system †¢ Greater integration of the PACS with other systems such as the EMR, LIS, etc, to form what is known as the virtually integrated electronic patient record (VIEPR). In the early 1990’s, the implementation of a PACS system was very costly for the hospital. Some of the elements of the purchase of such a system included hardware, software, development of a network, infrastructure, support systems, etc. Initially, as PACS was newer technology, a hospital had to spend several millions on purchasing such a system. There was an even higher expenditure on running and maintaining such a system and the usage of electricity, and support staff. However, with time, technology of PACS became even cheaper, and there were several benefits noted including decrease in the number of lost images, reduced exposure to X-rays, higher quality of images, reduction in errors whilst observing the X-ray, etc (Bryan S, 1998). There is also a reduced need to use films, which helps reduce the costs of X-rays for the patient. However, it is important to note than although PCAS would ensure a film-free setup, there may be several situations in which films would also be required (Inchingol, 2001). The PCAS can be integrated with several systems including the radiology information system, HIS, VIEPR, etc. The vendors of all these systems should ensure greater amount of integration so that the functional efficiency would be able to be improved (Inchingol, 2001). Overall the PCAS has been implemented in several hospitals over the world and huge benefits are obtained in terms of reduction in costs, effectiveness, quality and access of healthcare, etc. Initially an organization may find it costly to implement such a system. However, in the long-run, there would be immense benefits and organizations would be able to recover the costs. Vendors also need to improve the integration of PCAS with other systems. Bibliography Bryan S, W. G. (1998). Costs and benefits of hospital-wide picture archive and communications systems (PACS): results from the evaluation of Hammersmith Hospital. Annu Meet Int Soc Technol Assess Health Care Int Soc Technol Assess Health Care Meet , 14: 84. http://gateway. nlm. nih. gov/MeetingAbstracts/ma? f=102237049. html Inchingol, P. (2001). Picture Archiving and Communications Systems in Today’s Healthcare. B u s i n e s s b r i e f i n g : n e x t – g e n e r a t i o n h e a l t h c a r e. http://www. wma. net/e/publications/pdf/2000/inchingolo. pdf NHS. (2009). Learn more about PACS. Retrieved February 24, 2009, from Connecting for Health NHS: http://www. connectingforhealth. nhs. uk/systemsandservices/pacs/learn

Human geography Essay Example | Topics and Well Written Essays - 1500 words

Human geography - Essay Example Geography has a rich tradition as a study Human being from earlier times had to interpret and interact with different spatial element. Knox and Marston studied human geography form a contemporary aspect. They have simplified the human geography in to three tiers; the core, the periphery and semi - periphery. The core are those countries which are the super powers of the world. They have immense wealth and power. The peripheral countries are those who are under developed and achieve no benefits from rich countries .Finally the semi – periphery countries are those which are industrializing and capitalizing countries. They resemble the characteristics of both core and peripheral regions. They play major role in enhancing the economic, social and political growth of core and peripheral regions. Even their geographical positioning comes between core and peripheral areas. Semi peripheral nations have dominance over peripheral ones and further technological developments can lead to their chances of being turned into core nation. development. These nations are on their way to position themselves as wealthy nations. They have well advanced economies but are yet to show their signs of development. Where as poor nations is far behind from rich nation and super powers, they require lot of time to even cross the poverty line. Traditional method only give importance to rich and poor, they are completely ignoring the rapidly boosting economies like India, china etc. Middle class nations with little more development in different areas like technological and politics can emerge as a well developed nation. Knox and mars ton gives complete importance to the semi peripheral category. They constitute as a different sector of the global economy. They help both developed and developing countries in the growth. These regions paves way to technological innovation and industrial development and this stimulates the growth of the economy of the

The nyc history from 1980 to the present in terms Essay

The nyc history from 1980 to the present in terms - Essay Example l strains flooded the city as organized crime became prevalent with the highly-exposed killings of three African Americans in the white residences in New York. Rape, gang bags, and shooting cases soared from the 1980s to the end of the 20th century (Langan and Durose, 17). Also, during the time of Mayor Edward Koch, the â€Å"crack epidemic† – the outpouring of crack cocaine in large US cities – inspired a rapid increase on the crime rates in the city. But, perhaps, the most major crime that took place in New York was the 9/11 attack that killed thousands of lives and called for the revamp of the city’s security force. Many police officers had been laid off by 1980. Hiring freeze was also implemented for the next five years (Citizens Crime Commission, â€Å"History of the Crime Commission†). The concentration of the NYPD dropped from 31,000 officers to 22,000. By the end of 1980s, crimes escalated to the extent that it was almost impossible for the NYPD to control it. By 1990, following the implementation of the â€Å"Broken Windows† and the â€Å"Safe Streets† program that calls for the hiring of more police officers, crimes had dropped tremendously up to the present with its new approach against terrorism, improved juvenile crime and illegal gun crime. New York City has been historically regarded as a main entry point of immigrants to the US. Since the 1980s, following the revitalization of its immigration system, the city experienced a transformed degrees of high immigration. Population has risen up remarkably. By the start of the 1980s, the population of New York City was 7,071,639 (Campbell, â€Å"Population of the 100 largest†; the city’s population as of 2010 is 8,175, 133 (US Census Bureau, â€Å"Annual Estimates†). The reinvigoration of the city’s immigration system has inspired cultural diversity, which contributed a lot to its political and economic success. The city has seen a resurgence of the Wall Street and the city has regained its position

Implement education campaign to increase awareness of patients Dissertation

Implement education campaign to increase awareness of patients attending emergency - Dissertation Example Simple health cases, if untreated, can become emergency cases. The most cost-effective manner of reducing patient visits to the ED department is to prevent these injuries or illnesses from occurring. The hospital should involve itself in educating its local community on the benefits of healthy lifestyles and use of anti-tobacco campaigns. The hospital should also carry out educational campaigns on the appropriate occasions to attend the emergency department. The hospital should also increase access to alternative services for health care and educate its patients on the benefits of using these services. Additionally, the hospital should also enhance its specialist support service in order to divert some of the cases to doctors who can treat the patients quickly and efficiently, thus avoiding unnecessary return services to the ED. Finally, the hospital could enforce non-emergency, re-direction or refuse service to patients who do not meet the emergency criteria (Vincent, 2011, p. 12). These measures will help to reduce demand for ED services. In general, the reason for overcrowding of the ED department rises from inadequate financing of the emergency health department and services during a period when there is an increase in demand for these services. Therefore, the best way to deal with it is by reducing the demand (Skow-Pucel, 2006, p. 32). Limited human and financial resources are the issues that lead to inefficiency in the ED and, as such, increasing services would be almost impossible. Most patients coming into the ED of a hospital may not be in need of emergency services, although they almost all possess a need for health care. Reducing demand by using the measures discussed, such as diverting patients to alternative health services and enhancing specialist services, is the finest method of solving the issue of overcrowding (O'Leary, 2009, p. 41). However, some policies aimed at turning away patients deemed not to be in need of ED services either explicitly or implicitly without giving assurances of access to alternative care is neither clinically nor ethically acceptable. By reducing demand for services in the ED, the hospital should benefit by increasing their resources and productivity. By reducing abuse of the ED by the local community via decreasing demand for service, the deserving patients will be able to access quality and efficient service (Griffin, 2009, p. 27). The hospital emergency department staff will be better equipped to serve the real emergencies by making non-emergency services more attractive than emergency services. Removing non-value adding duties, improving the flow of patients through the department, and enhancing the efficiency of the ED staff should result in more productivity from the ED services currently in existence. Clinical audits, cascade staff duties, and minimal workload are also cost-effective since the hospital can redirect resources to other functions of the emergency department such as automation and computerization (Croskerry, 2009, p. 45). The benefits from reducing demand for emergency services have a trickle-down effect on other hospital services as well (Morrison & John, 2009, p. 78). Since these non-emergency patients can be referred to specialists and alternative health services, pre-hospital care is improved. The health of the local communi

The Flourishing Villain Coursework Example | Topics and Well Written Essays - 250 words

The Flourishing Villain - Coursework Example (Brown, 2001) For example, braver person can be considered virtuous, however, an excess of bravery bounds with the tendency to make thoughtless and purposeless actions, such as jumping from the roof. In contrast, lack of bravery makes a person coward. Subsequently, flourishing is about living a life of excellent functioning. Due to the fact that evil actions are not virtues, they cannot be constituents of happiness in Aristotles interpretation and cannot make a person flourish. Moreover, it is not possible to say that a person, who enjoys pleasure is flourishing as far as only the highest good, which is good intrinsically, is a component of flourishing. (Kraut, 2007) At the same time, the highest good requires from persons to act rationally. In contrast, a pleasure can be of different nature, it can be both good and bad, and without goal. Therefore, pleasure is not the same as happiness. Happiness and flourishing are final, they are the goal, and remain self sufficient. To my mind, the discussed ideas reflect the generally accepted rules of living as the essentials of living in a society persuade that a person who lives the righteous and moral life can achieve the highest happiness while those who mistreat others end in misery. Apart from that, it often happens that those, who conduct evil deeds are, in fact, unhappy and have issues that prevent them from living a life as all the rest. Numerous studies of psychologists serve as a good proof of this fact. If a someone who is deceitful, selfish, or self-indulge could be named flourishing than it would be justified to call murders flourishing as well. Obviously, this is not the case as such people simply does not suit the definition, they do not show sympathy and pity where it is appropriate. Kraut, R. (2007). Blackwell guide to aristotle\. (pp. 342-343). Oxford: John Wiley & Sons. Retrieved from

Folk Songs Teaching Approaches Essay Example | Topics and Well Written Essays - 500 words

Folk Songs Teaching Approaches - Essay Example This should not be the case as we have to preserve our culture and for this to be taken seriously, then, there has to be better approaches for teaching folk songs to students. There are a number of levels and methods for teaching folk songs whereby the method used coincide with the purpose of the students in learning the folk song or the purpose of the teacher in teaching the folk dance. The main aim of the teacher when it comes to teaching folk songs is to maintain quality with limited resources. Another component which is important in teaching folk songs is to understand folk song in the context; the creator of the song, which particular occasion is the song sang by the those who created it, the customs and traditions surrounding the occasion of the song, other elements of the culture that spawned it of which the song is but single element. The teacher teaches the steps, the style and the context of the folk song as he has mastered them. It is easier to teach the steps and it is difficult to teach the style while on the other hand the context has not been fully researched to be adequately learnt. However, it becomes difficult for even the best dancer to teach the styles of each different region. The teachers must admit to their students that it is difficult for one master styles of every folk songs they dance in order to encourage them.

Alexander the great Research Paper Example | Topics and Well Written Essays - 500 words

Alexander the great - Research Paper Example The Hellenistic period acted as a milestone for the revolution of the Greek society from inward looking and restricted city-states to a sophisticated and open culture. This culture spread to the whole of Southwest Asia and Eastern Mediterranean. The age of Hellenism, which started in 800 B.C, lasted up to the time of Alexander the Great’s death in 323 B.C. (Stoneman 19). The Hellenistic thought can be associated with Alexander the Great, who made significant contributions that shaped the Hellenistic period. With his numerous conquests, Alexander the Great helped in the development of Hellenistic thought. Alexander’s main contribution to the Hellenistic thought rests in his desire for conquest (Stoneman 21). Through his military conquests, he created an empire that encouraged learning and cultural exchange. He also contributed to remarkable Hellenistic ideas that have lasted up to today through governance, forms of art, and government. Moreover, he led to the creation of an empire that allowed people to spread and blend; this promoted learning. Thus, Alexander the Great paved way for the spreading of Hellenistic thought and ideas. As a way of thinking, Hellenism has some merits and demerits. The pros of Hellenistic thought include the remarkable contributions in the fields of math, medicine, mechanical science, and philosophy. Moreover, Hellenism promoted trade and exchange of cultures and ideas. In math, Hellenistic thought led to numerous developments in geometry (Perry 66). In medicine, Hellenism paved way for several discoveries such as the use of dissections to distinguish between nerves and arteries. In the field of mechanical science, Hellenism contributed to the invention of the steam engine. In philosophy, Hellenism led to the emergence of new ideas such as Stoicism, which emphasized on the need to perform one’s duty and persevering

A Mobile Application for Home Depot case analyses Essay

A Mobile Application for Home Depot case analyses - Essay Example The Home Depot application comes with a technology that is embedded in hand held mobile devices. The mobility of the devices creates a great platform for customers to be able to locate any product wherever they are easily, this helps in reducing the time required to locate any particular product. In addition, the workforce required will dramatically reduce. This aspect will have social as well as economic consequences. Retrenchment of employees will have long reaching implications to their families. However, the company stands to maximise their profits given that the devices will be applicable for long periods without the need to replace them. The networking of the mobile devices is very beneficial since the associates have a platform to keep track of the stocks of the company. Networking helps the management in evaluating the demand of particular goods and services. At the comfort of their offices the associates are capable of getting real time data about the goods that have a high frequency of sales. The summarised information is very helpful in helping the management in making instant decisions that facilitate instant decision making. However, the software will require periodic advancement to cope with changing demands and needs. The devices will also need to be upgraded after a period of time that guarantees the phasing out of the technology with a better one. The cost implications thereof should also be considered. The storage capacity of the devices can be a challenge. Large memory storage devices will be required to accommodate the massive data generated in the operations. The acquisition of the devices and the memory storage will cost the organisation but the benefits are far beyond the cost. The process of implementing the wholesome idea should be gradual with each specific step conducted in a way that promotes effective cost reduction and the

Compare and Contrast Your art work to a Fantastic Artists Work Assignment

Compare and Contrast Your art work to a Fantastic Artists Work - Assignment Example His work was influenced by works on cubism and was reported to manifest characteristics and features such as â€Å"soothing poetic, personal stories based on Belarusian folklore and the artists Jewish heritage† (The Penn State College of Arts and Architecture 1). As indicated in his website, most of his art works were inspired by themes from the Bible and likewise incorporated works and elements from the religious life in Russia and from folklore (Marc Chagall Paintings). In analyzing the â€Å"Self-portrait with seven fingers†, one is amazed at the vividness and colorful rendition of his self-portrait and the influence of both cubism and fantastic art are clearly exemplified. As the artist, he was shown in painting a scene apparently from a farm or native village. His image was shown dressed formally for a special event, with his curls distinctly eminent and he was apparently portrayed with his left leg apparently raised or resting on the easel. At the background, viewers see the image of the Eiffel Tower at the backdrop and the walls of his abode were in deep and matte shades of red. Other colors of pink, blue, green, yellow, brown, and black were also used. The seven fingers on his left hand signify the artist’s preference for fantastic art by symbolizing that apparently more vibrant images could be created. Source: Fantasy Art of men’s faces at the background. Marc Chagall’s work is related to one’s art work in terms of expressing fantastic art through personal interpretation of one self. There is disparity in terms of SPACING where one’s work placed various images near the focal point but at a DISTANCE. On the contrary, Chagall’s work clearly DELINEATED IMAGES, and the LIGHT AND DARK colors contributed to depicting nearness and distance. One’s own art work likewise was effective in using SHADOWS to emphasize background images in contrast to the Overall, these works of art portray expressions of

The Role of Multinational Corporations Essay Example for Free

The Role of Multinational Corporations Essay Abstract Literature and discourse relating to Multinational Corporations (MNCs) and human rights is ubiquitous with theoretical contestation on the merits and demerits of the potential harmonious existence of the two. Some argue that by virtue of the consequential results of their business operations, MNC’s have the potential to alleviate human suffering. For others, they are the cause of it. Advocates of both perspectives draw on a mixture of factual experiences and theoretical propositions to substantiate their positions. Empirical analysis is often used to differing degrees, and with differing levels of success, to further authenticate these dichotomised positions. Diverging standpoints, when empirically endorsed, however, ensure that no coherent theory can be extrapolated and applied to specific location and circumstance. With competing views, respectively backed up by statistical data, no overarching determination can be made as to the potential effects of the economic operations of these entities. It is suggested therefore that the trajectory of discourse should be altered so as to assess this relationship from a business perspective first, and a human rights perspective second. That is, in altering positional focus to whether or not human rights is good for business, theoretical suggestions may be legitimately substantiated in the absence of unequivocal empirical data by assessing the extent to which MNCs are in fact likely to respect human rights. Introduction In 1996 William Meyer’s work, which supported theories that MNCs have an overall beneficial impact on both first and second generation rights in developing countries, appeared in Human Rights Quarterly. Using Data from Freedom House and the Commerce Department, and while acknowledging that MNCs have at times had a detrimental effect on human rights, Meyer argued that civil and political rights, and economic, social and cultural rights, correlate positively with Direct Foreign Investment (DFI). In  contradistinction to Meyers claims, however, and using data from Amnesty International, the State Department and the World Bank, Smith et al. responded that MNC’s have in fact a negative impact on human rights. Both positions derive from a determination to substantiate theoretical claims relating to diverging positions on, not only existing relationships, but equally of the potential results of that mutual existence. Both constitute therefore, empirical evidence on previously enunciated theoretical claims relating to the relationship of business and human rights generally. The intention of this paper is to alter positional focus on theoretical positions relating to the pros and cons of business for human rights, and subsequent empirical investigations, to a position which questions. Yet as Meyer, responding to Smith et al. concedes, ‘[n]either study can be used to support a claim that MNCs are always positive, or always negative, in relation to human rights’. This is largely a result of the fact that ‘[t]he fundamental problem with Meyer’s approach [or smith et al.s] is that †¦[they]†¦ cannot distinguish between MNCs that do, in fact, promote human rights and those which, in fact, do not. ’Therefore, when scholars such as Jack Donnelly assert that ‘[i]f business involvement is justified in part because it helps human rights, we can legitimately ask for concrete evidence of that help,’what is likely to surface is not in fact unequivocal evidence relating to the realities of this co-existence, but rather the selective inclusion of data which supports one’s particular position: Empiricism is in fact an illusion. Engines of Development Thesis [] [ 1 ]. Meyer, W.H. 1996. ‘Human Rights and MNCs: Theory Versus Quantitative Analysis’, Human Rights Quarterly 18(2), 368-397. [ 2 ]. Smith, J., Bolyard, M., and Ippolito, A. 1999. ‘Human Rights and the Global Economy: A Response to Meyer’, 21 Human Rights Quarterly 207. [ 3 ]. Meyer, W.H. 1999. ‘Confirming, Infirming, and ‘Falsifying’ Theories of Human Rights: Reflections on Smith, Bolyard, and Ippolito Through the Lens of Lakatos’,Human Rights Quarterly 21(1), 220-228. [ 4 ]. Winston, M.E. ‘Multinational Corporations and Human Rights’, Address at the Mobil Corporation World Affairs Meeting (6 June 1996) cited in Meyer note 25. [ 5 ]. Donnelly, J. International Human Rights (2nd ed. 1998).

Impact Of Christian Missionary Activity

Impact Of Christian Missionary Activity Colonialism in the nineteenth century and early twentieth centuries was part and parcel of the world history, whether one was part of the Colonial empires or countries under colonial rule. Colonialism was not simply a social and economical form of oppression but also cultural, mostly religious for those who lived under its grip. Indeed from the British Raj to the French rule around the world, religion acted as a backbone to infiltrate and convert en masse or divert locals or natives from what was believed to be erroneous religions. Christianity in this way became an important import for colonies around the world. India is such an example. Under British rule since the 18th century, India was subjugated for three centuries until its independence in 1947. This rule has obviously left a big impact on the Indian landscape namely on the cultural and political scene because of education and the counter reaction of Hinduism. This essay will thus attempt to gauge the extent of Christian Missi onary activity in India and its modernizing effect if any. The different ways in which Christian missions operated will be analysed as well as its impact on education and Hinduism. This will be undertaken by describing the concept of modernity from a western perspective and how it applies to the Indian case. The impact of Christian Missions on education will be accounted for as well as the debate over the Hindu Renaissance of the 19th century and whether it was indeed a renaissance. Moreover this essay will assess the impact of Christian activities as having been conducive to the Indian nationalist movement and how this subsequently led to Indias Independence from British Colonial Rule. MODERNITY AND WHAT CONSTITUTES MODERNITY. The concept of modernity is western and a term devised and applied in the West because of the shift from the medieval era to the modern since the Enlightenment. Thus to speak of modernity in the Indian context, one needs to define what modernity entails. Firstly modernity for Marx was to be associated with the rise of capitalist commodity production and for Weber, in the abstract principle of rationalization of the world (Kaviraj, 2000 p137). Modernity sees a state possess several features like a capitalist industrial economy, modern state institutions like the army and forms of democracy. Moreover the community of the traditional society tends to be replaced by the individual enterprise whilst religion tends to be overshadowed by secular values. (Kaviraj, 2000 p137) .Whilst all of the mentioned elements do not have to operate at the same time for a modern society to take shape, they are the prerequisites for one. Furthermore, it is believed that due to prerequisites like democracy, capitalist industrial economy ,etc ,that modernity tends to replicate itself around the globe as it supplants the traditional environment and replaces it with new set of practices altogether. However, this idea does not take into account the plurality and diversity of some places (Kaviraj, 2000 p138) India is such an example. Modernity does not operate on a tabula rasa but rather has to work along existing cultures and beliefs. Moreover, modernity in the Western perspective tends to suggest an image of homogeneity, where rationality prevails over economic, political and cultural spheres. This is rather far from the truth as one can see in Indias case, where plurality and diversity have always been present and in fact regions make up this vast country. Therefore, modernity cannot be applied to all cases in the same way and does not replicate itself around the globe through a common pattern. Even western countries had rather diverse trials and errors path towards modernity.India for i nstance is an extreme culturally fragmented case. The notion of being Indian did not take shape until British Colonial rule. Also, the social fragmentation of class and castes and royalties controlling parts of India made it hard to translate into a nation. However, British rule did contribute into putting perspective to the various religions and their differences. India first of all came under British rule due to the lack of a central state and lack of forms of democracy. Initially starting as a corporation enterprise, the East India enterprise very quickly saw itself acting as a state mostly by collecting revenues, production of statistics etc (Kaviraj, 2000 p143). In this way, British rule sought to transform the Indian colony into a western type state. However Indias diversity and class/caste ridden society could not follow into the Western tradition. India at that point was too embedded by religious and traditional beliefs to be turned into a modern state The modernity that beset the West socially, economically and culturally could thus not be repeated in India. The district of Bengal for instance saw a definite cultural revolution in the 19th century, where Western rationalization of thought seemed to have taken place. However the lack of infrastructures and material prospects could not emulate Western Counterparts so that Bengal could be termed as modern (Kopf, 1979 p9-11). Modernity in 19th century Bengal was allowed by the implementation of rising communication such as printing, education in the form of missionary schools. Moreover, the rise of Bhadraloks and the consolidation of intellectual elite as Ranmohun Roy witnessed a shift from the traditional to the modern. However this was concentrated mainly in urban areas and reserved for the privileged, mostly the middle class. Calcutta is such an example whereby the Bengali Renaissance found itself being the preserve of the few intellectual elite and not one to touch base with most people in general. The next chapters will thus determine whether India turned into a modern state under Christian Missionary activity or did it only see a cultural revival. It is essential to start with education as it became the first port of call for missionaries in India to use as weapon for conversions. THE IMPACT OF MISSIONARY SCHOOLS AND EDUCATION IN INDIA. The printing of ancient texts revived a spark of interest in Indian traditions and texts even from British scholars and missionaries. In effect comparative studies became a key tool into understanding the Indian tradition and values (Killingley, 2003 p509-14).A world completely different from the homogeneity of religion and languages of the Western world, understanding the Indian society and transforming it into a Western project as was the British agenda could be achieved only by instilling western values of religion namely Christianity. This was to be attempted by mission school and missionaries which were meant to bridge the religious gap between Christianity and Hinduism and also Islam. Although initially banned for fear on treading on local beliefs and traditions, missionary schools soon became more popular than anticipated and can be said to be conducive to Indian modernity through the revival of Hinduism (Bellenoit, 2007 p369). Missionary education would also be a catalyst for the Independence movement for it enabled men as Mahatma Gandhi to formulate their political discourse for Indian and Western audiences as well. Missionary education was set up by the British as means to be promote Western education, mainly the notions of rationalization but also to separate the false religions from the real. Indeed, Christianity in the late 19th and early 20th century had become the most widespread religion through colonies and in the Western World, the religion de facto in a sense. Western education in India was to thus boost Christian morality as opposed to the myriads of myths and ancient rites of Indian society. Practices like Sati, the Caste system with its unfair treatment of untouchables and the subordination of women in general became a cause for concern for some of the missionaries. Mission schools were thus intended to be centres of spiritual and religious dialogue as well as centres of academic learning but more importantly a way to impart Hindus the right Christian and moral ways ( Bellenoit,2007 p371) The colonial enterprise in India was a Christian enterprise above all. Missionary schools became increasingly popular, especially North India. They became synonymous to better life opportunities and social status. At the heart of these schools, lay religious debates and comparative lectures between Hinduism and Christianity. Through the comparative studies, missionaries wished to universalize Christianity by finding common things with Hinduism and help the pupils dispel traditions and mythical beliefs which went against the core values of Christianity. These schools moreover relied also on Indian agency and enterprise rather than British administration, which was thought to be conducive to Indians as being part of the Western modern family. However, these comparative studies only served to destabilize the imparted Western knowledge at these schools .Indeed, rather than concentrating on the religious curriculum these schools became centres of academic pursuits by most students. Conversions being the ultimate goal were viewed suspiciously by parents who s ometimes threatened to pull their children out of these schools. Protests were often made by parents who feared that their children would turn Christians and any Christian activities would be frowned upon, seen as a disregard to Hindu culture and values (Bellenoit, 2007 p372) The Christian education only appealed to Indians for it automatically secured better life opportunities and social status within Indian society. Students meanwhile seemed to develop dual allegiances, one to their rational westernized education and the other to the beliefs of their ancestors, seeped in myths and traditions. Mission schools thus were subject to protests and Indian agency from parents to administration and were not just a passive process where Indian pupils imbibed Christian lessons and forgot about their traditions. In Northern India for instance, missionary schools became a way for Indians to contest the so called superiority of Western knowledge and Christianity especially when it came to the i ssue of the dvaita (duality) nature of God which both Hindus and Christians believed in (Bellenoit, 2007 p373-374) The mastering of English language enabled students to forage into Western literature and philosophy. This allowed for Indians to seek and re read their own sacred texts as well as ancient writings which showed the richness of Indian culture and lost traditions of reason and logic which had predated the Italian Renaissance and the Enlightenment. Western notions of rationalization and education in effect helped shape the Indian enterprise for learning and by extension helped them revive or discover what would eventually shape Indian modernity and the process of Independence. However these mission schools were reserved to a few privileged. Moreover, the issues of caste and class still persisted. The interesting outcome of the missionary schools is that they were marked by interdependency and contestation between Europeans and Indians and that this was also a side of coloni al rule and that Indians did not allow themselves to be culturally subordinated (Bellenoit, 2007 p393) In this light, it can be said that Christian activity did bring some forms of modernity in India, mostly in the form of Western style schools and education. Indians, mainly the privileged classes saw the benefit of this system. Indias vast middle class would be formed by this Christian education. However, the outcome of mission schools also meant the revival of Hinduism pupils now armed with English language could compare the West and their own culture. A cultural modernity seems to have taken place with the activities of Missionary schools. REFORM IN HINDUISM DUE TO COLONIAL PRESENCE. It has been pointed out that missionary schools were set up to bridge the gap between Hinduism and Christianity. The presence of Christianity in India was subject to coexistence and conflict. This conflict/ coexistence relationship thus allows for individuals to stay within their religious boundaries or to try synthesising both. The presence of Colonial rule in nineteenth century India forced Hindus to reanalyse the fundamental structure of Hinduism. The threat of missionary schools and the en mass conversion of low caste groups became a turning point for the future of Hinduism which had until then been free from any pressures except for Islam through the Mughal empire. Christianity in India was present through the Church and it was a force to be reckoned with, for it had a clear structure and hierarchy unlike the multifaceted one of Hinduism This then encouraged Indians to congregate and to create a semblance of unity for political aspirations and discourses (Beckerlegge 2004 p145). The creation of the Brahmo Samaj by Ranmohun Roy and the Dharma Sabha and Swami Vivekananda Ramakrishna Math and Mission are such examples. Although these groups are western in form, they were effective in regrouping like minded men, although mostly from upper classes to find ways into counter attacking British policies and rules. Moreover it helped into bringing about changes within Hinduism. (Beckerlegge, 2004 p149). Missionary activity thus sparked a Hindu revival that would follow in the European traditions of rationality and intellectual thought. Faced with an ever present Christian force, Hinduism would face change from the inside as what is known as the Hindu Renaissance. The Hindu Renaissance. The Hindu Renaissance can be described as a time marked by the reformulation of Hindu thought, practice and organization. It started roughly in 1820s and lasted until India gained its independence from Britain( Beckerlegge,2004 p138) The Hindu Renaissance is extremely important as it shaped modernity in India and allowed for charismatic leaders like Mahatma Gandhi and Sri Aurobindo to formulate their political discourses thereafter. The Hindu Renaissance promoted a different style of Hinduism ,namely a modern Hinduism , a neo Hinduism characterized by the relationship between religion and nationalism , the majority of its thinkers having been exposed to western thought , Christianity and education (Beckerlegge,2004 p 139)Placing greater importance on the individual similar to the Enlightenment rather than traditional authorities , the worship of idols and belief in old traditions became a burden. Moreover the traditional Hindu concepts such as dharma and yoga were reinterpreted, eve n gaining International recognition. This new style Hinduism also sought to be at the service of humanity and to its betterment (Beckerlegge, 2004 p 139) As Sarkar points out, the Hindu Renaissance appealed to the middle class for it was created by a middle class which saw the movement as a transitional shift from medieval times to a modern one (Sarkar in Beckerlegge,2004 p 140) The Hindu Renaissance saw the emergence of figures as Ranmohun Roy, Swami Vivekanda and the prominence of cities like Calcutta acting as intellectual hub. People like Roy and Vivekananda tried to incorporate the elements of Christianity and Hinduism into their discourses and writings believing it would not only educate Hindus but also Christians. The precepts of Jesus by Roy are such an example. The Hindu revival aimed into seeking the universality of religions, by finding their common link, a supra power. Roy saw in Christian teachings the universal truth found in all religions but that the greatest form was in Hinduism, namely the Advaita Vedanta. Similar to the traditions and practices that had beset Hinduism, he thought Christianity had been riddled with the Trinitarian theology and supernaturalism (Beckerlegge, 2004 p 151). Similarly Swami Vivekanandas attempt to an inclusive and dynamic Hinduism made him accept the person of Jesus and his teachings. He believed individuals and religions were aiming for the same destination albeit at different times and places. The truth of religions was found in their convergence rather than their historical differences. Figures like Roy and Vivekananda were referred to as Hindu Christians or tacit Christians. However this is a rather Eurocentric view. Hinduism was then reformulated by social and political context of the 19th century Calcutta and the clash of Indian and colonial rule. The Hindu Renaissance also posited a fundamental question, the relationship of the colonized versus the colonizer, a debate which made Indians question why they had been colonized in the first place and why Hinduism had been threatened by the advent of Christianity. The colonial project was an inherently Christian enterprise. The works of Roy and Swami Vivekananda aimed at answering this fundamental question by finding a common ground through the universality of religions. (Van der Veer, 2001 p44-8, 66-70,72-4). It is the western quality of these writings appealed to Western and Indian audiences alike. But these western type discourses were motivated by a Hindu spirituality not to be found in Christianity (Van der Veer, 2001 p44-8 ,66-70,72-4). However the Hindu Renaissance was not a fundamental break from its past. The issues of castes, namely the Untouchables was not abolished. This Bengali renaissance culture only spread in urban areas and amongst the upper middle class bhadraloks . Some of Hinduisms rigid lines when it came to castes and hierarchy were still very traditional and still pervade (Sarkar, 1990 p 95-105).Moreover it took a longer period from the Hindu Renaissance to the actual independence of India , meaning the Hindu Renaissance was not as planned but rather occurred on an ad hoc basis. The Hindu Renaissance did not transform Indian society in a modern one. Christian Missionary activity in India had a modernising tendency to the extent that it brought a western style education through mission schools and the Church. Missionary activity acted as a binding factor for India as it made Indians think of themselves as Indians for the first time. As seen above, modernity entails a notion of statehood as well as industrial and economic growth. The weak links of Hinduism were introspected as well as the clear lack of hierarchy and structure that Britain possessed. A major question was to ask why India had been allowed to be colonized in the first place and how different was it from the Wests state structure. This in turn brought about the Hindu Renaissance with clear western features but imbued with a Hindu spirituality and essence. Morever it allowed Hinduism to possess a more rational and intellectualized discourse through men like Ranmohun Roy and Swami Vivekananda. They wished to syncretise Hinduism and Christianity to prove the universality of religions and thus demonstrate that colonialism was a discriminate and unfair venture on the Wests behalf. Missionary schools as highlighted above allowed Indians agency and contestation as education gave a platform to voice out opinions about Christianity and the colonial rule. Hinduism was thus further reinforced by western educated voices rather than traditional and illiterate ones. Although not advanced infrastructurally by comparison to its western counterparts, India had entered a new era of political and cultural effervescence under the pressure of Christian missionaries and colonial rule. Those activities helped modernity trough key figures as Gandhi and Nehru who would eventually help India gain independence. It can be concluded that Christian mission activity helped India culturally modernize itself and think as a nation although marked by major regional differences.

Foreign Policy: National Interests and Values

Foreign Policy: National Interests and Values Foreign Policy linking the protection of national interests and promotion of national values. Great Britain has lost an empire and has not yet found a role. Implicit in the introductory quotation by American politician Dean Acheson (Hutchinson Encyclopedia, 2003) is the principle that a nation has various choices in setting foreign policy. A precursor to setting effective foreign policy is the need to have a foreign policy vision, or a fundamental view of what the nation would like to accomplish in the world arena. Two considerations in setting a foreign policy vision involve deciding if the nation should focus on promoting its values internationally or if it should focus on protecting its national interests. This essay will show that foreign policy should not require a choice between protecting national interests and promoting national values; rather, it will demonstrate that a nation can protect its national interests and, at the same time, promote its values in the world arena. Beginning with separate discussions on protecting national interests and on promoting values, the essay continues with an exploration of the linkages between promoting a nations values and protecting its national interests. Finally, conclusions will be presented. Before embarking on an exploration of national interests and values in setting foreign policy, a working definition for the term foreign policy will be established to help in framing the discussion. The Republic of Ireland (1996), in observing that there is no universally agreed definition of foreign policy, furnishes this succinct definition for the term: the pursuit by a state of its interests, concerns, and values in the external environment. Foreign Policy magazine (undated, cited in Labor Law Talk, undated) offers a somewhat fuller, yet essentially supportive, definition: A foreign policy is a set of political goals that seeks to outline how a particular country will interact with the other countries of the world. Foreign policies generally are designed to help protect a countrys national interests, national security, ideological goals, and economic prosperity. This can occur as a result of peaceful cooperation with other nations, or through aggression, war, and exploitation. Creating foreign policy is usually the job of the head of government and the foreign minister (or equivalent). The definition proposed by Foreign Policy magazine is accepted as the working definition in this context as it provides a more complete description, although the Irish definition will also be referenced. Protecting National Interests The working definition for foreign policy states, in part, that foreign policy is designed to help protect a countrys national interests; the Irish definition states, again in part, that foreign policy is the pursuit by a state of its interests. Each sovereign country can be expected to have different national interests and thus a different foreign policy focus because external policy reflects interests or concerns internal to the country pursuing them, according to the Republic of Irelands White Paper on Foreign Policy (1996). Logically, then, the protection of national interests through foreign policy is the protection of internal interests. Comparing the national interests of Canada and the United States, two closely-allied neighboring countries which are similar in many ways, provides insight into the extent to which national interests differ. Canadian foreign policy focuses on economic growth, social justice, quality of life, sovereignty and independence, peace and security, and harmonious national environment with the first three being the most important (Franks, 1997). Canadas neighbor to the south, the United States, sets foreign policy at three levels. Vital interests, which represent the highest level, include the physical security of American territory, the safety of American citizens, the economic well-being of American society, the protection of critical infrastructures from paralyzing attacks. Military troops may be used unilaterally and decisively to protect these vital interests. The second level includes those interests that do not affect national survival but do influence national well-being (e.g. protect ion of the global environment and commitment to allies). Finally, humanitarian and other interests, including responses to national disasters and promotion of human rights among others, are positioned at the third and lowest level (Gladkyy, 2003, citing White House, 1999). After the attack on the World Trade Center on September 11, 2001, the United States placed added emphasis on national security interests: The Government of the United States has no more important mission than (1) fighting terrorism overseas and (2) securing the homeland from future terrorist attacks. (Gladkyy, 2003, citing Bush, 2001). The contrast between national interests expressed by Canada and the United States is a stark one indeed. The expressed national interests of the United States are more reactive and could be considered to be more negative in tone than those of Canada which seem more proactive and uplifting. Interestingly, and perhaps demonstrating Canadas internal cultural attributes, three of the countrys six areas of national interest are focused on human bettermentsocial justice and quality of life, which are two of the three high priority interests, and a harmonious national environment. In contrast, humanitarian and other interests are relegated to the lowest priority national interests in the United States. Promoting National Values The working definition for foreign policy states that foreign policy, in addition to protecting national interests as mentioned earlier, is designed to protect a countrysideological goals; the Irish definition states that foreign policy, in addition to pursuing national interests, is the pursuit by a state of itsvalues in the external environment. According to Latham (2002), the term values refers to subjective views of individuals about what is worthy or important. He continues that in politics, [values] are views about the ends that social institutions ought to advance, and the virtues they ought to embody. As government is a social institution, values are the views governments should advance and virtues they should embody. Some examples of national values include freedom, democracy, free economies, and human dignity (The Hutchinson Encyclopedia, 2003). In addition, some national values can be discerned from the articulation of national interests. For instance, referring to Canadas national interests, one might conclude that Canadas values include human rights, peace, and environmental harmony. National values can be promoted by various means ranging along a continuum from active to passive. As an example, the United States, in promoting democracy, has used military actionthe most active meansand has modeled democratic behaviorsthe most passive means. In between these two extremes, the United States has used other approaches including diplomacy, foreign aid, international broadcasting, and even covert political manipulations. (Parapan, 2005). Linking the Promotion of National Values to the Protection of National Interests The thesis for this essay is that foreign policy does not have to involve a choice on the part of a nation between protecting its national interests and promoting its values in the world. A nation can do both and, conceivably, doing both effectively can enhance each one individually. A review of the literature revealed the following representative selections addressing the foreign policy linkage between protecting national interests and promoting national values: Haass (2003) claims that in the 21st century, the principal aim of American foreign policy is to integrate other countries and organizations into arrangements that will sustain a world consistent with U.S. interests and values for the purpose of promoting peace, prosperity, and justice as widely as possible. Abrams (2000) states a foreign policy of dominance will not only advancenational interests but will preserve peace and promote the cause of democracy and human rights. Mead (1994) states that foreign policy is based on a combination of interests and values, calling attention to the struggles associated with defining the national interest and national values and relating the two concepts in an overall foreign policy strategy. Using the term progressive internationalism, Falk (2004) summarizes a foreign policy based on four organizing ideas[that] embody a convergence of national values and interests: national strength, liberal democracy, free enterprise, and world leadership. And, finally, Edel (2005) quotes U.S. President George W. Bushs second inaugural address in January 2005: Americas vitalinterests and our deepest beliefs are now one. Seiple (2003) cautions the United States to be uncompromising over their national values when promoting their national interests, contrasting the differences between expressed values of fair play, the use of the Golden Rule, and the cherished freedoms of religion, association, and press and American interests [revolving] largely around economic access and a military that, by and large, is positioned around the world to protect that access. One factor that may complicate the alignment of national interests and national values in forming foreign policy is what might be considered to be an inherent conflict between the realism of national interests and the idealism of national values. Talbott (2000) expresses a contradiction between championing national interests and national values. He writes about the persistent effort to combine realism and idealism in the role [the United States] plays in the world, continuing by stating that the American people have made clear that they demand some thing nobler and more altruistic from their government and armed forces than the coldblooded calculus of raison detat or realpolitik in which European statecraft has often taken pride. McCraw (2003), in claiming that realism sees foreign policy as about national interests rather than promoting values, writes that this conflict explains why national governments have not been particularly identified with promoting human rights, a position that might be considered to be part of an idealistic foreign policy. The range of approaches nations can use in promoting national values as described earlier could also be applied in protecting their national interestsmodeling behaviors, diplomacy, providing foreign aid, broadcasting their messages, conducting covert political manipulations, and taking military action. For instance, a country that demonstrates democratic behavior may cause people in countries with totalitarian governments to push for democratic reforms. This to a large extent happened as formerly Communist countries of Eastern Europe established democratic forms of government modeled after those in countries of Western Europe and the United States in the latter part of the twentieth century. At the other extreme, the military incursion by the United Kingdom, the United States, and others into Iraq to purportedly establish a democratic government could be viewed as an example of forcing democratic values on a sovereign nation. The case of Iraq presents an interesting twist on the national values promotionnational interest protection issue, one that shows how the two are intertwined in foreign policy. In 2003, when the coalition of the willing invaded Iraq, the case for the incursion was based on the certainty that Saddam Hussein possessed weapons of mass destruction that could be used against other nations. This case reflected the desire to protect national interests, in this instance the safety of citizens. But, the invasion revealed that [t]here were no weapons of mass destruction in Iraqno unmanned aerial vehicles, no terrorist training camps, no outlawed Scud missiles, no nuclear weapons program (The Atlanta Journal and Constitution, 2004). When no such weapons were found, the rationale for the invasion changed to a desire to install a democratic government. The case changed from one of protecting national interests to promoting values, this time by military force. If the rationalewas truly altruisticto install a democratic form of government in Iraqand the installation of such a government would help promote the stability of the region thereby ensuring the continued worldwide flow of oil (a strategic interest), then the invasion would represent an example of how the promotion of national values can be used as part of foreign policy to protect national interests. Whether the motive of installing a democratic government is true or simply a cover for the failure to find weapons of mass destruction is not a topic for this discussion; however, the efficacy of forcibly installing a democratic government is appropriate. Parapan (2005) asks a probing question: After all, what is it that terrorists hate? The American values and culture, or the American insistence on imposing those on others? Parapan suggests that reform must come from within. Only time will tell whether the new, more democratic government in Iraq will be accepted or replaced by another dictatorship or, even worse, by anarchy. Future historians will be able to compare and contrast the long-term outcomes of the popularly-installed democratic governments in Eastern Europe with the forcibly-installed democratic government in Iraq to assess which approach was more effective. Conclusions This essay set out to show that foreign policy should not require a choice between protecting national interests and promoting national values; rather, that a nation can protect its national interests and, at the same time, promote its values in the world. This thesis was proven with the caveat that the road to achieving this type of foreign policy can be difficult. With a working definition of foreign policy in hand, examples of national interests of Canada and the United States were compared and contrasted and examples of national values were presented and accompanied by a description of the continuum of methods countries can use in promoting their values. The definitions and discussions formed the foundation for establishing the linkage between promoting national values and protecting national interests. At the most basic level, the two definitions cited for foreign policy link the protection of national interests and promotion of national values as purposes of foreign policy. Five extracts resulting from a literature search established the linkage between national interests and national values in foreign policy development (Abrams, 2000; Edel, 2005; Falk, 2004; Haass, 2003; Mead, 1994). Difficulties in linking interests and values in foreign policy were characterized as a conflict between realism and idealism (Seiple, 2003; Talbott, 2000). The approaches available to nations as they establish foreign policy that protects national interests were shown to be largely the same as those available to promote values. Examples from initiatives to establish democracies in Eastern Europe and in Iraq were compared and contrasted in the context of promoting national interests and promoting national values. In summary, nations can simultaneously protect their national interests and promote their national values through their foreign policy. Perhaps the proper promotion of national values, one that models the desired values and empowers the citizens of the receiving nation to make their own choices, can actually enhance the protection of national interests in the country implementing its foreign policy through its stabilizing effects in other parts of the world. Bibliography Abrams, Elliott (2000). American powerfor what? Commentary, January 1, 2000 (The) Atlanta Journal and Constitution (2004) Strategy: Make facts fitTime confirms the fabrications and exaggerations of the Bush administrations case for invading Iraq. June 23, 2004. Bush, George W. (2001) Securing the homeland: Strengthening the nation, 2001. Cited in Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Edel, Charles (2005), Picking our fights carefully. The Cincinnati Post, March 3, 2005. Falk, Richard (2004) Toward the revival of principled politics in America. American Tikkun, September 1, 2004. Foreign Policy (undated) Foreign policy. Cited in Labor Law Talk (undated), Foreign policy. Available from: , undated [Accessed: April 14, 2005]. Franks, C. E. S. (1997) White paper on foreign policy, The 1998 Canadian Encyclopedia, September 6, 1997. Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Haass, Richard N. (2003) Defining U.S. foreign policy in a post-post-Cold War world. DISAM Journal, January 1, 2003. (The) Hutchinson Encyclopedia (2003) Dean Acheson. From speech at the United States Military Academy at West Point, December 5, 1962. April 22, 2003. (The) Hutchinson Encyclopedia (2003) US foreign policy in a changing world. September 22, 2003. Labor Law Talk (undated), Foreign policy. Available from: , undated [Accessed: April 14, 2005]. Latham, Stephen R. (2002) National values, institutions, and health policies: what do they imply for [Canadian] Medicare reform? Canadian-American Public Policy, November 1, 2002. McCraw, David (2003) Analysing New Zealands foreign policy: David McCraw replies to criticism advanced by Michael Bassett of his depiction of New Zealands approach to foreign affairs. New Zealand International Review, November 1, 2003. Mead, Walter Russell (1994) Lucid stars: The American foreign policy tradition. World Policy Journal, December 22, 1994. Parapan, Manuela (2005) Why Arabs are anti-U.S. World and I, January 1, 2005. (The) Republic of Ireland (1996) The white paper on foreign policy: Background to Irish foreign policy. Available from: [Accessed: April 14, 2005]. Seiple, Robert A. (2003) The privilege of power: The US is right to oust Hussein but it must better balance national values with national interests. The Christian Science Monitor, March 10, 2003. Talbott, Strobe (2000) Self-determination in an interdependent world. Foreign Policy, March 22, 2000. The White House (1999) A national security strategy for a new century. Defense Strategy Review Page, December 1999, 1-2. Cited in Gladkyy, Oleksandr (2003), American foreign policy and U.S. relations with Russia and China after 11 September. World Affairs, June 22, 2003. Stiff: The Curious Lives Of Human Cadavers Stiff: The Curious Lives Of Human Cadavers After reading the book Stiff I have gained a better understanding of what donating your body to science really means. Through my research and by reading the book, I have decided that a person should most definitely donate his or her body to science. I believe that once a person has died, there is nothing more that the person can do with his or her body. Why not give yourself to science and continue to help people even after you have passed away? I personally would like to die knowing that I could potentially save the lives of millions. The first option for donating your body to science mentioned in the book is for the practice of cosmetic procedures. In the first chapter of the book, Mary Roach attends a seminar where plastic surgeons perform different cosmetic procedures on cadaver heads. The surgeons are able to practice new procedures on nonliving patients before performing them on live patients. The cosmetic surgeons gain a better knowledge of human anatomy and how to perform specific procedures. Practicing on these patients is much easier, since the patients do not have blood that would block their view of a humans basic anatomy and facial structure. The surgeons can see everything that is going on in the surgery clearly which will help them to better perform these surgeries later on. In addition to cosmetic procedures, I have learned through my research that universities often provide cadavers for medical students to use as a way to advance their knowledge of the human body. In an article I read, it stated th at before first-year medical students are allowed to lay their hands on the living, they must first learn the anatomy of the dead. Students are required to take apart their given body and look at each section of a humans internal anatomy. Although it is possible to learn this information through high-tech simulators and body models, nothing can replace being able to see and touch a real body. This is why donating your body to science is important; so that medical students will have the chance to learn from dead bodies, before operating on live ones. The third chapter of the book is set at a body farm. A body farm is a research facility where human decomposition can be studied in many different settings. At the body farm, Mary Roach sees a variety of dead bodies that are being used to study human decomposition. Each body is at a different stage of decay. Studying these bodies can help determine the time in which a person has died. In reality, this can help investigators determine the time of death of a corpse. Knowing the time of death can help solve crimes and murder investigations, an important component of forensic science. In the book, Roach mentions fly larvae as an important way to determine when a person has died. Forensic scientists can conclude how old the larvae on a cadaver are, and therefore decide how long the person has been dead for. Other methods of determining this can be used, such as looking at the potassium level in a persons eyelids or studying the stage of their decay. Not only are the donated bodies at diff erent phases of decomposition, they are also put into different scenarios. Every time a person dies, they are not going to be in the same setting. This is why researchers at the body farm have to put cadavers in different situations. The first body Mary Roach sees at the farm is wearing sweatpants, so that examiners can study the effects of decay on bodies that are wearing clothing. During my research, I have learned that some of the other scenarios bodies have been put in include being buried, left outside, and even submerged in water. People die in all different settings, which is why it is important to know how a body reacts in these different environments. By donating your body to science, forensic scientists can learn the rate at which bodies decay, and therefore solve investigations later on. The fourth chapter involves the use of cadavers as crash test dummies. When a person donates his or her body to science, it is possible that he or she will be sent to a research facility where researchers study the effects of impact on the body. When car companies make new car models, it is necessary for them to test if a car provides safety to a human in the event of a crash. However, researchers cannot use nonhuman crash test dummies for these studies. Crash test dummies can tell you how much force a crash has unleashed on a body, but not how this force affects the body. Scientists need to know how much force a real body part can handle. For these test, researchers need subjects that will provide accurate results without causing harm or pain to them. In the past, dedicated researchers have donated themselves as dummies. However, this is neither safe and causes pain to the living researchers. Cadavers are better candidates, since they are not only human, but they also feel no pain a nd cannot sustain injury. During this section of the book, Mary Roach visits a facility where a simulated car accident is taking place on cadaver UM 006. The results from the car accident will help the car company know if the particular model will keep a person safe if a crash were to occur. Then, they can adjust the car to provide better safety. So someday, when a live human survives an accident, he or she has UM 006 to thank. In chapter six, Mary Roach discusses cadavers who are used to understand how bullets and bombs work, and how they affect the human body. Quite often, the bodies of people who choose to donate themselves to science are sent to facilities where the main goal of research is to figure out how to better protect those who are often exposed to danger. As with most tests, researchers need subjects who give results that are realistic and accurate, and that do not feel pain. Cadavers fill these needs when it comes to testing items such as bulletproof vests, army-strength footwear, and other protective wear. To ensure that our soldiers and police officers are safe, it is essential to guarantee that their equipment is safe and will withstand whatever circumstances they may endure. To do so, experiments are conducted to test these different items. Through these tests, researchers can tell if bulletproof vests will withstand the force of a shot, if boots will withstand the effects of a roadside bo mb, and if miscellaneous protective wear can handle under pressure. All of these tests are important in protecting those who give their life to protect us. In chapter seven, Mary Roach discusses a controversial experiment that many people choose to donate themselves to. These trials have become known as the crucifixion experiments. Throughout history, a number of scientists have been engrossed by the idea of recreating the crucifixion of Jesus Christ. Through trial and error, these scientists have each created their own theory about how Jesus was positioned on the cross and each event that took place during this time. Not only do some people choose to have their cadavers donated to this experimental process, but some actually volunteer themselves while they are still living. Although most people dont choose to take this path when donating their body, it is always another option that could be considered. Throughout the book, Mary Roach touches a couple of times on the subject of organ donation. I believe that organ donation is one of the most beneficial and practical means of donating yourself to science. In all other cases of donating yourself to science, your body is not used to provide direct help to others. In these cases, your body is used for studies and research that could one day hopefully help someone else. When you choose to donate your organs, you are directly giving yourself to someone else. The second you are considered dead (whether your heart has stopped beating or you have been considered brain dead) your organs are give to another person who is in need. In a sense, you are able to live on through another person, or at least a piece of you is. According to the U.S. Department of Health and Human Services, every eleven minutes a person is added to the waiting list to receive an organ. Seventy-five people receive an organ transplant each day. However, twenty people die every day waiting for an organ, because of the shortage of donated organs. When one person alone decides to become an organ donor, he or she could possibly save up to eight lives. So if you dont want to join the body farm, be used as a surgical patient, or become a human crash test dummy, I believe that deciding to become an organ donor is the easiest way to save lives. The book Stiff gave me a much better understanding of what it means to donate your body to science. Making the choice to give yourself to scientific research could help an endless amount of people. After all, what are you planning to do with your body when you die? Why not give yourself to something rewarding and beneficial? If you dont want your dead body to be shot for scientific study or to receive a facelift once you have passed away, choose to become an organ donor. You could save up to eight lives, and die knowing youre going to continue to help others. One day, I will certainly choose to donate my body to science, and potentially make life better for those who are still on earth. Personal Review I have always enjoyed reading, and throughout the years I have read all kinds of different stories. However, I have never a book quite like Stiff. In Stiff, Mary Roach talked about a topic that most people would find repulsive and somewhat hard to even think about. Cadavers arent a usual subject when it comes to writing books. Yet, I absolutely loved it. Roach found a way to write about death in a humorous way without ever being disrespectful. Who knew reading about dead bodies could be so funny? The book was filled with interesting facts and never had a dull moment. Most of the time, I had trouble putting the book down. I could also see all the hard work and research Mary Roach put into it. She knew what she was talking about inside and out. She traveled to different countries, researched a countless number of events in history, and interviewed numerous people who were somehow related to the topic. She also mentioned every little detail about what was going on, which made it that mu ch better. Roach never sugar coated anything. She always told everything like it was. Yet she always respected the cadavers and treated them like they were still alive. After reading this book, I feel much better informed about what it means to donate your body to science. I never understood all the possibilities of what could happen to you if you made the choice to donate your cadaver. Mary Roach wrote everything on a level that I could understand without getting confused. I now feel much better prepared about deciding whether to donate my body or not. I have decided that I definitely would like to donate my body to science and make my contribution to society. I would like to be able to help others even after I have passed away. Without this book, I dont think I ever really would have considered donating my body as an option. I didnt understand what it meant or what would happen. Mary Roach convinced me to donate my body to science, and I believe others would feel the same.

Acid Rain :: Free Essay Writer

Modern society is becoming overwhelmed with great amounts of pollution from cars, factories, and an overabundance of garbage. The immense amounts of sulphur dioxide emitted into the air causes high levels of acid in the atmosphere. When this sulphuric acid is absorbed into moisture in the air, poignant rainfalls can be damaging to the external environment. Acid rain is a serious problem with disastrous effects. Each day this serious problem increases. Many people believe that this issue is too small to deal with right now, but this issue should be met head on and solved before it is too late.   Ã‚  Ã‚  Ã‚  Ã‚  Acid rain is defined as any rainfall that has an acidity level beyond what is expected in non-polluted rainfall. Any precipitation that has a pH value of less than 5.6 is considered to be acid precipitation.   Ã‚  Ã‚  Ã‚  Ã‚  One of the main causes of acid rain is sulfur dioxide. Natural sources that emit this gas are volcanoes, sea spray, rotting vegetation, and plankton. However, the burning of fossil fuels, such as coal and oil, are largely to be blamed for approximately half of the emissions of this gas in the world.   Ã‚  Ã‚  Ã‚  Ã‚  Nitric oxide and nitric dioxide are also components of acid rain. Its sources are mainly from power stations and exhaust fumes. Like sulfur dioxide, these nitrogen oxides rise into the atmosphere and are oxidized in clouds to form nitric acid. Acid rain has drastic effects on our environment. It causes lakes and rivers to become acidic, killing off fish. Short-term increases in acid levels kill lots of fish, but the greatest threat is from long-term increases, which stop the fish reproducing. Plants and algae in lakes also suffer from increased acid levels. When the pH gets down to 4.5, virtually everything is dead.   Ã‚  Ã‚  Ã‚  Ã‚  How does acid rain affect humans? Among one of the serious side effects of acid pollution on humans are respiratory problems. The SO2 and NO2 emissions give rise to respiratory problems such as asthma, dry coughs, headaches, eye, nose, and throat irritations.   Ã‚  Ã‚  Ã‚  Ã‚  The best approach to acid rain is to reduce the amount of Nitrogen Oxides and Sulfur dioxides being released into the atmosphere. Fitting a catalytic converter to a car can reduce the emissions of nitrogen oxides by up to 90 percent, but they are very expensive, and cause more carbon dioxide to be released, which contributes to the greenhouse effect.   Ã‚  Ã‚  Ã‚  Ã‚  Sulfur Dioxide emissions from power stations can be reduced before, during, or after combustion.

Guillvers Travels :: essays papers

Guillvers Travels Literary Techniques Socrates stated, "The unexamined life is not worth living." From the beginning of a man's life, he looks for a purpose or a calling that he has been placed on the earth to fulfil or become. Authors throughout the ages, aware of this knowledge, write with the intent helping man search inside his self to examine the purpose of his existence. Swift uses many techniques to spark this analysis. One technique Swift uses in Guliver's Travels is juxtaposition. An example of juxtaposition comes when Swift lands Gulliver on an island of giants. The comparison of the giants to Gulliver causes the reader to realize what small importance a single man has in the world. "...showing how diminutive, contemptible, and helpless an animal was man in his own nature..." (141). As Gulliver explains what he reads in an giant book, he explains how man cannot effectively protect himself from his surroundings. "...unable to defend himself from the inclemencies of the air, or the fury of wild beasts..." (152). Gulliver then reads that the author believes that man should have originally been made larger and more robust. Swift explains this to show that one man is a very small fish in a very large pond. Another example of juxtaposition lies when Gulliver and the Houyhnhnms are compared. This comparison illustrates how inhumane and savage mankind can act. Gulliver tries to explain the conc ept of war to his master. "Millions of Yahoos might have been killed in the whole progress of it, and perhaps a hundred or more cities taken, and thrice as many ships burnt or sunk" (265). The master did not understand this concept and could not believe that man could kill his own kind such as they do. "He asked me what were the usual causes or motives that made one country go to war with another" (265). Swift attacks the ridiculousness of war here. "Difference in opinions hath cost many millions of lives..." (265). Examples of Gulliver as the ingenuous narrator are numerous. Acting as an ingenous narrator becomes natural for Gulliver, being a naive and innocent person by nature. An example of this lies when Gulliver dances around in front of many people. "I turned about several times to the company, paid my humble respects, said they were welcome, and used some other speeches I had been taught" (111). Guillvers Travels :: essays papers Guillvers Travels Literary Techniques Socrates stated, "The unexamined life is not worth living." From the beginning of a man's life, he looks for a purpose or a calling that he has been placed on the earth to fulfil or become. Authors throughout the ages, aware of this knowledge, write with the intent helping man search inside his self to examine the purpose of his existence. Swift uses many techniques to spark this analysis. One technique Swift uses in Guliver's Travels is juxtaposition. An example of juxtaposition comes when Swift lands Gulliver on an island of giants. The comparison of the giants to Gulliver causes the reader to realize what small importance a single man has in the world. "...showing how diminutive, contemptible, and helpless an animal was man in his own nature..." (141). As Gulliver explains what he reads in an giant book, he explains how man cannot effectively protect himself from his surroundings. "...unable to defend himself from the inclemencies of the air, or the fury of wild beasts..." (152). Gulliver then reads that the author believes that man should have originally been made larger and more robust. Swift explains this to show that one man is a very small fish in a very large pond. Another example of juxtaposition lies when Gulliver and the Houyhnhnms are compared. This comparison illustrates how inhumane and savage mankind can act. Gulliver tries to explain the conc ept of war to his master. "Millions of Yahoos might have been killed in the whole progress of it, and perhaps a hundred or more cities taken, and thrice as many ships burnt or sunk" (265). The master did not understand this concept and could not believe that man could kill his own kind such as they do. "He asked me what were the usual causes or motives that made one country go to war with another" (265). Swift attacks the ridiculousness of war here. "Difference in opinions hath cost many millions of lives..." (265). Examples of Gulliver as the ingenuous narrator are numerous. Acting as an ingenous narrator becomes natural for Gulliver, being a naive and innocent person by nature. An example of this lies when Gulliver dances around in front of many people. "I turned about several times to the company, paid my humble respects, said they were welcome, and used some other speeches I had been taught" (111).

Malpractice and Malediction in The Marquise of O. and The Yellow Wallpa

Malpractice and Malediction in The Marquise of O. and The Yellow Wallpaper  Ã‚  Ã‚     Ã‚   In Heinrich Von Kleist's The Marquise of O. and Charlotte Perkins Gilman's The Yellow Wallpaper, the female protagonist is terribly mislabeled. The inaccuracies in treatment, administered by seemingly authoritative and knowledgeable characters -- family members and a medically certified spouse, respectively -- result in tragic deterioration of the state of mind of both the Marquise and The Yellow Wallpaper's narrator. The delineation of each character's weakness is comprised of blatant references to an applied infantile image and approaching unstable mentality. In The Marquise of O, the Marquise is thrust unwillingly into the external world; in The Yellow Wallpaper, the narrator is locked away unwillingly in an interior world. Though both are persecuted because of their gender, in The Marquise of O, the Marquise is troubled by the symbolic rebirth of her womanhood; while in The Yellow Wallpaper, the narrator is troubled by the symbolic death of her womanhood. Kleist begins his delineation of the Marquise with terms such as "widowed,", "a lady," and "the mother of several well-brought-up children" (Kleist 68). In this introduction the reader learns that the Marquise has experienced both marriage and childbirth. In respect to her deceased husband, the Marquise avoids remarriage and returns to her family's home with her parents, brother and children. The Marquise transforms her role as lover and wife to daughter and mother, therefore stifling an aspect of her womanhood. It is not until she is unknowingly sexually assaulted and made pregnant that her femininity is reborn. The narrator of Gilman's The Yellow Wallpaper, on the other hand, se... ...mother realize the identity of her daughter's rapist before the Marquise, establishing irony and advancing engagement between reader and text. It is also clear to the reader that by the conclusion of The Yellow Wallpaper, the narrator has become maniacal. Though confined to similar situations, Kleist's Marquise and Gilman's narrator are delineated in very different manners. While the Marquise displays boldness and determination in locating her assailant, the narrator of The Yellow Wallpaper allows the intriguing wallpaper to take control of her senses. Both stories exhibit the consequence of a mythical diagnosis administered to an initially sane and healthy person. WORKS CITED Gilman, Charlotte Perkins. The Yellow Wallpaper. Ed. Dale H. Bauer. New York: Bedford, 1998. Kleist, Heinrich Von. The Marquise of O-. London: Penguin Books, 1978.       Malpractice and Malediction in The Marquise of O. and The Yellow Wallpa Malpractice and Malediction in The Marquise of O. and The Yellow Wallpaper  Ã‚  Ã‚     Ã‚   In Heinrich Von Kleist's The Marquise of O. and Charlotte Perkins Gilman's The Yellow Wallpaper, the female protagonist is terribly mislabeled. The inaccuracies in treatment, administered by seemingly authoritative and knowledgeable characters -- family members and a medically certified spouse, respectively -- result in tragic deterioration of the state of mind of both the Marquise and The Yellow Wallpaper's narrator. The delineation of each character's weakness is comprised of blatant references to an applied infantile image and approaching unstable mentality. In The Marquise of O, the Marquise is thrust unwillingly into the external world; in The Yellow Wallpaper, the narrator is locked away unwillingly in an interior world. Though both are persecuted because of their gender, in The Marquise of O, the Marquise is troubled by the symbolic rebirth of her womanhood; while in The Yellow Wallpaper, the narrator is troubled by the symbolic death of her womanhood. Kleist begins his delineation of the Marquise with terms such as "widowed,", "a lady," and "the mother of several well-brought-up children" (Kleist 68). In this introduction the reader learns that the Marquise has experienced both marriage and childbirth. In respect to her deceased husband, the Marquise avoids remarriage and returns to her family's home with her parents, brother and children. The Marquise transforms her role as lover and wife to daughter and mother, therefore stifling an aspect of her womanhood. It is not until she is unknowingly sexually assaulted and made pregnant that her femininity is reborn. The narrator of Gilman's The Yellow Wallpaper, on the other hand, se... ...mother realize the identity of her daughter's rapist before the Marquise, establishing irony and advancing engagement between reader and text. It is also clear to the reader that by the conclusion of The Yellow Wallpaper, the narrator has become maniacal. Though confined to similar situations, Kleist's Marquise and Gilman's narrator are delineated in very different manners. While the Marquise displays boldness and determination in locating her assailant, the narrator of The Yellow Wallpaper allows the intriguing wallpaper to take control of her senses. Both stories exhibit the consequence of a mythical diagnosis administered to an initially sane and healthy person. WORKS CITED Gilman, Charlotte Perkins. The Yellow Wallpaper. Ed. Dale H. Bauer. New York: Bedford, 1998. Kleist, Heinrich Von. The Marquise of O-. London: Penguin Books, 1978.      

Children Need Talk In Order To Learn Education Essay

This survey will be based in MC primary school, a Leicester interior metropolis school. Most of the observations will come from the foundation phase 2 categories. This school is a really culturally diverse school, with huge differences in abilities amongst the kids. Most of the kids come to this school with virtually no English or really small ( EAL ) . The ground behind me carry oning this survey is to see how important talk for acquisition is, if it is something which is important for a kids and instructors or is it something fiddling which has really small importance. It is of import for me to first explicate what is meant by talk for acquisition. Talk is seen to be important for larning non merely for kids but for instructors besides. This assignment will be looking at if talk is important to kids ‘s apprehension of the universe and important for instructors to understand kids. I will look at what many theoreticians have to state and look at surveies which either support talk for acquisition or rebut the thought of talk for acquisition. First I will look at what a few theoreticians have to state about talk for acquisition and so look at how oppugning can assist instructors advance talk to derive apprehension of kids before summing everything together. Piaget was one of the first theoreticians who felt that the thought that intelligence derives from the coordination of action in the kid ‘s environment. He believed that kids ‘s active building of their ain apprehension is cardinal to their cognitive development. He opposed the impression of transmition of cognition from instructor to pupil as a theoretical account of cognitive development. He believed that interaction between kids is a really strong beginning of advancement, but non cardinal to his chief organic structure of work. Piaget besides thought that when kids are faced with jobs they will normally repair on the first relevant factor they identify but Piaget said in order for them to come on they need exposure to many different positions. However, these positions are merely helpful when from the same position so equals. Adults position will merely impede them as this does non assist their thought and development as they will either disregard their positions if th ey can or merely merely follow with what they have said. A survey which supports the thought of kids ‘s thought and development being increased by other positions of kids come from Doise, Murphy and Perret Clermont. They conducted a survey to see if socio-cognitive struggle would advance persons advancement and apprehension. In this survey the cardinal inquiry was whether kids who were given the chance to work on a undertaking together would do greater single advancement than those who were non given such an chance. Children were put in to two groups the controlled group were they did the undertaking separately and the experimental group where they were put into braces to finish the undertaking. Each kid had a mopboard which had theoretical account edifices which formed a small small town. The edifices were orientated in relation to a fixed grade on the mopboard. This agreement was placed in forepart of the kid on a tabletop. To the side of the kid was another tabular array, w ith an indistinguishable mopboard, but orientated otherwise in relation to the kid. The undertaking was to utilize a reproduction set of theoretical account edifices to animate precisely the same small town on this 2nd tabular array. Findingss showed that the kids in the experimental group showed the most betterment in apprehension, ground being is the kids who worked in braces or little groups would normally be confronted with solutions which differed from their ain. This struggle, and the socially engendered demand to decide it, would motivate each kid to re analyze their ain initial thoughts, and could take the kids to recognize a higher order solution that resolved the struggle ( Mugney et al. , 1981 as cited in GREEN ) . They found that it did n't count if any of the kids were non advanced than others or the demand to be right. Equally long as there is a struggle of position is adequate to acquire kids believing. However there are some unfavorable judgments for this survey. One can oppugn the cardinal function of struggle being an issue. Blaye ( 1988 as cited from GREEN ) criticised the construct to be obscure and sick defined, missing ecological cogency as it would be difficult to transport out outside the research scenes. Tudge ( 1989 as cited from GREEN ) besides had grounds to propose that in certain fortunes peer interaction can ensue in arrested development every bit good as development. Unlike Piaget, Vygotsky ( 1978 as cited from GREEN ) conceptualised societal interaction as being at the nucleus of the development procedure. Contrasting to Piaget, Vygotsky ( 1978 as cited from GREEN ) believed that societal activity concepts cognition and understanding particularly when kids interact with others who are more advanced and capable in society. Therefore rebuting Piaget ‘s thought that when kids interact with those of more power and have a higher position, hinders kids ‘s apprehension and thought. Vygotsky saw linguistic communication as non merely a cultural tool for sharing and developing but besides a psychological tool to assist organize our single ideas ( LIGHT BLUE ) . Vygotsky developed the construct of the zone of proximal development ( ZPD ) which is ‘the distance between the existent development degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals ‘ ( Vygotsky 1978: 86 as cited in LIGHT BLUE ) . ZPD represents the difference in accomplishment when working independently and working with counsel from grownups who are more advanced and capable. Both Vygotsky and Piaget believe that acquisition is active and both confirm the value of societal interaction for larning and development regardless of who it may be between as both will affect duologue. One construct that complements Vygotsky ‘s theory of ZPD is Bruner ‘s ( 1985 ) impression of scaffolding. Scaffolding is the ‘support that grownups provide in the acquisition procedure†¦ whereby an grownup varies the degree of support, bit by bit retreating it as the kid additions in competence ‘ ( cited from LIGHT BLUE ) . Both Bruner ‘s and Vygotsky ‘s cardinal schemes are patterning, demoing kids illustrations of work by experts. , showing, demoing the processs that experts go through when bring forthing work and back uping kids as they learn ( Cobden 2000: 10 ) . Research ( Galton et al. 1999 as cited from LIGHT BLUE ) shows that instructors tend to inquire largely closed inquiries which normally promote a simple consecutive reply. The reply being the one the instructor has already got in their caputs. Therefore, kids are non researching their ain apprehension and positions. Alternatively they ‘re merely supplying replies that the instructor is looking for ensuing into a ‘guess what I am believing of ‘ type inquiry. I carried out my directed undertaking on merely 2 of the kids from one of the foundation phase 2 categories, Annie and Zunaid. Both kids were of mean ability. I chose to carry on my surveies on merely two kids as it would be easier to detect and supervise while entering my findings at the same clip. The session I planned for Annie and Zunaid was a maths session. I devised a lesson program with the lesson nonsubjective being kids able to utilize two different groups to do a entire figure given ( see†¦ ) . I used 2 groups of small wooden forms trigons and diamonds. Before I asked the kids to give me a sum of a certain figure utilizing both forms, I demonstrated what I wanted the kids to make and do certain I was believing out loud so they can see what I was making and why. So I made certain both groups were separated and I asked the kids ‘hmmm what figure should I do utilizing these forms? ‘ and I was given 6. So I started with one group and counted out loud while util izing one to one correspondence, I made certain I moved each form towards me and said ‘1, 2, 3, 4, ‘ and so moved to the following group and counted on making the same thing, ‘5, 6 ‘ . I made certain I emphasised the last figure once more and said out loud, ‘I made 6. I used 4 trigons and 2 diamonds and all together they make 6 ‘ . I made certain I spoke clearly and easy in order for the kids to see what I was making and made certain I modelled twice before I let them go on. When the kids were given a figure to do, I observed and found they were either numbering really softly or in their caputs so I asked if they could number out loud for me, which they so did. I found I had to utilize a few prompts at the beginning to remind them to speak about how they made the entire figure. ‘what figure have you made, how many trigons did you usage and how many diamonds, and that made? ‘ these prompts were used in order for me to see if the kids kn ew what they were making and if they made the figure right. It gave the kids room to rectify any errors as they would usually tell when prompted and I found when they counted out loud and they had 1 more than the figure they were given they would merely take it off and say the right sum or add on another form. I recorded data/observations on gluey notes ( see†¦ ) in brief which I so wrote out on the kid observation sheets in item ( see.. ) . If you have a expression at appendices lesson rating 6/11/09 and 13/11/09 you will besides happen that In these lesson ratings talk and inquiring helped the kids to understand what I was making which hence resulted in them being able to make the undertakings. I have besides stated that inquiring more inquiries and speaking about what I am making or hold done helps kids ‘s apprehension and helps me understand how they have carried undertakings out. The ground why I chose to ease talk during a maths session is because I found during most maths session both focus kids were really quiet and frequently made errors such as numbering excessively fast while utilizing one to one correspondence, loath to number at all or out loud. I thought acquiring the kids to speak more about what they were making and how they were making it would assist them with maths jobs. That is why I decided to concentrate on maths. After looking at theoreticians thoughts and position on talk for acquisition and looking at instructors oppugning schemes it is apparent ( lesson rating 6/11/09 ) that patterning and speaking about how I how I made a figure and inquiring inquiries helped, even though this might hold helped and worked efficaciously I besides stated that I need to inquire more inquiries and still pattern more. This is besides the instance in my followers ( 13/11/09 lesson rating ) session, were I stated talk and modeling to be effectual in back uping the kids ‘s acquisition. this can be related to Vygotsky ‘s and Bruner ‘s schemes patterning, showing and back uping. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the P.E. lesson program dated 16/11/09. I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments on others and why. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gave a response to the inquiry ‘how could we travel on this equipment? ‘ it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought. Furthermore, as this was an unfastened inquiry the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. As the kids were really immature it was more of import to advance talk to measure and measure them as persons. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss. During the maths directed undertakings I needed to happen out what the largest figure they could number up to right ( maths directed undertaking lesson program 11/11/09 ) and besides be able to number two different groups by numbering on ( maths directed undertaking 2 lesson program 19/11/09 ) . This was besides the instance in the cognition and apprehension of the universe Sessionss ( KUW lesson program 17/11/09 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given it would merely do me more cognizant of what the kid is fighting with and hence besides consequence in me reflecting on my ain pattern excessively see what I may be making incorrect or how I could assist the kid in inqui ry. Although closed inquiries may hold been asked sometimes in Sessionss ( KUW/CLL 9/11/09 ) it helps to speak about shared experiences to assist develop originative thoughts. This is apparent in one of the cognition and apprehension of the universe session were kids watched a picture on pyrotechnics and had to do their ain ( lesson rating KUW/CLL 10/11/09 ) . You can see in the observations ( Annie 10/11/09 ) , she was speaking about what she is making and depicting her pyrotechnic and besides related it to something that looked similar, this suggests that she can associate it to things which may be similar and familiar to her and besides helps me understand how she see ‘s pyrotechnics.