Albert Camus The Stranger Essay Example for Free

Albert Camus The Stranger Essay Color and weather as elements used to explore thought and emotion in Albert Camus The Stranger Literary techniques have long been an effective tool that authors use in order to convey deeper meaning within their text, particularly for novels that have a seemingly simple purpose. The Stranger by Albert Camus, translated by Matthew Ward is a perfect example of this, on the surface it is about a murder committed by a heartless man, beneath it traces the development of this man, his thoughts, his principles and finally the acceptance of his fate. Color and weather are two elements that Camus uses in order to develop this deeper meaning, and to explore his protagonists thoughts and emotions. This technique explores the wider concept of existentialism as well, essentially classifying The Stranger as an existentialist novel. Color and weather are used in conjunction at times, but when employed separately; their influence materializes in different ways within the novel. Weather as used by Camus directly influences the actions of his protagonist Meursault. The most prominent instance would be when he commits the murder of the Arab, because of the intense heat. This is evident in the line The Sea carried up a thick, fiery breath. It seemed to me as if the sky split open from one end to the other to rain down fire. My whole being tensed and I squeezed my hand around the revolver.1 Here, the sun and the heat are used to create vivid imagery that characterizes the weather as a force by itself, an irrefutable force that has control over Meursault, something that dictates his physical actions at times. Meursault feels the physical attributes of the world around him in a much greater capacity than others, which is an indication of his existentialist nature. The physical world is all that matters to him, nothing beyond it. The sun is used as a recurring symbol to trace the progression of Meursaults character through the novel. His attitude towards it, they way he views the effect of the sun on himself is an indicator of his transgression as he is convicted and then as he develops his realization of the world, and accepts his fate. In the first part of the novel, the sun seems to cause him solely discomfort, he feels suffocated and weary under the constant battering of its repressive force. This is indicated when Meursault says, on the day of his mothers funeral But today, with the sun bearing down, making the whole landscape shimmer with heat, it was inhuman and oppressive.2 The death of his mother did not cause him grief, but the force of the sun did. Here, he is entirely focused on the physical aspects of his being; he does not function on a level deeper than that. However, this is contrasted to his view towards the end of the novel, when he says .all night long, waited patiently for the first light to show on the pane of sky.3 He values the earth and what it has to give, in the view of his approaching death he looks to the sun as a symbol of hope. Thus what the sun represents to Meursault has changed, once it symbolized aggression and violence, now it indicates hope, and acceptance in his life. While weather was used to influence Meursaults actions, color is employed by Camus to reflect Meursaults thought process and his emotions. Meursault observes color intently as he is completely immersed in the physical world in the first part of the novel. Red features prominently as an indicator of violence, death and aggression. At his mothers funeral, Meursault describes his mothers burial as the blood red earth spilling over Mamans casket, the white flesh of the roots mixed with it4 The red earth reflects the death of his mother, the white represents the empty feeling he associates with it. The line could be seen as an allusion to his ambivalent feelings towards his mothers death, guilt at not being able to conform to societys expectations, represented by red, and awareness that his mothers death has not caused him to feel anything; therefore he is empty, represented by white. Yellow and green appear occasionally in the course of the novel as well, to reflect certain aspects of Meursaults thinking, and emotions. After an enjoyable dinner at Celestes, Meursault says The sky was green; I felt good.5 Green here represents contentment, and a certain tranquil calm that enables him to live in the moment, with his simple concerns and thoughts. Yellow is used when he describes his dead mother and the mirror on his wall. Thus, it represents dilapidation and aging, something that does not appeal to Meursault. Blue and black are significant colours as when they are contrasted with each other, they represent Meursaults struggle between an obligation to conform to society, and a desire to be freed from all responsibility. It can be inferred from the line I felt a little lost between the blue and white of the sky and the monotony of the colors around me the sticky black of the tar, the dull black of all the clothes, and the shiny black of the hearse6 that his ambivalence troubles him. Black as a symbol of mourning represents what Meursault should be feeling, despair and loneliness, while blue and white represent his desire to be liberated, to live in the world without having to feel guilty for his lack of feeling at his mothers death. Meursaults keen observation of color and the fact that the weather affects him in profound ways all allude to something deeper. There is a perceptible change in Camus writing style when he describes nature, and when he describes emotion or a social situation. The sentences flow freely when he writes of nature, describing the sun or the weather or the lap of water against his skin. This is starkly different from the language used to depict social situations, or emotion. The sentences are short and clipped, suggesting Meursaults unease with conforming to society and its regulations. His connection with nature hints at his existentialist tendencies revealed later on in the novel, as he finds pleasure in the physical world; instances such as good weather please him. The usage of these elements as literary techniques in the novel contributes to a deeper understanding of the nature of existentialism itself. Existentialism is a predominant theme in The Stranger, one that Camus has chosen to explore in a compelling way. His focus on the physical, weather and color are both aspects of the world that are visible on the surface. They symbolize the very essence of existentialism, a focus on the absolute, what is tangible and present rather than something unidentifiable and abstract. Existentialists focus on concrete human existence, Camus has alluded to this by employing weather and color as techniques in the novel to illustrate his protagonists thoughts. The development of these symbols, the Sun in particular and what it means to Meursault is indicative of Camus own thoughts towards existentialism. His character Meursault is resolved of his struggle in the end; he reaches a stage where he accepts his impending death. By doing this, Camus encourages the reader to persevere in spite of absurdity. He cites it as an obstacle to overcome rather than a reason for ending ones life, which is the common outcome of an existentialists thinking. Thus, Albert Camus makes use of color and weather to convey certain deeper connotations of the novel, as well as to indicate his protagonists existentialist tendencies, and his own thoughts on this philosophy. He uses symbols, vivid imagery and contrast to highlight the conflict within Meursault, which is an important facet of the novel. His symbolic presentation of the sun traces Meursaults character development, from a man removed from most of the world, to a man who accepts his fate and truly appreciates the world around him. These are the elements that contribute to the depth of a novel, give it many layers that provoke thought within the reader. Bibliography Camus, Albert (1942) The Stranger, Alfred. A. Knopf, Inc (1998) 1 The Stranger by Albert Camus, translated by Matthew Ward, page 59 2 The Stranger by Albert Camus, translated by Matthew Ward, page 15 3 The Stranger by Albert Camus, translated by Matthew Ward, page 113 4 The Stranger by Albert Camus, translated by Matthew Ward, page 18 5 The Stranger by Albert Camus, translated by Matthew Ward, page26 6 The Stranger by Albert Camus, translated by Matthew Ward, page 17

British Conventional Defence Policy in NATO 1979-1989

British Conventional Defence Policy in NATO 1979-1989 Kenton White Methodological Approach21813746 British Defence Policy within NATO, 1979 – 1989 Did Britain’s conventional contribution match its obligation? My research is an analysis of British conventional defence policy within NATO between 1979 and 1989. This research will critically review the plans in place for mobilising, transporting, supplying and reinforcing units in Europe, as well as the plans for Home and Civil defence of the UK. The research will cover the crisis, transition to war and war plans of NATO and the British Government. The plans will be compared with the commitment Britain made to NATO, and the real-world ability of Britain’s Government to fulfil those commitments. Britain, through its defence policy and membership of NATO, committed to provide troops, weapons, equipment, supplies, services, transport/storage and infrastructure facilities in the event of war in Europe. The research will be conducted using material from NATO, the National Archives and other Governmental departments, as well as interviews with personnel who served during the period. Using case-studies (exercises [CRUSADER, WINTEX, etc.] as w ell as mobilisation for actual combat [Falklands War, Gulf War 1991]), this research will uncover any link between the aim of defence policy and the ability to implement that policy. These case-studies sometimes expose fundamental problems in the armed forces operations. This disparity in planning and execution has a direct implication for understanding current and future defence policy and planning. Amongst the methodologies considered for this PhD were Case Studies, Small-N, Critical Discourse Analysis and those drawn from historical understanding. There is also a strong case to be made for use of the economics-based Alliance Theory[1] to explain some of the policies adopted by Britain during the period. However, this research is not attempting to validate a theory; rather it is intended to answer the question set in the title of the PhD. The question is posed in this way because the nature of the investigation and research does not require the researcher to posit a theory. It would be possible to theorise that, â€Å"Britain was not capable of fulfilling its obligations to NATO between 1979 and 1989† but in the researcher’s opinion this angle of questioning is biased. It would be possible to frame an argument thus, â€Å"Why was Britain unable to fulfil its military obligation to NATO?† but the current research does not enable that question to be confirmed as plausible so far. The answer to the original question may indeed find that Britain was unable to fulfil some or all of its obligations. The purpose of this research is not only to establish if Britain could have fulfilled its obligations, but to look at the ways in which other pressures shaped the defence policy, changing the question of defence policy from, â€Å"What do we need?† to, â€Å"How little can we get away with?† This has direct, and possibly contentious, implications for modern defence planning in a political, economic and military environment which does not have the apparent stability and predictability of the Cold War. This research is not intended to be comparative; that is it does not compare Britain’s NATO commitment with that of other NATO members. This means that broad comparative methodologies such as Small-N comparison aren’t relevant. Small-N relies to a large extent on Mill’s methods of agreement and difference[2], but since the N in this research is 1, it is impossible to compare with another event. Also, the objective of the research is not to infer or disc over an overall causality, but to identify capability and intent. There will be instances of cause and effect within the research, such as NATO force proposals causing the stated requirement from the MOD, but these are individual instances within the overall scope of the research question. The objective is not specifically the research of these causal links. Small-N seeks to identify what are the causes of a particular event, whereas I seek to understand if a goal could have been or was fulfilled. It is extremely difficult in some circumstances to define whether a particular commitment could have been fulfilled, for example, â€Å"†¦the defence of the United Kingdom base and its immediate approaches †¦Ã¢â‚¬ [3], as this is ill-defined. The research seeks to identify aspects of the defence policy which are more clearly definable. As part of the above example, Britain promised to provide, in the event of war, a certain number of ships and aeroplanes equipped to search for and attack WTO[4] ships and aeroplanes in and around the British Isles. NATO produced â€Å"Force Proposals† on a regular basis which defines exactly what is required and by when. These documents, and the supporting British Government documents, define what the commitment was, in quantitative and qualitative terms. It is then possible, using Defence Ministry documents, to compare the capabilities and numbers of available ships and aeroplanes against the NATO Force Proposals. The research relies on several case studies; two of actual mobilisation for war[5], and several exercises that tested the plans put in place for war in Europe. With regard to the two actual mobilisations, there are no theories regarding the ability of a country to mobilise, nor are there any theories which deal with the reaction to unexpected conflicts breaking out. The intention is to investigate the case-study subjects and evaluate which of the NATO plans for activation and mobilisation had been used (if any) and which had not. An assessment is then to be made of why some had been used and others not, and, for those used, whether they were met. If there was a success or failure to meet a particular planned mobilisation time or supply level, the reason for that outcome will be investigated. For these plans the analysis will need to be carried out to see if there is a correlation between the type of service/equipment plan and its success or failure. For example, if it is found that Britain was unable to fulfil a substantial number of its NATO obligations, the intention is not then to theorise that the other NATO nations could not fulfil their obligations. The intention is to identify the aspects of NATO planning which establish the force levels, identify the political and military decisions that appear to respond to and satisfy those levels, and then to see what, if any, connection exists between the two. The research is not then intended to be used to criticise, support or demonise any particular political or military viewpoint. The intention is to establish a framework by which, with historical understanding, the ramifications of budget setting and political policy can be seen to act upon Britain’s military’s ability to work either alone or in alliance with other countries to achieve an objective. Selection of the case by the dependent variable is seen as poor methodology design. But this relates to case-studies when used in a comparative fashion, and when attempting to establish the validity of a theory[6]. As mentioned above, this research is attempting to answer a question, rather than establish a new paradigm, and so the selection of the case studies is dictated by the time period, rather than by any conscious decision by the researcher. During the period, NATO states were provided with a common opponent in the WTO, one which represented a power that individual states alone could not counter. A large amount of the research material investigated so far assumes this bi-polarity, but only a few documents seek to identify, and to confirm or deny, its existence. Discourse analysis seeks to define the body of language that the research material originates from, and to discover the rationale, patterns of usage and concepts at work[7]. â€Å" †¦ a discourse is more than the sum of the utterances composing it †¦Ã¢â‚¬ [8] This assumption of a discourse by the authors is expected, as they are professional military officers or politicians, and hence have an established set of references from which they need to work. But this common structure is broader than the focus of this research, being specific to the NATO obligations. It will be useful, as part of the research, to identify the assumptions and specific areas of discourse used in the documents. We must be careful, however, to clearly identify the aspects of ‘Cold War’ discourse that are in play. The Cold War of Europe was different in many aspects, including the language used to describe it, from that of Asia. This research seeks to limit the discourse to the ‘East-West European’ confrontation. Discourse analysis may well provide insights into the patterns of thinking and assumptions made by the participants. Foucault refers to discourses as systems of thoughts composed of concepts and attitudes, based on power relationships[9]. With a long view of history, the attitudes and beliefs develop together with the subjects and words, and they are interconnected, rather than one caused by the other. Defining the ‘horizon of meaning’[10] and ‘truths’ will necessitate a definition of these for several situations; one for the general public; another for politicians; another for the military; another for business and commerce; and probably most importantly, the perceived ‘enemy’. This may provide us with several inter-related and overlapping, but different, discourses. Carr proposed the idea that one’s own views are promoted by being veiled as in the interests of all.[11] He proposed a realist view of state and power, and the national self-interest represented.[12] This, given the time period of the research, may be a more accurate description of the ‘discourse’. Reading these documents as ‘performances’ can be useful in some cases, but generally the research so far has shown that the majority of documents seek to downplay ‘performance’. The authors tend to focus on, what are to them, the facts of a particular situation. A large number of these documents were never intended to be seen by the general public, and their content is sometimes disturbing. Had they been written with an eye to future publication, the likelihood is the content would be different, as can be seen in those few items which are â€Å"polished† for public consumption. With both the original and public versions, we can see that harsh details are left out, and more general conclusions adopted. In the raw originals, difficult decisions affecting millions of people are taken. It is these raw originals which make up the vast majority of the research material for the study. Although we can never completely ignore the fact that some writers will be less analytical than others, we can use the large number of documents in cross-referencing and evaluating any particular writer’s view of a situation. Alliance Theory is a comparative analysis of two or more countries within an alliance, but the structure of the analysis can be used to establish levels of defence spending in the alliance within a standardised framework. Although this research is not directly comparative, it is useful to understand, at least in outline, the spending patterns of other NATO members, and the research will provide specific isolated instances of comparison to establish baseline measures. NATO Alliance Theory tells us that in military alliances, larger countries will have a disproportionate share of the costs of defence to the smaller countries, and uses a methodology which measures such variables as GDP, defence spending and population size[13]. Benefits deriving from the common defence are also analysed in terms of â€Å"good† provided to the populations involved. This can be employment, national and local income from arms sales and foreign investment, or spin-offs from military production that f ind their way into consumer products. Included in the analysis is an evaluation of the convergence of purpose in an alliance, which is proposed to have direct effect on the sharing of burdens within the alliance (the stronger the convergence, the greater the disproportion of burden sharing.) There are several areas of investigation that must be included in this research to make it valid. Not only will the capability of the military be investigated, but the political will to make unpopular and financially costly decisions, and the overall effect of policy within collective defence. The methodology planned for this research is an amalgam. It will use a mixture of quantitative and qualitative research, dealing with a range of subjects from the number of NATO small-arms ammunition rounds kept in War reserve for the front line troops to use in case of war, to the ability of the British Government to mobilise sufficient transport to move 300,000 US and Canadian reinforcements and their associated equipment from ports and airports around the country to the European Continent. A large part of the analysis will involve the reviewing of financial and material contributions to NATO, set against the force proposals. This information will be obtained from British Government and MOD p apers. Financial data must be analysed with a solid baseline which takes into account inflation, foreign exchange and varying unit costs. The research will analyse particular aspects of defence policy that can be quantified directly, for example the provision of naval vessels committed to NATO’s Eastern Atlantic command in the event of a war, and compare the actual available naval vessels and their capabilities. Such comparisons can be applied to a variety of circumstances from tanks to hospital beds to ammunition reserves. The data will also analyse the cost of Home/Civil Defence as part of the Defence budget, and allow a conclusion to be drawn as to whether this fulfilled any NATO obligation, for example Key Point Defence[14], or whether it provided a positive benefit to Britain (as defined within Alliance Theory). The exercises mentioned as case studies will be analysed using counterfactual conditions taken directly from MOD exercises of the period which best reflect the p erceived threat. The military, political and social awareness of the demands of the BAOR and Home/Civil Defence will be assessed here. Using an historically informed appreciation of the broader events of the time, the qualitative and quantitative findings mentioned above can be brought together to comprehensively answer the research aims. It is axiomatic that research such as this cannot be undertaken without a long view of the history of British defence and foreign policy. Britain had, for the previous 200 or more years, focussed much of her foreign and military policy on maintaining a balance of power in continental Europe. This allowed her to focus on Imperial expansion, and latterly on securing trade-routes and supply. Membership of NATO, and the efforts put into that membership must be seen in context, otherwise certain events and policies will be misunderstood. King, Keohane and Verba state that, â€Å"All good research can be understood †¦ to derive from the same underlying logic of inference.† [15] There is no one methodology that fits the research being undertaken, as it does not aim to prove or support a theory. Rather it seeks to understand and answer a fundamental question that is still relevant today, namely can the defence policy fulfil its aims? Alliance theory can aid in an analysis of the quantitative data, providing an assessment of the benefits to Britain of its NATO role, and the costs associated with it. The fact that one methodology does not fit the research does not mean that aspects of that methodology cannot be used. A criticism that may be levelled at this research is that it doesn’t have a recognised methodology, in the way that Small-N or Discourse analysis is recognised. However, the final methodology must be designed with rigour in mind, such that it answers any criticisms of structure and coherence within the framework of the required research. Word Count:2866 1 of 5 [1] Mancur Olson and Richard Zeckhauser, ‘An Economic Theory of Alliances’ (RAND Corporation, 1966), RM-4297-ISA. [2] Stanley Lieberson, ‘Small Ns and Big Conclusions: An Examination of the Reasoning in Comparative Studies Based on a Small Number of Cases’, University of North Carolina Press, 1991. However, a different perspective on the use of Mill’s methods in Small-N analysis is proposed see Goldstone quoted in Mahoney, p388 [3] Statement on the Defence Estimate 1979 – The National Archives, CAB 129/205/3 [4] The Warsaw Treaty Organisation of Friendship, Cooperation and Mutual Assistance was formed in 1955 [5] 1982 Falklands War and 1991 Gulf War. Although the Gulf War is outside the timescales adopted for this research, the plans in place will be those developed during the period under review. [6] Stephen G. Brooks and William C. Wohlforth, From Old Thinking to New Thinking in Qualitative Research, International Security, Vol. 26, No. 4 (Spring, 2002), pp. 93-111 [7] John Tosh, The Pursuit of History: Aims, Methods, and New Directions in the Study of Modern History, 4th ed (New York: Longman, 2006), p. 195. [8] Professor Louis de Saussure, Pragmatic Issues In Discourse Analysis, Critical Approaches to Discourse Analysis Across Disciplines 1 (1), 2007, p179 [9] Derek Hook, Discourse, knowledge, materiality, history : Foucault and discourse analysis, Theory and Psychology 11 (4), 2001, p521 – 547. [10] Powerpoint presentation, Dr Andreas Behnke, PIM56, Spring Term 2014 [11] Howard Williams, Moorhead Wright and Tony Evans, eds., A Reader in International Relations and Political Theory (Buckingham: Open University Press, 1993), pp. 179–180. [12] John Mearsheimer, E.H. Carr vs. Idealism: The Battle Rages On (Sage Publications, 2005) [13] Olson and Zeckhauser. [14] Key Points include ammunition stores, communication centres, Early Warning systems amongst a host of other locations which could be defended with deadly force, even before the outbreak of a war. [15] King, Keohane Verba, Designing Social Inquiry, Princeton University Press, 1996, p 4

Modest Proposal :: essays research papers

Swift’s Argument   Ã‚  Ã‚  Ã‚  Ã‚  There are many different ways to write an argumentative paper. An argumentative paper is a paper designed to push a reader toward an idea or feeling an author evokes (Skywire 332). An author will try to make ludicrous ideas seem more appealing to the reader. â€Å"A Modest Proposal† is a great example of this technique.   Ã‚  Ã‚  Ã‚  Ã‚  Johnathan Swift, an Irish clergyman, wrote an argumentative paper to mock the English. Swift’s paper was an eating Irish babies. This would sound like a ludicrous idea, but Swift makes it seem like it would help the economy. He uses many of the basic argumentative techniques to support this idea.   Ã‚  Ã‚  Ã‚  Ã‚  This most obvious technique used by Swift was card stacking. He only talked about his side of the situation (Skywire 336). He made a baby seem like it would become a highly demanded dish. People around the world would pay dearly for it and the money would help Ireland’s economy (Swift 363-4). He never talked about the parent’s side. He hid how they would feel pain and heartache of a lost child. He keeps the reader’s mind thinking about the positive aspects, and never even touches on the negative ones. He even introduced slanting into his text.   Ã‚  Ã‚  Ã‚  Ã‚  Slanting is a writing technique that shows great approval or disapproval about a subject (Skywire 336). He made it seem that he loved the idea of eating a baby. It would be the new delicacy on all menus (Swift 364-5). With this opinion on the great demand for human flesh, he used a hasty generalization.   Ã‚  Ã‚  Ã‚  Ã‚  Swift made a hasty generalization by basing his knowledge that everyone would love human flesh on an incident on the island of Formosa (Swift 365). Swift learned through a native of Formosa that when a child was put to death, his body was sold as a â€Å"Prime dainty† (Swift 365-6). He said how even the prime minister of the state had bought a girl put to death because of treason (Swift 365-6). So he deducts that since they like it then the whole world will.   Ã‚  Ã‚  Ã‚  Ã‚  Swift built the readers up by using numbers and showing how kids are a pain and just get in the way (Swift 364-5). He even went as far as to say that the kids he proposes to eat are children of beggars that can’t afford them anyway (Swift 364-5). Modest Proposal :: essays research papers Swift’s Argument   Ã‚  Ã‚  Ã‚  Ã‚  There are many different ways to write an argumentative paper. An argumentative paper is a paper designed to push a reader toward an idea or feeling an author evokes (Skywire 332). An author will try to make ludicrous ideas seem more appealing to the reader. â€Å"A Modest Proposal† is a great example of this technique.   Ã‚  Ã‚  Ã‚  Ã‚  Johnathan Swift, an Irish clergyman, wrote an argumentative paper to mock the English. Swift’s paper was an eating Irish babies. This would sound like a ludicrous idea, but Swift makes it seem like it would help the economy. He uses many of the basic argumentative techniques to support this idea.   Ã‚  Ã‚  Ã‚  Ã‚  This most obvious technique used by Swift was card stacking. He only talked about his side of the situation (Skywire 336). He made a baby seem like it would become a highly demanded dish. People around the world would pay dearly for it and the money would help Ireland’s economy (Swift 363-4). He never talked about the parent’s side. He hid how they would feel pain and heartache of a lost child. He keeps the reader’s mind thinking about the positive aspects, and never even touches on the negative ones. He even introduced slanting into his text.   Ã‚  Ã‚  Ã‚  Ã‚  Slanting is a writing technique that shows great approval or disapproval about a subject (Skywire 336). He made it seem that he loved the idea of eating a baby. It would be the new delicacy on all menus (Swift 364-5). With this opinion on the great demand for human flesh, he used a hasty generalization.   Ã‚  Ã‚  Ã‚  Ã‚  Swift made a hasty generalization by basing his knowledge that everyone would love human flesh on an incident on the island of Formosa (Swift 365). Swift learned through a native of Formosa that when a child was put to death, his body was sold as a â€Å"Prime dainty† (Swift 365-6). He said how even the prime minister of the state had bought a girl put to death because of treason (Swift 365-6). So he deducts that since they like it then the whole world will.   Ã‚  Ã‚  Ã‚  Ã‚  Swift built the readers up by using numbers and showing how kids are a pain and just get in the way (Swift 364-5). He even went as far as to say that the kids he proposes to eat are children of beggars that can’t afford them anyway (Swift 364-5).

The Australian Exchange Rate :: essays research papers fc

The Australian Exchange Rate Introduction: What factors affect the demand and supply of Australian dollars in the foreign exchange markets? Distinguish between the possible causes and effects of currency depreciation and a currency appreciation on the Australian economy. What forces have come into play, if any, in the past four months that have affected the value of the Australian dollar? Exchange Rate: â€Å"The rate at which one unit of domestic currency is exchanged for a given amount of foreign currency† A BRIEF HISTORY OF THE AUSTRALIAN DOLLAR Until 1971, the Australian dollar (AUD) was â€Å"pegged† to the British pound. This meant that the AUD rose or fell in line with the pound. In 1971, the AUD became pegged to the US dollar instead. These currencies were fixed currencies, which meant that the Australian currency would only change value when a major world currency also changed. This system lasted only until 1974 when the AUD became pegged to a trade-weighted selection of other currencies. This was still a fixed currency. In 1976 this selection of currencies became moveable. Small shifts were able to take place when needed. In 1983 the AUD became a floating currency. This means that the value of the dollar is determined by supply and demand. Initially, the Reserve Bank of Australia was not intended to intervene in the market however since then it has been deemed necessary for intervention to take place, usually to prop up the price. FACTORS AFFECTING SUPPLY AND DEMAND OF AUSTRALIAN DOLLARS With a floating exchange rate, such as Australia’s, supply and demand factors largely determine the dollar’s equilibrium price. The exchange rate is sensitive to changes in both demand and supply, which can cause changes in the equilibrium exchange rate. Another factor, which can affect the supply and demand of Australian dollars, is intervention in the market by the Reserve Bank of Australia. DEMAND The demand for Australia’s currency in the foreign exchange market (Forex) is a derived demand. It is derived from the demand for a country’s exports of goods and services and its assets. In simple terms, people who may have a demand for the Australian dollar could include: _ Foreigners wanting to purchase Australian exports _ International tourists visiting Australia _ International investors wishing to purchase Australian shares or property _ International firms setting up branches or expanding in Australia _ Speculators and investors who think the value of the Australian dollar will rise in hope of making a profit.

Australian education trends Essay

It is often known that education forms the backbone of economic development and growth in any nation. The investment in pre-school, primary and secondary education as well as community college education ensures availability of human capital endowed with relevant skills and knowledge for enhanced productivity. This has proven to be a necessity for sustained economic development in any country in the world. Educated people are in no doubt different from the uneducated or less educated in a variety ways (Tiffen, & Gittins, 2004). At the outset, the difference is eminent in attitudes and behavior, in their well being and health status, income as well as values regarding morals, religion, politics and employment among others. By instilling these positive characteristics to individuals in the community, education has therefore transformed the world people live in from the old ignorance-ridden era to the technologically-advanced modern life (Tiffen, & Gittins, 2004). Australia has experienced a steady increase in education levels in the last century. The government has in the past centralized funding of education and imposed high taxes on high income earners in an attempt to finance education. Students are not spared either in this plan and have been included in the â€Å"user pays† principle where they reimburse for the education services received. However, this scheme has affected education in many countries and how the government plans to implement the principle together with high taxation is a matter of concern. In Australia, the Government provides public funding for non-government schools as well as substantial assistance to government academic institution. Funding of state government schools is the primary responsibility of States and territories (Laporte, & Ringold, 1997). These organs can also provide assistance to non-governmental institutions of learning. It is estimated that more than two thirds of the students in non-government academic institutions are affiliated to Catholic as a religion. Australian education system is a three tier model where children enroll in Kindergarten at the age of about five years, then graduate to primary followed by secondary levels from year one to twelfth year and finally tertiary education (Harrison, 2002). Education is mandatory for the children aged between five to about sixteen years but the federal government caters for the university education. This system has ensured a reduced school life expectancy thereby enhancing educational development in the country (Centre for Educational Research and Innovation, 2008). This however draws a sharp contrast to the old system. Australian education system was highly stratified and that only infants and primary education were provided for the children. Additionally, Selection for high school education was very competitive, and favored the siblings of specific people who used to be prominent in the society (Henry, 1990). These individuals included industrialists, agriculturalists as well as businessmen among other professionals. Teaching profession was undermined since the government offered low wages to the teachers in addition to subjecting them to strict laws that restricted their personal as well as professional conduct. These factors reduced the productivity of the teaching staff thereby suppressing students’ performance in schools (Henry, 1990). The tremendous increase in level of education in Australia has been largely attributed to changes in a variety of factors including social and institutional framework as well as economic changes and student financing much else besides (Evans & Kelley, 2002). To start with, changes in educational levels have been associated with urbanization. The rural-urban migration brought about by the inadequacy of farmland as well as search for skilled jobs in the cities has enhanced the development of cities in Australia. This has therefore called for the provision of educational services in these highly populated regions hence increasing the educational levels. Evans & Kelley (2002) estimates the changes brought about by urbanization to about six percent over the last century. Economic growth on the other hand has been articulated with the steady increase in the educational levels in Australia. This country has witnessed a considerable economic growth in the recent past. Australian GDP for instance is currently valued at 1050 billion dollars which is slightly above 1.6 percent of the world economy (Laporte, & Ringold, 1997).   Australia has so far recorded steady economic growth and unlike other OECD nations it did not fall to the economic recession witnessed in the recent past (Organization for Economic Co-operation and Development, 2007). Moreover, the country has recorded a growth rate of about 3.6% annually for the last fifteen years. This has empowered the government hence its ability to fund education as well as other sectors (UNESCO/OECD World Education Indicators Program, 2005). It therefore implies that most of the Australians are able to access education compared to the past where parents used to dropout of school after compulsory education level. The current parents have therefore acquired high social status in addition to pursuing the available high skilled and well-paying professional jobs. The Australian children who hail from well educated families can now access proper education thereby increasing the levels of education in the country (Ruitenberg, 2010). Economic growth has therefore contributed to about twenty six percent education growths in Australia. This change has mainly improved education levels in both the primary education which is compulsory as well as secondary education which the educated and socially as well as economically-empowered parents can now afford (Evans & Kelley, 2002).The duo however admit that the aforementioned factors only contribute to a little percentage of the sources of educational transformation so far witnessed in Australia and that the real sources of change in education trend in this century are still unclear. Youth participation in education including vocational education and training has also improved in Australia. According to Sue et al (2009) a variety of factors have influenced this upsurge in the education trends in Australia. Factors such as how the young people’s families as well as community value education, the socioeconomic status of the general population, available education and training and the school curriculum, existing policies on education and youth employment, financial incentives and obstacles, economic structure in regard to industry and occupation have changed hence improvement of youth participation in education and vocational training in Australia (Kilpatrick, Sue,  Baynes, Chapman & Hazel An indexing term that provides specific identifying information in a category: geographic names, laws and legislation, or tests and testing., ()), 2009). Australia just like other developed States has recorded a steady decline in fertility rate which has brought about the ratio of two children per couple (Tiffen, & Gittins, 2004). It is always presumed that the higher the number of children in a family the reduced ability of the parents to provide quality education to an individual child. This is because the available resources such as finance, energy and time are shared among the many children thereby reducing the amount received by an individual child (Evans & Kelley, 2002). The reduced fertility rate in Australia has ensured reduced number of children in a family which the parents can afford to provide quality education for thus contributing to increased level of education in the country. These changes in education levels brought about by changes in family size are only noticeable in secondary schools and tertiary levels and not in primary level where the government funds education (Harrison, 2002). The government’s commitment to provide quality education has also influenced to a greater extent the steady growth in education levels so far witnessed in Australia. The Australian government has increased its spending on education of both males and females compared to the last century. There have been issues of gender inequality in education and females have been stereotyped as underperformers in the past (Evans & Kelley, 2002). It is note worthy that in all countries except New Zealand; there have been lower performance by females than their male counterparts especially in mathematics literacy (Marginson, 1993). This traditional stereotype is being overcome by the Australian government through equal provision of educational services to both the sexes. Philosophers such as Martin Roland have also contributed to this issue of gender equality and education of the girl child. Roland argues that the old tradition was a barrier to the equal distribution of resources to both the sexes in the society since it discriminated against the females and favored the males. She reiterates that gender issues should be embedded in the curriculum as well as in teaching and schooling activities to ensure that the product of such a system is an ideal educated person. John Dewey is another renowned philosopher whose contribution to education, politics as well as philosophy has been globally recognized. According to Dewey, education was the cornerstone to intellectual development and progress of the society. He stressed on the improvement of moral and social nature of schools as an attempt to fostering democracy and community prosperity (Paringer, 1990). Dewey asserts that provision of education service to a single child in the society empowers the child towards self- effectiveness which consequently provides a guarantee to a lovely, worthy and harmonious society. Democracy never used to prevail in the ancient society as a result of lack of knowledge by then. According to Dewey, the nature of things should be viewed from a perspective of change and growth and therefore the continuous transformation in education is inevitable (Dewey, 2007). Nel Noddings is an additional prominent philosopher whose argument revolves around the moral reasoning, beliefs and values in education. She states that the current education trends encourages moral development hence the need to adopt educational structures that incorporates ethics and the use of motherly interest to inform moral learning. She however blames politics that fulfills the interests of particular groups for threatening the establishment of strong ethical foundation of learning as well as teaching in the academic institution (Palmer, Bresler, & Cooper, 2001). Conclusion Education in Australia has undergone commendable changes since the first half of the last century. The Australian government as well as other stakeholders in the educational sector has contributed towards the social progress which is primarily dependent on the enhanced education standards in the country. Education has so far transformed from the old system characterized by repugnant traditions and values to the modern technologically- advanced era where education is the basic requirement for community sustainability. The progress in science and technology in the current era has created the knowledge and skills necessary for the developed industrial economy, while growth of education has provided workforce that is needed to utilize these new opportunities. Australia currently enjoys a socially-friendly environment with high paying professional jobs as well as improved living standards courtesy of development witnessed in the education sector. Reference List: Centre for Educational Research and Innovation (2008). Trends shaping education. OECD   Publishing. Dewey, J. (2007). Democracy and Education: An Introduction to the Philosophy of Education.   NuVision Publications, LLC.   Evans, M. & Kelley, J. (2002). Australian economy and society, 2001: education, work, an   welfare. Federation Press. Harrison, J. (2002). Excel senior high school: community and family studies. Pascal Press. Henry, M. (1990). Understanding schooling: an introductory sociology of Australian education.

Organizations Aims and Objectives Essay

Introduction In this assignment I have been asked to explain how functional areas contribute to fulfil the organizations aims and objectives. I will have to relate this task to two organizations. My two chosen companies are ASDA and Tesco. First I will describe what aims, objectives and functional areas are. I will then describe four functional areas. Finally I will set two targets for each company and describe how functional areas contribute to achieve these two objectives. Definition of: Aims are long term goals. Aims can be achievable through objectives. An aim is where a business wants to be in the future. Objectives provide a business a certain and clearly defined target. Objectives will also have an impact on the staff they might get more motivated. Functional areas are there to run the business each department has their own part to play in the business. The functional areas are also known as departments for e.g. HR (Human resources), Administration, IT support etc. Four functional areas 1. ICT It solves any technical faults in the computers and also takes care of all software’s running in the company. This department also provides security in the business, so it has to take care that no one else can see their files, projects etc. So this department does everything with computers and technology. 2. Human Resources This is also a major area in a business, this departments takes care of employing new staff, not only does it to do this but it also takes care about the welfare of the employees in their environment. This whole department takes care of every employee and holds record about them. This department works with all other departments as they have employees. 3. Customer Service Another important department, this is a crucial department as it ensures that customers are happy, it helps to fill up customer needs and provide answers to their questions, and this department satisfies customer needs.  This is an important department as they are handling customers if the customers aren’t happy that would lead to a bad impression on the business as no one would come to it. 4. Finance This department acts like the bank of the business, it keeps an eye on the financial status of the business, and it also makes monthly/annual reports of the financial status of the company. It keeps track of accounts and what is happening. It also keeps an eye of where the money is going and from where the money is coming. It keeps track on all transactions. ASDA ASDA Stores Ltd is a British supermarket chain which retails food, clothing, toys and general merchandise. ASDA Stores Limited was founded as Associated Dairies & Farm Stores Limited in 1949 in Leeds. ASDA is the second largest chain in the UK after Tesco. 1. Increasing the sales of last year by 10% by September. Finance will have to contribute to this objective. The reason why it would be finance is because they keep track of all the transactions and they also set the prices of each product. They might have to increase or decrease the prices or expand their availability on products. They need to make sure that ASDA will keep on making profit. The Research and Development department could also help to achieve this objective because would most probably find unique products to be made and they also research of what is getting sold well and they always look to improve their products by researching and developing their products. 2. To have high motivation amongst staff. Human Resource department would have a huge impact on this target because they have to deal with the staff daily. The human resource department could look after the staff and provide them with everything what’s needed. They are also there to solve their problems and discuss any matter with them if necessary personally. They will also talk about their progressing towards the company and they get the opportunity to move up in the business. Human  resource will provide a happy working environment. Tesco Tesco is a global grocery and general merchandising retailer which has its headquarters in the United Kingdom. Tesco which is Britain’s biggest supermarket started in year 1919 when Jack Cohen started to sell surplus groceries from a stall in east London. Tesco offers a wide range of products such as grocery, household products, and insurance. 1. Tesco aims to achieve a market share of 75% by December. Customer service department could help to fulfil this certain aim, because they do represent the image of the company.

Light On The Life And Accomplishments Of Ida B. Wells

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The Issue That I Am Most Passionate About Is Child Welfare...

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