Impact of rise of China on international orders in East Asia Essay Example for Free

Impact of rise of China on international orders in East Asia Essay China is one of the fastest growing economies in the world. Her growth has been accompanied by more political influence and voice in international scene. Her international influence has started to be felt in the recent years. China great investment in other countries has played a big role in this. China has also been on process of fastening her diplomatic relationships with various countries. She is also a member of major international and regional organization e. . World Bank, World Trade Organization (WTO), Asian Development Bank (ADB), International Monetary Fund, Association of South East Asian Nations (ASEAN) and the Asian Pacific Economic Cooperation(APEC). Additionally, she also has veto power in UN decision making process. Consequently her rise is likely to destabilize international orders in East Asia which compromises of countries such as People Republic of China, Japan, North Korea, Taiwan, Japan, and North Korea. It is likely that influence on this area by the America, Western Countries, Russia and Japan will be destabilized as China entrench its economic and political interests. (Rex Li 2008 p1). China has been having different perception about issues in this area which have been conflicting with those of Western and USA. For instance, the North Korea nuclear weapon programs which has been openly and toughly opposed by USA and Western countries has seen fair opinion from China which has also been opposing sanction against this country. China has also been actively developing ‘strategic partnerships’ with the major power and actors around the world. It is therefore clear that China has been having global aspiration but East Asia has remained to be the main focus. People of Republic of China leaders also consider East Asia as the most important region for her economic development as well as security concerns. She has vital interest in this region. Her leaders have also been paying great attentions on strategies of the major powers in East Asia especially the Russia, America and Japan. Her economic expansion in terms of trade has been increasing tremendously, for instance her exports grew from US$9. 8 billion in 1978 to US $1218 billion in 2007. Her foreign direct investment increased from US$916 million in 1983 to US$74. 8 billion in 2007. China has also focused on enhancing economic cooperation with the East Asian countries. This relation has been integrated into number of subregional economic groupings such as Northeast China-Korea-Japan and Hong Kong-Guangdong-Shenzen triangles. In addition to this, China has also been in forefront to ensure development of other subregions e. . Tumen River project so as to promote her cooperation with Japan, North Korea, South Korea, Mongolia and Russia. The other subregion is Yellow Economic Zone which include Shandong and Liaoning provinces, Japan, South Korea China has also continued to strengthen its multilateral and bilateral relations with other Asian nations. The announcement of establishment of a China-ASEAN free trade Area by 2010 in Association of South East Asian Nations (ASEAN) Plus Three summit in 2002 at Phnom Penh is a good example of these efforts. Additionally, she has also established its military ability through purchase of more weapons especially from Russia. For instance, China has over forty ballistic missiles. (Rex Li 2008 p4). All this relations offers China with a good foundation to destabilize the international order in East Asia. Although it may take a little longer, it is probable that America, Russia and Japan influence in this area will be overtaken by that of China.

Education has Lost Touch with its Origin and its Meaning Essay

Education has Lost Touch with its Origin and its Meaning "It is only when all these things, names and definitions, visual and other sensations are rubbed together and subjected to tests in which questions and answers are exchanged in good faith and without malice that finally, when human capacity is stretched to its limit, a spark of understanding and intelligence flashes out and illuminates the subject at hand." Plato had this to say about dialogue and its importance to the process of education. Does this sound like the educational system that is in place today in the United States? Odds are that it does not. What does being educated mean anyway? What is an undergraduate university education? These questions have been debated for centuries, and they are still relevant today. Many people feel that being educated is going to college and making good grades so that a diploma, the mark of an educated person, can be received. Does that diploma really signify that a person is educated? It does, if being educated means being able to p ass a series of tests and courses at the university level, but is that what it's all about? Many college students, and parents, feel that this is what being educated is. These people, it could be said, are missing the benefit boat when it comes to taking full advantage of what an undergraduate education has to offer. Being educated is more than taking notes and passing tests, it is in fact, a participatory process that takes place between students and faculty, through dialogue, all drawing out the best from each other. Through this process, a student develops an understanding of himself in relation to his community, and the rest of the world. With this comes benefits, both for t... ...ht, it is a privilege." At times, a privilege afforded to an individual by their government. It seems, at times, in this era that the idea of what an undergraduate education really means has been lost. For many it has been. That is a tragedy, but there is hope for others. A true university education is available for all who wish to pursue it. It can be achieved if the student enters the university open-minded and ready to participate in a free exchange of dialogue with other students and faculty. Only then will that person, and society receive the full benefits that a university education has to offer. A society filled with people who understand themselves in relation to the others around them is a much better place to live. Socratic dialogue says about education, "We come together to learn about ourselves and our world. We look within to see without."

Secondary Motives

SECONDARY/ LEARNT/ PSYCHOLOGICAL MOTIVES  ·Besides the basic biological needs, the expression of psychological needs is also of great significance:through society and culture in which one lives.  · Non-satisfaction of these motives may lead to mental illness. Main psychological needs are: i. Achievement ii. Curiosity iii. Need for appraisaliv iv. Need for affiliationv v. Need for powervi vi. Work as motive 1. Achievement  · Self- actualization or attaining excellence in relevant domain is the characteristic feature ofthis motive. The need to achieve something, some object of desire, a goal, or position/status.  · The source of satisfaction is not just the achievement of the goal, but the very act of strivingfor it too.  · The level of the need for achievement varies from person to person.  · Some are high and some low achievers.  · Competition is an important element of this need.  · Achievement motivation is a significant variable in a competitive society.  · Peopl e with high motivation: Take and overcome challenges in order to succeed rather thanfinding an easy ways of achieving success. Similar essay: Primary and Secondary Reflection Examples People with low motivation: Tends to avoid failure, finding easy way outs, not desire to takedifficult tasks.  · Methods of measuring achievement motivation: · Thematic Apperception Test (TAT) is used; series of ambiguous pictures are presented tothe person and ask him to write a story on it.  · Instructions are given as that the story must have a beginning, middle and an end along withthe title; who are the people, what they are thinking, feeling, wanting etc; what is going onand what will happen____ all depicts the needs, desires and motivation to succeed/ achieve. In short the subject describes the past, present and future along with the description ofcharacters and their thinking and motivation.  · Factors Contributing to the Need for Achievemento Parents who are warm for their child as well as make high standards for theirchild; encouragement is given on becoming independent. o Siblings who are high achievers in their own domain. 2. Curiosity  · Think why a little chil d always wanting to break toys and things? Why children always asks questions of things they saw on TV, read it or listen from any one · It is all their curiosity and need to explore in order to find answers of these puzzles.  · It is a significantly inborn but learned also: found in both humans and animals.  · Parents encourage their children's curiosity by satisfying their inquisitiveness.  · School also plays an important role; the teaching methodology adopted may encourage or discouragecuriosity. 3. Symbolic Reward/ Appraisal Appraisal is a powerful motive for everyone; especially for children and animals ·Praising words, petting after doing well etc all serve as symbolic reward for the learner.  ·The presence and the attitude of the more liked serves as a social reward for thelearner e. g. child with his mother, dog with its caretaker etc. Parent's approval and disapproval, liking and disliking towards the child all areincluded in symbolic rewards. 4. Need for affil iation  ·Urge/ desire to main a relationship with other people; making friends, social contact with otherpeople. Less desire to be isolated or alone.  ·Studies showed that females spend a larger span of time among friends and peers as compared tomales.  ·Although the need for affiliation is a universal phenomenon, cultural differences do exist in itsexpression; some cultures have more group cohesiveness than others. 5. Need for Power  · Desire to influence, hold or ruling over others in order to be recognized as powerful individual.  · These types of people prefer to work in big organizations, businesses and other influentialprofessions. There also exists gender differences among males and females; men are more apt to take challengesand respond quite aggressively irrespective of women who are socially restrained and traditional inher behavior. 6. Work  · Most of the people spent large span of time in their life at work; for this reason, psychologists take itas another po werful motive  · Work serves as a powerful motive because it satisfies other motives also such as biological motives ofhunger, shelter etc, sense of achievement, affiliation and decision-making.

Saluting the Flag WV State Board of Education v. Barnette (1943)

Can the government require school students to conform by having them pledge allegiance to the American flag, or do students have sufficient free speech rights to be able to refuse to participate in such exercises? Fast Facts: West Virginia State Board of Education v. Barnett Case Argued: March 11, 1943Decision Issued: June 14, 1943Petitioner: West Virginia State Board of EducationRespondent: Walter Barnette, a Jehovah’s WitnessKey Question: Did a West Virginia statute requiring students to salute the U.S. flag violate the First Amendment?Majority Decision: Justices Jackson, Stone, Black, Douglas, Murphy, RutledgeDissenting: Justices Frankfurter, Roberts, ReedRuling: The Supreme Court ruled that the school district violated the First Amendment rights of students by forcing them to salute the American flag. Background Information West Virginia required both students and teachers to participate in saluting the flag during exercises at the beginning of each school day as part of a standard school curriculum. Failure on the part of anyone to comply meant expulsion - and in such a case the student was considered illegally absent until they were allowed back. A group of Jehovahs Witness families refused to salute the flag because it represented a graven image they could not acknowledge in their religion and so they filed suit to challenge the curriculum as a violation of their religious liberties. Court Decision With Justice Jackson writing the majority opinion, the Supreme Court ruled 6-3 that the school district violated the rights of students by forcing them to salute the American flag According to the Court, the fact that some students refused to recite the was in no way an infringement on the rights of other students who did participate. On the other hand, the flag salute did force students to declare a belief that could be contrary to their faiths which did constitute a violation of their liberties. The state could not demonstrate that there was any danger created by the presence of students who were allowed to remain passive while others recited the Pledge of Allegiance and saluted the flag. In commenting on the significance of these activities as symbolic speech, the Supreme Court said: Symbolism is a primitive but effective way of communicating ideas. The use of an emblem or flag to symbolize some system, idea, institution, or personality, is a short cut from mind to mind. Causes and nations, political parties, lodges and ecclesiastical groups seek to knit the loyalty of their followings to a flag or banner, a color or design. The State announces rank, function, and authority through crowns and maces, uniforms and black robes; the church speaks through the Cross, the Crucifix, the altar and shrine, and clerical raiment. Symbols of State often convey political ideas just as religious symbols come to convey theological ones. Associated with many of these symbols are appropriate gestures of acceptance or respect: a salute, a bowed or bared head, a bended knee. A person gets from a symbol the meaning he puts into it, and what is one mans comfort and inspiration is anothers jest and scorn. This decision overruled the earlier decision in Gobitis because this time the Court ruled that compelling school students to salute the flag simply wasnt a valid means for achieving any degree of national unity. Moreover, it wasnt a sign that the government is weak if individual rights are able to take precedence over government authority - a principle that continues to play a role in civil liberty cases. In his dissent, Justice Frankfurter argued that the law in question was not discriminatory because it required all children to pledge allegiance to the American flag, not just some. According to Jackson, religious liberty did not entitle members of religious groups to ignore a law when they didnt like it. Religious liberty means freedom from conformity to the religious dogmas of others, not freedom from conformity to the law because of their own religious dogmas. Significance This decision reversed the Courts judgment three years prior in Gobitis. This time, the Court recognized that it was a serious violation of individual liberty to force an individual to give a salute and thereby assert a belief contrary to ones religious faith. Although the state might have a certain amount of interest in having some uniformity among students, this wasnt enough to justify forced compliance in a symbolic ritual or forced speech. Even minimal harm which might be created by lack of compliance was not judged as great enough to ignore the rights of the students to exercise their religious beliefs. This was one of quite a few Supreme Court cases that arose during the 1940s involving Jehovahs Witnesses who were challenging numerous restrictions on their free speech right and religious liberty rights; although they lost a few of the early cases, they ended up winning most, thus expanding First Amendment protections to everyone.