Business Essay Example | Topics and Well Written Essays - 2000 words - 3

Business - Essay Example The environment, as a result, is influenced in a negative way. On the other hand, globalization has a positive impact on poverty reduction and wealth generation of the nations, thus proving them with a wider range of opportunities for sustainable development. Introduction Globalization, as a process of unification of global markets, has been much discussed in the recent years. There exist different opinions on the issue – some view globalization as a positive thing, while others – as a negative. However, a general common opinion is that globalization is one of the principal vehicles for economic growth and wealth generation. Therefore, the goal of this paper is to research and analyze the role of globalization in the modern world as that of the driver of economic growth and wealth generation. In addition, the relationship between globalization and sustainable development will be assessed and analyzed in order to determine compatibility of the two concepts. The analysis will be based on current examples in areas such as poverty alleviation and environmental protection. ... le development and how the two principles can be used on practice with the goal of achieving a sustainable competitive advantage in the global marketplace. In order to achieve the set goals the meaning of both concepts – globalization and sustainable development – should be defined in the first place. Definitions Knight (2000, 12) defines globalization as a â€Å"growing interdependence of national economies - involving consumers, producers, suppliers, and governments in different countries.† As a result, boundaries between foreign and domestic markets are loosing their significance and businesses have more freedom to operate in foreign countries. Among the results of the process of globalization is, as Dunning (1993, 43) outlines, intensification of competition. As an economic term, globalization refers to the increasing integration of global economy caused by â€Å"incessant flows of goods and services, capital, technology and information across national borde rs† (Lucas 2004, 1). At the same time, globalization stimulates international communication and intercultural exchange. So, in a broad sense globalization can be called a continuous process of internationalization that increases interdependence of world countries in such aspects as economy, politics and culture, among others. As for sustainable development, it can be defined as a system’s desire or tendency to continuously improve and achieve certain social objectives, such as social wealth and health, improved education, increased volume of resources or increased number of social freedoms (Pearce, Barbier, and Markandya 1990, 2). Though such an improvement within the system does not have any time limits, the term implies that the changes taking place always lead to improvement and benefits the system

School Polcies Essay Example for Free

School Polcies Essay In the school display policy it should include the aim and objectives for the display. It is there to stimulate learning environment. It helps a child to gain new information and also to build their learning skills. The displays must be kept in good condition and also where possible trimmed and mounted. Staple guns and sharp pins should be kept out of reach of children and also removed properly when taking down old posters. A person may use different materials to help their posters look better and more eye catching for the children. Posters should be mounted in different ways and in different varieties. Heading, titles, letters and information must be written clearly for children to read. Display areas must be kept tidy and clean to prevent accidents. Display areas can be in the corridors, the classroom and outside the principal’s office. Staff must take pictures and record evidence for their reference. Staff have responsibility to ensure that the posters are kept in good condition and also to use health and safety procedures while putting up displays. Staff must use staple guns rather than pins as this could be dangerous if children get their hands on it. Staff must know how to approach hanging up displays that are high by using ladder not standing on chairs and tables. In the display policy it includes to use spray glue not super glue and this contains many dangerous chemicals. Display policy outline the rules and regulations that staff and students need to know before they are able to put displays up.

Brief History of the Bauhaus :: essays research papers

An architect named Walter Gropius founded the Bauhaus in 1919 in Weimar, Germany. Gropius’ main objective of the school was to use each student’s creativity to change industrial and architectural ideas by integrating, into them, visual art. The Bauhaus sought to change the ideas of the industrial society that began in the beginning of the century. In the early Bauhaus, painters like Paul Klee and Wassily Kandinsky joined the school to teach advanced ideas of form, color and space. Klee’s work used subject matter that translated into graphical signs and symbols that invoked strong visual communications. He integrated modern art with the work of nonwestern cultures and children that charged visual communications. Kandinsky’s work at the school was based on his belief in the strong spiritual values of color and form. He taught his firm belief in the use of color and visual elements to depict the artist’s mood without the use of subject matter. Johannes Itten also played a major role in early Bauhaus. He taught a preliminary course in which his goals were to release each students creativity and to better their understanding of the physical nature of materials. Itten emphasized visual contrasts and and the analysis of Old Master paintings. He eventually left the school in 1919 because of a disagreement of how the course was to be conducted. Laszlo Moholy-Nagy took Ittens place later that year. Moholy-Nagy was a relentless experimenter who brought in new materials such as acrylic resin and plastic and later introduced students to new techniques such as photomontage and photogram. He also placed great emphasis on the use of type as â€Å"a tool of communication†. The school eventually moved on to Dessau, Germany because of tension between the school and the Weimar government. There was tension from the beginning but nothing was done until a new, more conservative administration had come into power. This led to the resignation of the director and it’s masters. Two weeks after this the students of the school each wrote letters to the government stating that they would be leaving along with the masters. The school was moved to a temporary facility in Dessau until a new school was designed and occupied in the fall of 1926. During the Dessau period the schools philosophy and identity came into full fruition. The Bauhaus Corp. was created, allowing the sale of prototypes created at the school to the industry.

Essay --

Countless philosophies over centuries have overlooked and undermined the significance of indigenous African religions. Africa is a mainland that has long been shrouded in a cover of misjudging and stigma. The general misguided judgments about Africans are boundless and strike almost every part of African society and social orders incorporating religion. Many of the religions do not write and document everything but rather add more importance to oral history and rituals. Colonization and philosophers like Emile Durkheim have consciously or subconsciously stripped these religions of their value. Durkheim does not believe in animism because scientific laws or morals cannot back it up. Many indigenous African religions believe strongly in spirits and souls that link them to God. The idea of an isolated God does not make the supernatural un-important in Africa religions. Indigenous African indigenous religions share the same teachings like Christianity or Islam and we should not allow European philosophers as well as colonization diminishes its value. It is imperative to note that the soonest distributed perceptions about African Indigenous Religion are discovered in the reports of European voyagers, adventurers, preachers and frontier executors who interacted with the Africans in the eighteenth and nineteenth centuries. Their works were not insightful or efficient studies yet easy perceptions and shallow records intended to speak to western mindset and group of onlookers. According to the film â€Å"50 Years Later† you can grasp an understanding of the image philosophers and Europeans painted about Africans, like in the eighteenth century when Scottish philosopher David Hume said â€Å" I am apt to suspect the Negroes to be naturally inferi... ..., we revealed that regardless of a few collaborations by the ethnic nationalities with drives of imperialism, it is not simple to completely re-make the vision and observation of the individuals. While a few components of their social legacy have changed because of contacts with westernization, some different components that aggregate up into the people’s society have remained to a great extent unblemished, local and unaltered. In any case, pioneer attitude, and introductory biases and negativism have frustrated momentous research and usage for supportable advancement. This work is, hence, a clarion call for profound reflection that religion-social legacy has the limit for organizing deductive improvement generally. Society is crucial to societal improvement. There is underdevelopment in most nations in Africa in light of the fact that the foundations are broken.

Children’s Overuse of Technology

Children’s use of technology most affects a person’s cognitive development by eliminating the time that children have for other activities like proper sleep, a basketball game in the park, or just a face to face chat with a group of friends. Technology is not a proper substitute for a play ground, parks or a chat with friends where a child can find unlimited opportunities to learn valuable information about how they fit in the real world. A child’s cognitive development is not harmed directly by technology so much as it is harmed indirectly by abstaining from physical activities, failing to get proper sleep, or not interacting with peers. A study by the Kaiser foundation illustrates the enormous time children spend multi – tasking each day through technology, â€Å"Today’s youth pack a total of 10 hours and 45 minutes worth of media content into those daily 7 1/2 hours – an increase of almost 2 1/4 hours of media exposure per day over the past five years† (Henry J. Kaiser Foundation 2010, p. 1). It is not to suggest that technology plays no role in increasing a child’s cognitive development; it is to suggest that there is a widening gap between the time a child entertains themselves with technology and the moments that he or she allocate to alternatives activities. The benefits children receive from non – technology based activities are found in many research studies on cognitive development; for example, a study by preeminent sleep theorist Dr. Sadeh showed that the cognitive abilities of elementary school children deprived of just one hours night sleep would be reduced by two years the following morning (Sadeh, Gruber & Ravi 2003, p. 444 -445). Children cannot be engaged in interactive play with their peers, sleep or physical exercise which are so critical to their development, due to an overuse of isolating technological activities such as cell phones, television and video games. Children who spend too much time with technology find themselves isolated from their peers. Leading theorists like Jean Piaget understood the importance of peer interaction as a research tool that provides children with unlimited opportunities to evaluate other people’s concept of how to deal with situations that happen in the world. According to Piaget, â€Å"children gained knowledge about the world through their interaction with others and incorporated that information into cognitive structures† (Piaget 1962, p. 257). Piaget saw unscripted play as a way for children to gain new social skills by assimilating a peer’s new ideas and changing their understanding of the world to accommodate them. Children exposed to peer play gain the skill set which will allow them to progress away from an egocentric view point in which they are the center of the universe to a more abstract vision of the world that encompasses the morals needs of society. A child that has gained understanding of this is said to gain the social, emotional, and cognitive skills and behaviors that they need in order to be successful people in the world. Piaget would find educational value in any technology that allows children the opportunity to freely experiment with their understanding of the world. From the preoperational through the operational stage, children receive educational experiences even from basic technology like karaoke machines or cell phones that provide them the opportunity to test their language skills through experimentation. A child in the preoperational stage will use the karaoke machine in symbolic play to pretend to be a rock star. The operational stage children that are further along on their cognitive development might use a cell phone share ideas on what it is like to be in a rock group. However, the most promising use of technology to Piaget would be software that appears to emulate his theory of assimilation and accommodation. Indeed, Piaget believed that children learned best when a constant flow of information was acquired from others that either reinforced or challenged their perception of themselves in the world. An example of technology that might provide this is the game SimCity, which was marketed as providing people with the opportunity to test their knowledge of cities while learning to build one of their own. However, eventually Piaget would find games like this to be too restrictive in their opportunities for players to decide whether to change their self-constructs of city- life based on the limited real life scenarios in the game. The child is presented with or guided into possible actions by the software program and made to believe there are no limitations to the options one can take; however, software actions are very â€Å"narrow and circumscribed, and – what is even more important for the child – it is defined by the game developer and the manufacturer instead of by the child† (Provenzo, 1991, 1994). According to Piaget (1972), play can provide many opportunities for children to actively learn in a manner that is more intuitive than a direct instruction lesson. Piaget’s philosophy about play is validated by the following research. A study on rats that played rough with each other had a higher degree of neurotropic factor transcripts created in their brains’ cortexes than a rat raised in isolation (Gordon, Burke, Watson &Panskepp 2003, p. 17-20). Research by Diamond et al. (1966) on the thickening of a rat’s cortex showed that when a rat was allowed to freely assimilate and accommodate within an â€Å"enriched environment† (Krech, Rosenzweig& Bennett, 1960, p. 09-513) its cortex was affected profoundly as compared to other rats’ cortexes that were raised in non-enriched environments (p. 117-125). The research was designed to compare the thickening in the cortex of several rats’ brains raised in three different environments: one raised in isolation, three rats in a cage that emulated their natural environment, and three that were placed in the enriched environment. An enriched environment is defined as a cage that has enough room to accommodate the rats and toys that are added at specific intervals during their stay (Krech et al. 960, p. 509- 513). The rats were placed in the environment from 4 days to 80 days, and afterwards the cortexes were removed for comparison (Diamond et al. 1966, p. 117-125). A second set of experiments were designed to isolate factors like age or stress, which were constantly changing to reach the maximum thickening of the cortex. Data comparisons between the cortexes of the rats raised in the impoverished environments and the lone rat were measured, but not compared; however, further experimentation, in this maybe warranted in order to show the effect of peer play. In more play directed study, it was seen that rats that had played rough with each other had brains with a higher degree of neurotropic factors created in the brains’ cortex than a rat raised in isolation (Beatty, Dodge, Dodge, White & Panskepp 1982, p. 417-422). Another study of rats in social isolation showed an even more dramatic need for interactive play when a rat failed to respond with the proper defense mechanism when dealing with a dominant male rat. The study showed that rats that played with peers were successful in assimilating into society by using the tools they learned from peer interaction, much like Lev Vygotsky’s studies showed children did as well (Foroud & Pellis 2003, p. 35-43). Unlike Piaget, Vygotsky believed that a child’s learning process or cognitive development was not based on a solitary exploration of the world, but the influences of the child’s culture, environment or knowledgeable adults. Vygotsky’s studies were based on the significant improvement that children achieved on tests when they worked with an adult as compared to working alone. The test results for children working independently rarely reached the level of a child that had been taught by an adult. In the process of this adult guided development, â€Å"the child not only matures, but is rearmed. It is this â€Å"rearming† that accounts for a great deal of development and change we can that accounts for a great deal of the development and change we can observe as we follow the transition from child to civilized adult† (Luria & Vygotsky, 1992, p. 110). The times children meet with a knowledgeable peer or adult to learn a great deal of understanding is gained by the child. The growth of the child that works with an adult can be observed throughout their lives till they reach adulthood. Vygotsky would find potential in today’s technology and hope for the software technology of tomorrow that he would perceive as supporting his theory of the Zone of Proximal Distance. His theory states: â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers [is greater]† (Vygotsky 1978, p. 6). The technology that was capable of teaching critical thinking, analysis and problem solving skills by joining them together to learn about any subject matter. Present technology does not have the natural language skills necessary to be able to respond to a child’s unlimited questions; however, games can guide a child’s thought process by the designer’s implementation of scaffolding techniques into the program. For instance, some games like Oregon Trail are appropriate educational opportunities for learning in the classroom. The game is a form of computer mediated instruction that uses information inserted into the program (scaffolding techniques) to help students complete the tasks that are important to perform an activity; however, it is limited in value since it does not allow children to interact with a knowledgeable adult or peer. Games that allow multiple players to work towards a common goal are available online and could be used to teach children in the way Vygotsky envisioned. Games like The Penguin Club or Halo are designed to allow children to work together towards a common goal; however, they are created to entertain and not to teach. Video games must be designed to capture a child’s interest and be tested to show how they improve a child’s education, or they will remain another example of a technology whose use is restricted solely to household entertainment. Other examples of technology that children use for household entertainment are described in the following study including which technologies are preferred by both sexes and which are preferred by a specific sex. â€Å"Children are far more likely to use technology for entertainment purposes to download music, chat on the social network, email friends or lay video games than do research on a topic of interest than for education† (Subrahmanyam, Greenfield, Kraut & Gross 2001, p. 7-30). The study shows boys and girls are likely to use the same technology for the same hours in school. However, after school hours boys were far more likely to play video games than girls. On the contrary, girls were far more likely to use their cell phones to text friends or communicate on the social network than their male counterparts. Both girls and boys still watched television more than any other technology. The study focused primarily on the type of technology a child used to entertain him or her self; however, the study did not delve into the effects technology use had on a child. Grant money has been expanded for research to investigate new social concerns about technology ranging from the possibilities of brain tumors brought about by excessive use of cell phones, desensitizing affects of violent video games on children towards real violence, and attention span problems caused by television and video games. A recent research study on the effects of children playing violent video games and their desensitizing effect on a child’s view of real life has challenged long held tenets of parents and researchers alike. Bowen and Spaniol (2011) designed a study to compare the emotional arousal state and long term memory of individuals that played violent video game as compared to those that did not. The participants viewed 150 photos of scenes that were designed to get a positive, negative, or natural response from the individuals. One hour later the people were asked once again to observe the scenes and this time 150 additional photos were added. The researcher then asked the individuals if they indeed had seen the photos previously and the results were recorded. Afterwards, the students were given a self-assessment test that asked them questions about their emotional state. Researchers predicted the results would show that the participants that played violent video games would remember less of the photos and have a lower level of emotional arousal. The study showed that the results were in favor of the null hypothesis and that there was no significant difference in the long term memory or emotional state of the participant that played video games and the individuals that did not. This study questioned earlier held opinions that violent video indeed caused children to be less sensitive to real life violence. Research by Carnagey, Anderson and Bushman (2007) evaluated the physiological response of individuals that watched a ten minute video showing real-life violence after playing their choice of a violent game or non-violent game for twenty minutes. The individuals that played the violent video game were predicted to have a lowerheart beat and galvanic skin response than the non violent video game watchers. The violent video players did show a lower heart rate and galvanic than the non-violent game players and were considered to be desensitized to violence (p. 489-496). The conflicting results help illustrate how little is known to whether video game technology as any direct adverse on the cognitive development of children that the concerns of society have suggested. Furthermore, studies on the effect of radio waves on heavy long term users of cell phones suggest different conclusions leading to question about its adverse affects on children as well. One study which evaluated brain tumor risk in relation to long term mobile use showed no increase in cancer in individuals that used cellphones excessively over the last ten years (Cardis 2010, p. 14). Another study showed that the brain glucose metabolism rates were significantly higher when using a cell phone causing concern that there may be negative effects from radio signals delivered to the brain (Volkow et al. 001, p. 808-813). It appears that additional research on technology is required, as was expended on television earlier in order to get a clearer picture of its effect on children. Television viewing time at a mean age of 14 years was associated with â€Å"elevated risk for attention difficulties, frequent failure to complete homework assignments, frequent boredom at school, failure to complete high school, poor grades, negative attitudes about school (i. e. hates school) overall academic failure in secondary school, and failure to obtain post-secondary (eg, college, university, training school) education† (Johnson et al. 2007, 481). The Research by Zimmerman and Christakis (2007) showed that six and seven year old children, who had watched an average of three hours of television a day as three year olds, had lower cognitive achievement scores on the Peabody Individual Achievement test for reading recognition and reading comprehension (473-479). Less sedentary activities that children do when not playing video games show a much clearer picture of the benefit they provided to a child’s cognitive development than any adverse effect technology does. Children who rode bicycles, played basketball or performed other aerobic activities at least three times a week for sixty minutes and spent an equal amount of time on muscle and bone strengthening workouts three times a week or more had significantly better grades than the children who did not (Coe, Pivarnik, Woomack, Reeves &Malina 2006, p. 515-1519). In conclusion, software technology as advanced as it may seem is not robust enough to support the theories of Piaget or Vygotsky. Advances in Artificial Intelligence for natural language would be required to make either Piaget or Vygotsky theories close to a real life learning experience. A computer game would need to be able to understand the thoughts voiced by a child and be able to respond to them fluently to recreate a real life experience. That software for video games is far from being developed. A child’s ability to learn from a computer as if it was a teacher is limited by how well the software developer provides guidance within the program to complete each task. A child will never get the freedom to explore and change his or her constructs in the world of technology as he or she can in the real world. In this day of modern technology and the information highway, it may seem ironic that the best thing a child can do to develop his or her cognitive development is to turn the television, video game or cell phone off and go for a bike ride.

Different Perspectives of People’s Feelings

The Killing Circle: The Deferent Perspectives on Peoples Feelings Everyday around the world many terrible, and tragic crimes take place were not everyone Is aware of every single crime. Whether It Is a robbery, a kidnapping, a murder or even a case of missing books to someone out there It matters, but to others it may not. In the novel, The Killing Circle the author Andrew Paper shows that when something bad happens it tends to only affect an individual if that person were in that situation, or has a loved one in that current situation compared to society were people would just not care at all.An example this situation in real life would be let's say a fisher men's daughter was murdered and as a father he is devastated. Now to that fisher man's family this is a tragic moment in their lives, knowing that a person that they truly, deeply cared about is now gone forever. Now to society more than half of them may not be aware of this event, or be aware and Just not care because those peo ple It may not affect them personally as It would to the fisher men's family.This novel has a similar event were random murders take place, and the mall antagonist Patrick Rush does not care about what Is happening In his city and he goes not care of what happened to those people that died, until his one and only son is kidnapped by the mysterious Sandman. Andrew Paper shows that what a person feels when losing someone close to them is completely different for what society or someone not as close may go through and develops this theme by using Patrick Rush's situation as an example.To begin, everyone knows when anything big or small happens one way to find out would be probably watching or reading the news. Although the news is a good for giving people information on recent events, it is also something that hurts the hearts f the families of which the news could be about. Andrew Paper shows that when something happens to someone close to you It Is very painful, but to someone In the media It Is something that person can exploit and use to their benefit.He uses Imagery to make the readers Imagine a scenario that which the readers can feel how both a family member may feel and someone In society. For example, Mom can Imagine. A father loses his son at the movies, the boy snatched away in the time it takes to buy hot dogs and onion rings- it's a summer weekend news editor's dream come true. (Paper, 265) This example shows the father that lost his son would be devastated, worried, and angry that it happened, but this story for the news editor is something he could potentially use as the next top story in his article.Taking it a step further it even shows that when people in the society listen to this news most may not even care and that little amount that does care will slowly start to not care as well, but the family that lost their son will never stop caring until he would return safely home. Relating this to daily life there are many examples of when news porte rs take advantage of the worst situations Just to get a better rating for their show. For example, channel 6 news was trying to get out some Information on what happened to this teen who was shot out of her mother.For a parent that just lost their daughter the last thing the parent's would want at that time would be a reporter annoying them that is why that teens mother got angry and replied † ‘K, that's good' when asked for a reaction to her daughter's shooting, but then suddenly hurled a rock at ABACA photographer Marc Jackson† (Zimmerman, Para 3). This shows that even t a situation like this the reports do anything it takes to get some good news for their viewers, even if it hurts the hearts of the poor families.Furthermore, near the end of the book as stated Patrick Rush's son goes missing, and in such cases many people in this common society would simply give up on either searching for him or already think his son would be dead. In this situation the readers c an imagine what Patrick is going through, in his state of mind he allows the reading to sense how he is feeling by saying â€Å"There's the shots of local volunteers reaching for clues, for body parts.And there's the father, his skin speckled and spongy as oatmeal, aerobically pleading for his boys safe return† (Paper, 265). This shows that the volunteers in the society are already searching for clues, and Andrew Paper specifies that the volunteers are searching for body parts meaning that the volunteers must already be assuming Patriot's son to be dead. Patrick on the other hand is feeling depressed, as if he cannot move anymore without him, as if his skin feeling like it is going to melt, begging for his son to return safe.The readers can feel hat Patrick is in pain, and clearly the volunteers helping to find the boy are not, thus proving that a what a family goes through is completely different from what others in this common society would go through. This argument could b e related to a recent tragedy that happened in Toronto where a man named Tim Bosom was fallen victim to a group of evil people that murdered him over a few vehicles.A few vehicles were recovered by the police, and a statement was given by an owner of one of the vehicles. He said â€Å"it's Just a bike,' MacDougall said. ‘It's nothing compared to what the Bosoms are going through now. They'll never get Tim back. ‘This is sad, really sad† (Casey, Para 6). Mr.. MacDougall knows that what the Bosoms are going through is very difficult, and many people in Toronto probably did not even know of this incident that occurred, and do not feel what the Bosom family is going through.Thus, this recent event helps to prove that only families can understand how it feels when you lose someone because they are so close to him, compared again to society where people Just do not have that same personal connection. Finally, Patrick shows that people that only people that are close to you actually if the main and sorrow when you are gone. Although he realizes this after his son is kidnapped, he still shows that he now understands how it feels to lose someone, and why others aside from him may not. Patrick says â€Å"Harm tends to come from when you lose ones you know the best† (Paper, 267).Here Andrew Paper uses what Patrick said to show that only when a person loses someone close to them is when that person would experience any type of emotional feelings; compared to someone that might not know that person to well and may not go through the same type of feelings that someone that was close to that person goes through. Looking outside the book, everyone in the world is scared of losing someone that is close to them; by looking online you can find millions of quotes or Just ordinary people that have shared this feeling. For example, an unknown person said â€Å"I'm always scared of losing someone close to me†¦ ND Ted up to being told ‘it'll be t ine† (Losing Someone trot Death Quotes, 4). The quote said by an anonymous source is basically saying that losing someone close to you can be really scary or even depressing Just to think about, and people around you may not feel the same as you do. This is Just one opinion of the lions of people in the world, and Andrew Paper being one is trying his hardest to prove that only if a person that loses someone close to them goes through completely different feelings than a person not as close goes through.In conclusion, Andrew Paper using this novel to help prove that the emotions somebody shares when losing someone dear to them is completely different for someone that is not close to that person. By using Patrick Rush's situation as a main example he helped to prove this thesis, and by comparing it to outside sources in this essay the readers now are totally clear on his message. Anyone would be terrified to even think about losing someone like their brother, sister, mother or f ather, or even their closest friend.What the author wanted to show is that only people close to that person that might have died or gone missing feel the pain and others do not. The real life examples of Tim Bosom, the mother that lost her daughter, and many people around the world helped to prove this thesis, and the main message Andrew was trying to get across. Everyone who was read his books will understand Andrew Peer's message, but only when the readers were to go through the same ideal or situation is when they will truly realism he importance of how feelings are different for every individual.

History: Questions Essay

5. Compare and contrast policies, factors influencing success and outcomes achieved by the following â€Å"Asian Miracle† countries: Taiwan, Korea, Thailand, Malaysia, Vietnam and Laos. After the end of World War 2, East Asia experienced a rapid economic growth which lasted till 1990; before the Asian Financial Crisis. The countries that achieved substantial growth were Taiwan, South Korea, Hong Kong,  Singapore and Japan. These countries were referred to as the Asian Tigers and they were known for achieving and maintaining incomparably high growth rates and rapid industrialization between 1960 and 1990 (Lall, 1996). By the 21st century, the Asian Tigers had grown into high-income and advanced economies (Page, 1994). Initially, these countries were not expected to achieve such rapid growth as compared to Western countries (Amsden,1993). The other countries which were not far behind from the five miracle economies were Malaysia, Thailand and Indonesia. These countries were known as the Second-Generation Tigers. However, less fortunate countries such as the former French Indochina (Focusing on Vietnam and Laos) remained lagged in terms of development. Source: Summers and Heston (1991). Barro (1989). World Bank data. Figure 1 shows the eight HPAEs; all have a positive outlier in the income-growth distribution. While Malaysia, Thailand, and Indonesia are closer to the predicted values, the other five economies, Taiwan, Korea, Japan, Singapore and Hong Kong, are significantly above the predicted Gross Domestic Product growth rates on the basis of relative income level. From this chart, it is concluded that all of the HPAEs were catching up to the more developed countries. This essay analyses the causes that led to the difference in development between the Asian Tigers (5 miracle countries), Second-Generation Tigers (Second-tier countries) and the least developed ones. This essay will also state the multiple factors which led to the countries’ divergent paths and compare and analyse the impacts of each factor. The factors that will be expounded on are: (1) Economic Policies, (3) Factors influencing success and lastly, (4) Domestic and Regional Political outcomes. In 1960, the companies that achieved high growth rates and rapid industrialization were addressed as High Performing Asian Economies of Northeast Asia (HPEAs) of Northeast Asia and the Second-tier were referred to as Newly Industrialising Economies (NIEs) of Southeast Asia (Fisher & Rotemberg, 1994). Key events such as colonialism, decolonisation and the  cold war played a part in this phenomenon as it contributed to the building of HPEAs and NIEs economies. Colonialism Majority of HPEAs and NIEs countries used to be under colonial rule except for Thailand and Japan. Both Thailand and Japan used various methods to run their country; two of their main methods where their geographical location and resources available (Andressen, 2002). During the colonial era, majority of Southeast Asian countries used to have higher GDPs than Northeast Asian miracles; in the early 19th century, countries like Burma and Vietnam were wealthier than Taiwan, which GDP was $499 in 1820. During that period, both Malaysia and Indonesia’s GDP topped Taiwan and Korea until the 1940s, during the fall of colonisation. Burma and Vietnam owed most of its achievements to colonial institutions and natural resources. Unfortunately, colonialism did everything but good for both countries’ welfare (Easterly, 1994). The aim of colonialism was to acquiring full or partial political control over both countries, occupy it with settlers and exploit it economically. The Dutch, for example, introduced social classification and applied a divide-and-rule method to attain superiority over the indigenous people while exploiting them to work in plantations. The Dutch did not teach the colonies any form of manufacturing as they had no intention to invest in human resources. Similarly, British Malaya had its resources drained by colonists and when the colonist left, the countries that made up British Malaya declared independence. These independent countries continued to carry out the colonial style of administration; as this once produced significant profits, and system without the knowledge of manufacturing. The Asian Tigers: Korea & Taiwan In contrast, Korea, Taiwan, Singapore and Hong Kong, which were colonised by Japan and Britain, did not own many natural resources. Little was to be exploited from those colonies as the colonist only found their geographical  location and labourers of use. Unlike Korea and Taiwan, which were the main hub of food production and labour-intensive industries, Singapore and Hong Kong were used as import harbours. This put Singapore and Hong Kong at an advantage as basic education was provided and allowed them to gain the upper hand in industrialization when they gained independence. In 1960, during the Cold War, when political and military tension grew between both Western Bloc and Eastern Bloc, the economies of Taiwan, Korea, Japan, Hong Kong and Singapore were not affected. These Asian countries were not affected as they had leaders who put communal interests over personal benefits. Both private companies and governments of HPEAs worked together and collaborated. This act is attributed to the Confucian culture which majority of Asian countries practice. The Confucian culture emphasises on prioritising of community over individual (Johnson, 1982). Their economic strategies constituted of advanced industries supported by exceptional human resources, export-oriented, market-adjusting state interventions, efficient bureaucrats and institutional cooperation consisting of both government and certain companies. Korea and Taiwan, both former Japanese colonies, promoted their local companies and invested in improving their human resources skill and technological capability by following the Japanese model with their own adaptation (Beasley, 1987). They also used protectionist policies; such as tariffs, to ensure that their immature domestic market would not be forced to compete with foreign products. For the Koreans, their post-war economic strategy was to obtain knowledge from developed countries to adopt foreign technology. This was done to provide a foundation for its domestic industries (Woronoff, 1992). Korea’s oligopolistic development model was founded in 1960, under authoritative administration of Park Chung Hee. This development model was made up of collaboration between conglomerates called chaebols. Chaebols consisted of successful exporting companies that were chosen and given privileges (Wad, 2002). Korea’s development was also supported by its human resources. Its human resource were organised in military-like discipline. Gradually, after gaining independence from Japan, Taiwan entered into industrialisation stage by allowing government bodies to  supervise its development. In 1950, the Economic Planning Institution was started. The Economic Stabilisation Board executed the first four-years of economic plans, continued by Council for Economic Planning and Development (CEPD) who was tasked with national and regional planning (Kuznets, 1959). CEPD coordinated with ministries to ensure that development would be done according to plan but they had no authority to supervise. Government involvement could also be seen through the Ministry of Economic Affairs’ role in outlining which subdivision should be supported and this included industries of which Taiwan is reputable for: machinery, electronics, and telecommunications. In mid 1960, the government built export-allocated zones which were easy to access from harbours and airports. To stimulate export, customs and taxes were reduced and low interest loans were promoted. In 1980, labour skills gradually improved and this also resulted in the improvement of the education sector. Meanwhile, the NIEs and other less fortunate countries such as Vietnam and Laos; although predicted to be the next tigers following the success of their Northeast Asian counterparts, could not catch up with HPEAs. Some of the NIEs formed a ‘neo-patrimonial’ state. Neo-patrimonial is classified by having inefficient bureaucracy, nepotistic leaders and unstable authority. These nepotistic leaders show favouritism and public interest becomes second priority. This leads to poor economic growth along with disorganised policies. Furthermore, unlike the HPEAs that benefited from having a relatively homogenous ethnicity, Southeast Asian countries were diverse. This diversity in ethnic groups made it difficult for the ethnic groups to understand each other. In addition, due to the Cold War, the former French Indochina suffered severe political instability and economic collapse. The Second Generation Tigers: Thailand & Malaysia Similarly, Thailand and Malaysia both failed to achieve HPEAs success. In 1980, Malaysia tried to adapt HPEAs intervention model, but failed implement their policies. Thailand, on the other hand, was hindered by political  instability (Unger, 1995). In Malaysia’s case, participation of local companies was low and foreign companies played a greater role in Malaysia’s economy (Lubeck, 1992). Also, local companies depended on foreign technology and the country’s demand for advanced technical skills was not fulfilled. Furthermore, there was an ethnic divide between the indigenous people and Chinese. This prevented cohesive cooperation in both Thailand and Malaysia As for Thailand, the government, shareholders and military were unable to cooperate. The military would occasionally launch coup attempts and such attempts disrupted both political stability and economic activities. Vietnam & Laos Vietnam, Laos and Cambodia were the main Southeast Asian countries with poor economies. These countries’ economic problems were the result of internal conflicts (Tran Van Tho, 2003). The conflicts in Vietnam and Laos resulted in the victory of the communist party and as for Cambodia, the democratic government ruled. In 1970s, Vietnam was exhausted and isolated due to its involvement with the conflict between Cambodia and USA. Due to the conflict, Vietnam became one of the poorest countries in the region. Realising the need to fix their economic condition, Vietnam adapted a reformist pace by allowing private ownership in small to medium enterprises and opened itself to investments (Brown, 1995). This move led to Vietnam’s economic prospers, though lagging behind its capitalist neighbours. Vietnam currently relies on raw and secondary products (Department of Foreign Affairs and Trade, 2014). Cambodia and Laos were both alienated from being one of the Asian Miracle. Laos, being in between Thailand and Vietnam became a heated political theatre during the Cold War. Although Laos reformed it’s economic sector simultaneously with Vietnam, its economic growth pace was slow as the country relied on natural resources, agriculture and low skilled labourers. Only in early 1990 did Laos manage to expand its industry and attract foreign investors. To summarise, this essay has argued that the Asian miracle was an uneven phenomenon that only happened to some countries. It also states how rapid economic growth occurred in the eight East Asian countries; mainly focussing on Hong Kong, Korea, Taiwan, Malaysia, and Thailand. Furthermore, the common denominators of success: (1) maintaining macroeconomic stability, (2) broad-based educational strategies, (3) export growth, and (4) insignificance of industrial policy have been discussed upon. This essay argues that export push was a successful strategy, while industrial policy was â€Å"insignificant.† In conclusion, the substantial achievements of the HPEAs were owed to the collaboration of both companies and the government whose goal was to build a sustainable economy for the country. Majority of the Asian Tigers (First- tiers) were not blessed with plenty of natural resources but they managed to improve by investing in human resources and value-added goods. In addition, these countries also showed a strong unity among the society, government, and businessmen. The government’s authoritative nature created stability and helped to bring about positive impacts on the economy. The second-tier managed to get closer to the first-tiers due to the resources available. However, the second-tiers did not manage to draw alongside or surpass the first-tiers as they relied on low value-added goods, raw materials and low wage labourers. Also, their governments personal interests and corruption hindered the countries development. Citation Amsden, A. H. (1993). Why isn’t the whole world experimenting with the East Asian model to develop? Review of the World Bank’s East Asian Miracle Report, to appear in Symposium on the World Bank’s East Asian Miracle Report, in World Development. Andressen, C. A. (2002). Short History of Japan: from Samurai to Sony, Allen & Unwin. St. Leonards. Beasley, W. G.(1987). 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