Doorstep banking

A service, especially designed for entities having a large number of branch transactions. Doorstep banking helps you save considerable time and effort. Result? More time to focus on your core business activities and accelerate the growth of your business. Doorstep Banking Services (DB'S): A facility provided to customers where the bank appoints an agency to pick-up/ Deliver cash, pick-up cheese or Plock-up/delver trade documents from the client's doorstep.Its Convenient No traveling or queuing at the branch Bank within the secure environment to your office 1 No need to break your busy schedule for routine transactions Its hassle free Service offered through reliable service providers Dedicated courier agencies for Cheese pick up Experienced Cash-in-Transit for cash pick-up delivery It's secure Fool proof, multiple verification and reconciliation process 0 Agency personnel to produce their Civil id (Kuwait Residency permit ‘d) on demand 0 unique transaction ID generated for agen t verification It reduces risk Reduces the risk of carrying large sum of cash to or from the branch Banking allows you round-the-clock access.You do not need to stand In queue In order to perform Important banking orientations. The Doorstep Banking allows you to do Just that right from the ultimate comfort and privacy of your homes. Are interested to avail the said services, for pick up of cash and delivery of cash from the door step of customer: The services are to be offered only to those customers in whose case proper SKY procedures have been followed. The service should be offered either at the residence or at the office of the customer. Customers will be pre- registered for this scheme. An agreement will be entered into with customer. The ADDS include: I. Pick up of Cash Maximum Limit up to KID. 10,000.

Run Lola Run

Tom Tykwer has visually represented distinctive ideas in the film, Run Lola Run. Discuss how visual language is used to illustrate these distinctive ideas in Run Lola Run and one related text of your own choosing. Visual language is consistently used to illustrate the visually distinctive ideas in both the films Run Lola Run directed by Tom Tykwer and The Butterfly Effect directed by Eric Bress. Both these films explore how perceptions of relationships with others and the world are shaped through the use of various techniques. The two main concepts explored in these movies is the strong them of love and life being a game. The theme of love is strongly displayed in both Run Lola Run and The Butterfly Effect which is shown through the use of many visual techniques. In Run Lola Run, Tykwer is able to explore Lola and Manni’s love through capturing their passion and love with the use of the red camera tinge. The ominous red becomes a repeating motif throughout the film for Lola and Manni’s relationship. The red tinge is in contrast with the dull city making Lola’s love and passion a main feature of the love story. Tykwer is also able to use the medium POV shot, showing Lola and Manni in each other’s arms possibly just after a moment of romance, this shot also suggests that love lends purpose and strength within our lives. Further uses of techniques to emphasise the importance of love throughout the film are shown through the scattered use of close up’s on both Lola and Manni’s face, provides the insight as to how they bring both comfort and a sense of security to each other. But at the same time the thought of losing one another strikes fear and hurt within the character’s eyes. Similarly to Run Lola Run, Eric Bress film The Butterfly Effect also strongly display through the use of visual techniques the theme of love and the assumption that love remains central to our existence. It is Evan’s love for Kayley which becomes the catalyst for his attempts to travel through time to alter his past and in a similar way it is Lola’s love for Manni and the importance for preservation of his life that drives Lola through time to save Manni’s life. Like Tom Tykwer, Eric Bress uses similar techniques to express the importance of love in one’s life. Bress uses the similar camera angle of the medium side shot, again showing the comfort and security both characters bring to one another as well as giving the scene context through the use of the bed and no clothes, also implying a moment of romance. The scene also uses the scattered close up shots of both the characters face, just like the scene in Run Lola Run, suggesting the focus on their individual feelings and reactions to the situation. The theme of life as a game is consistently shown throughout Run Lola Run; Tykwer is able to make the audience feel as if the movie is a game developing this as a central theme. The concept of the film being a game is done through the film structure, as when Lola fails/ looses, she is able to restart and try again, as one would do in a game. She is then able to change the result to one that better suits her and Manni. It is in the scene in which Lola is in the casino which develops the best sense of life being a game as it is possibly both Lola and Manni’s life being determined on the result of the casino game. The great importance of the outcome in the casino is portrayed to the audience through the close up of Lola's face, highlighting her facial expression, engaging the audience through the importance of the situation to Lola. Also by using the casino scene it shows to the audience that Lola's choices were won through a game of chance, and it was this chance that payed off and enabled her to win this game. It is at the start of this scene, where Lola stops and thinks about her previous mistakes, and assesses the situation, allowing her to finally ‘beat this level'. This is shown through the camera angle of first the 360, expressing Lola's thoughts becoming out of control, and then the close up of Lola's stare at the casino, where Lola has discovered her answer. It is in this third scenario where Lola is seen to have grown as a person and has not only won the casino game, but won the other games going on in her own life. This idea can be considered as a metaphor for our own lives, about gaining the skills to master the games within our everyday lives. The concept of life being a game and most importantly the concept of manipulation of time is also shown in The Butterfly Effect where Evan has the ability to travel back in time through his blackouts to his old self and change his past to effectively change his present self and life, this makes the audience question his ability to manipulate time. Likewise Lola discovers she is also able to manipulate time and travel backwards and fix the mistakes she previously made in order to save her lovers life. Just like Evan, Lola plays with time and uses it to her ability. Both Bress and Tykwer use editing to generate this feeling of control of time, using tools such as slow and fast motion to alter the true timing of the situations and gather the character’s control of the situation, mixed with 360 moving camera to create that sense of being out of control, which is very similar to the use of spirals that Tykwer uses in Run Lola Run.

Fish Philosophy Essay

Just finished reading â€Å"FISH Philosophy† the book and so great it was. It’s a tiny book (two hours of focused read would do) that talks about how to transform your work place (or even your life) into a fun place to enjoy and be excited to come to again and again. I don’t want to talk about the great story in the book, and the details of how a fish market ignited the idea – hence the name FISH – for a manager to transform her workplace, as I want to encourage you to get it and read it. The philosophy is simple, and goes by applying four ingredients that will turn the place from stress and dullness into relax and fun. The ingredients of FISH philosophy are as follows: 1. Choose your attitude 2. Play 3. Make their day 4. Be there Ingredient 1 – Choose your attitude: This is the platform to build upon, and the core concept that everything else depends on. You have the freedom of choice of your attitude: an optimistic and happy attitude, or a pessimistic and sad one. Choose to be happy, smiling, easy going, ignorant of mistakes, and you’ll discover how beautiful and shining you and your place would be. On the other hand, choose to be angry, frowning, hard-headed, picky on mistakes, isolated, and you’ll discover how miserable your day would be! â€Å"Choose your attitude† is the hardest ingredients, but sets the stage for all other ingredients to happen. So work on your attitude, and work on it now. Ingredient 2 – Play: Have fun, even if you have lot’s to do with deadlines nearing, and don’t seem to have enough in your schedule. All that stress come from the fact that you prevent yourself from enjoying what you do. Make it a playful project, an enjoyable study, an easy shopping, a fun meeting, etc. If you cannot enjoy what you do, then try to have some pleasant moments between the heavy tasks you work on. Engage with colleagues or family to create a play yard out of your place. Ingredient 3 – Make their day: By having fun yourself, work on extending that to others who surround you. Make their day by expressing how you’re grateful to have them, or by cheering them up. Get them out of their misery by offering advice and help. You cannot imagine how cheerful you would be when giving a hand to someone. Ingredient 4 – Be there: Be present to your family, customers, colleagues, and people by giving full attention to who calls for you to advice or help. Don’t be ignorant to those calls†¦ get to answer them on the spot, or at least dedicate some time to connect with those you care about to listen to. Ignoring a call for help from your wife, your son, a colleague, or a customer could yield to disappointments and sometimes problems that you could’ve avoided earlier. Applying FISH to your life: I actually believe in the importance of these ingredients to have better place whether at home or at work, and below are some ideas I’m thinking of to practice those in my life (both at home and at work): Ideas| At Home| At Work| Choose your attitude| Be happy, smiling, and open-minded, soft, easy going, ignorant to small acts or mistakes. Spell out the good thoughts, and ignore the bad ones. Say hi or salam to everyone you face! | Play| Educate by fun, and stop yelling. Make the shopping a learning experience for your child where he or she looks for the stuff and picks them up. Enjoy home fixes. Watch cartoons with your child while commenting. | Start your meetings with fun or jokesPost some funny pictures or comics to your desk, or common placesHave a board so employees can post some jokesHave a gaming console and work on a gaming competition| Make their day| Compliments, Compliments, Compliments. Bring your wife some flowers. Invite the family to a day out (I really mean the invite here, and not like †¦ we’re bored, let’s go out). Bring your child something he or she likes (candy for instance). | Compliment the work and attitude of your colleagues. Engage with customers and pinpoint their pains and offer solutions with what they already have. Avoid bad news, and be a passenger of the good ones! | Be there| Listen to your wife and don’t offer solutions, just listen (we all can hear, you need to listen! ). Have a conversation with your child on school or how others deal with him. Listen to the unsaid, and express your willingness to offer help if needed. | Listen to pains from colleagues and customers and offer solutionsStop emails and phone calls if someone calls for your adviceGive full attention when talking to your colleagues or customersNot all people are comfortable talking about their problems, so dig deep within the soles and look for faces that need help. | Remember to work hard on setting the stage by choosing the right attitude! Just finished reading â€Å"FISH Philosophy† the book and so great it was. It’s a tiny book (two hours of focused read would do) that talks about how to transform your work place (or even your life) into a fun place to enjoy and be excited to come to again and again. I don’t want to talk about the great story in the book, and the details of how a fish market ignited the idea – hence the name FISH – for a manager to transform her workplace, as I want to encourage you to get it and read it. The philosophy is simple, and goes by applying four ingredients that will turn the place from stress and dullness into relax and fun. The ingredients of FISH philosophy are as follows: 1. Choose your attitude 2. Play 3. Make their day 4. Be there Ingredient 1 – Choose your attitude: This is the platform to build upon, and the core concept that everything else depends on. You have the freedom of choice of your attitude: an optimistic and happy attitude, or a pessimistic and sad one. Choose to be happy, smiling, easy going, ignorant of mistakes, and you’ll discover how beautiful and shining you and your place would be. On the other hand, choose to be angry, frowning, hard-headed, picky on mistakes, isolated, and you’ll discover how miserable your day would be! â€Å"Choose your attitude† is the hardest ingredients, but sets the stage for all other ingredients to happen. So work on your attitude, and work on it now. Ingredient 2 – Play: Have fun, even if you have lot’s to do with deadlines nearing, and don’t seem to have enough in your schedule. All that stress come from the fact that you prevent yourself from enjoying what you do. Make it a playful project, an enjoyable study, an easy shopping, a fun meeting, etc. If you cannot enjoy what you do, then try to have some pleasant moments between the heavy tasks you work on. Engage with colleagues or family to create a play yard out of your place. Ingredient 3 – Make their day: By having fun yourself, work on extending that to others who surround you. Make their day by expressing how you’re grateful to have them, or by cheering them up. Get them out of their misery by offering advice and help. You cannot imagine how cheerful you would be when giving a hand to someone. Ingredient 4 – Be there: Be present to your family, customers, colleagues, and people by giving full attention to who calls for you to advice or help. Don’t be ignorant to those calls†¦ get to answer them on the spot, or at least dedicate some time to connect with those you care about to listen to. Ignoring a call for help from your wife, your son, a colleague, or a customer could yield to disappointments and sometimes problems that you could’ve avoided earlier. Applying FISH to your life: I actually believe in the importance of these ingredients to have better place whether at home or at work, and below are some ideas I’m thinking of to practice those in my life (both at home and at work): Ideas| At Home| At Work| Choose your attitude| Be happy, smiling, and open-minded, soft, easy going, ignorant to small acts or mistakes. Spell out the good thoughts, and ignore the bad ones. Say hi or salam to everyone you face! | Play| Educate by fun, and stop yelling. Make the shopping a learning experience for your child where he or she looks for the stuff and picks them up. Enjoy home fixes. Watch cartoons with your child while commenting. | Start your meetings with fun or jokesPost some funny pictures or comics to your desk, or common placesHave a board so employees can post some jokesHave a gaming console and work on a gaming competition| Make their day| Compliments, Compliments, Compliments. Bring your wife some flowers. Invite the family to a day out (I really mean the invite here, and not like †¦ we’re bored, let’s go out). Bring your child something he or she likes (candy for instance). | Compliment the work and attitude of your colleagues. Engage with customers and pinpoint their pains and offer solutions with what they already have. Avoid bad news, and be a passenger of the good ones! | Be there| Listen to your wife and don’t offer solutions, just listen (we all can hear, you need to listen! ). Have a conversation with your child on school or how others deal with him. Listen to the unsaid, and express your willingness to offer help if needed. | Listen to pains from colleagues and customers and offer solutionsStop emails and phone calls if someone calls for your adviceGive full attention when talking to your colleagues or customersNot all people are comfortable talking about their problems, so dig deep within the soles and look for faces that need help. | Remember to work hard on setting the stage by choosing the right attitude!

Financial Management Essay Example | Topics and Well Written Essays - 1000 words - 4

Financial Management - Essay Example The Sainsbury maintains 15 percent share in the company whom as of 2008 employs 150,000 employees. (wikipedia) Circumstances that led to downfall were due to management inefficiencies of strategies. For instance, management believed on the strength of their position in the market cannot be moved. Company made mistakes on decisions that have moved their loyal customers to competitors and erased brand loyalty to the company. These painful experiences which include wrong advertising campaign, brutal treatment of supplies, reluctance to move for quality or value and other indecisions brought down the profitability of the company for the first time. Company is always one step behind competitors (Wikipedia). Using business ratio report, this part of the study will give us n insight on the financial performance of the company against the leading players in the industry sector. This will show the trend, size of the market, growth , competitor analysis with the process of simple benchmarking and will be presented through the League of Tables. 1. Trend. Percentage of sales of Sainsbury on 5 yr period of 0.87 is higher than the industry and sector Table 1. S&P 500 has a higher benchmark but this could not be used as basis as companies in this group are not allied with supermarkets. This also shows the relative strength of Sainsbury in sales performance along with competitors. 2. Company performance. In terms of profitability (Table 7), net profit margin of Sainsbury is higher than the industry and sector both on a yearly and 5 yr average trend. These figures will lead analysts to believe that Sainsbury plc is recovering and performance is leading to growth. This should cause an alarm for both the management and investors and target efforts should be directed for correction in this area. Investors are mostly apprehensive on earnings per share, and one of the reasons for decline or rising of market trading and prices. Table 8 and 9 shows a comparison of

The Most Important Skills and Values that Children Learn from their Essay

The Most Important Skills and Values that Children Learn from their Parents - Essay Example For many, the first word that is uttered is dada or mama, as they are easy words to enunciate as well as watch their parent’s lips that make the sounds. Learning to speak is the beginning of the lifelong learning process that children go through. Parents have the responsibility to teach their children valuable life lessons. Parents teach their children the value of making and keeping a friend. In this case, the child needs to learn how to introduce themselves, speak calmly, ask them questions and discover another person’s interests. In keeping a friend, often this will include having to say, â€Å"I’m sorry† or telling them â€Å"no† when their friend is wrong. This is extremely difficult for most children to do. Children need to be taught assertiveness over aggressiveness, so that they can communicate with others clearly and calmly. They can learn to negotiate, express themselves and learn to walk away from a bad situation if needed. It is the pare nts’ role to teach their child optimism. It is imperative that the parents teach their children how to think positive thoughts about themselves, know that they are trustworthy and dependable and have a bright future ahead of them. One thing that is difficult for children to understand is the ability to see things from another’s perspective.

Analysis of Brutish You Have to Hand it to the Neanderthals after All Research Paper

Analysis of Brutish You Have to Hand it to the Neanderthals after All - Research Paper Example On the contrary, the findings make it more probable that the Neanderthals made the paintings. The article also posits that the wrong dating resulted because scientists dated the paintings using the calcium carbonate layer, which is now believed to have accumulated on the artistic paintings years after the paintings had been made. This paper is an analysis of the article â€Å"Brutish? You have to hand it to the Neanderthals after all† authored by David Keys and featured in The Independent. The paper will also scrutinize additional research related to the articles content as well as dating of Palaeolithic cave painting in Europe. The paper will also try to establish the credibility of Keys' article and application of the research findings. Making use of a process referred to as uranium-series disequilibrium, the group that was led by Pike measured the radioactive decomposition of uranium and dated hand stencils and disks in El Castillo cave in Northern Spain. The paintings had been made by using the mouth to blow paint on the wall. The artistic paintings were found to be least 40,800 years old making them the oldest form of art in Europe. These results have ignited the debate on who is responsible for the cave paintings found in Spain and France. Previously, the paintings were attributed to modern humans but research acknowledges that modern man had not invaded Europe 41,000 years ago. At this period, Neanderthals inhabited Europe, which suggests that they could be responsible for these artistic paintings (Keys, 2012). Chauvet Cave paintings in central France were previously recognized as the world's oldest cave art paintings. The Chauvet cave paintings were dated 39,000 years old. However, the Chauvet cave dating is still controversial since it relies on radiocarbon dating making use of charcoal pigments. Archaeologists have put forward that dating based on charcoal pigments is unreliable since the pigments are susceptible to contamination by other forms of carbon, which would affect dating results. Additionally, using charcoal pigments could be erroneous in that the period when the fire was lit might not coincide with the time the painting was made (Keys, 2012; Pettitt and Pike, 2007). I selected this article due to its relevance to our understanding of the past and  human history particularly the interactions between the Neanderthals and Homo sapiens. Primordial cave paintings lend a hand in connecting the modern man to the past species. Understanding the activities of the Neanderthal is crucial since he was the immediate ancestor of Homo sapiens, the modern man. Understanding Neanderthal would thus enhance a better understanding of the development of the art of painting. Additionally the findings suggest that the Neanderthals could have been the inventors of cave painting but passed the art to Homo sapiens. Evidence shows that modern humans first appeared in Northern Spain about 41,500 years ago, as successors of the Neanderth als. These findings are contrary to current perceptions that the Homo sapiens instigated artistic painting and that Neanderthals did not practice cave painting (Zilh?ao, 2007; Keys, 2012). Another important aspect roused by these findings is that the interaction between Homo sapiens and Neanderthals coul

Biology research paper Example | Topics and Well Written Essays - 1250 words

Biology - Research Paper Example For instance, Bellard, McCarthy and Meekins studied on genetic variation as well as biogeography of Alliaria petiolata in North America in 1st January 2001. According to their findings, Alliaria petiolata varied in not only phenology, but also morphology across all the native plants in which it grew ( Bellard, McCarthy and Meekins 161). They also found out that Alliaria petiolata also varied in terms of seed dormancy. In their results, they also stipulate that Alliaria petiolata is a hexaploid plant species based on n=7. In tandem to Bellard, McCarthy and Meekins findings, Hanson and McCarthy also claim that Alliaria petiolata is one of the plant species that have contributed to the loss of many indigenous plants in North America. They assert that Alliaria petiolata is a non-indigenous plant species that belongs to Brassicaceae family (Hanson and McCarthy 68). According to them, it was first identified in North America in early 1868. Unlike other Brassicaceae, Hanson and McCarthy spo tulate that Alliaria petiolata spreads in the introduced environment very fast because of its monopolization of resources. To justify their point, they expound on how it took it only 20 years to spread throughout the northeastern parts of North America. By 1991, Alliaria pestiolata had spread to Canada and was identified in 30 U.S states (Blazevic and Mastelic 607). In tandem to this, Bossodorf and Prati also found out that it is through characteristic features and adaptations that Alliaria petiolata managed to invade and successively destroy North American woodlands (Bossdorf and Prati 1). They also found out that the effects of Alliaria petiolata varied with plant species; some species such as G. laciniatum was least sensitive to the allelopathic interference. In their study, Meiners and Pisula also found out that invasive plant species conquer and advance successfully in introduced areas because of allelopathy. According to them,

Importance of Advertising for Firms in Monopolistic Competition Essay

Importance of Advertising for Firms in Monopolistic Competition - Essay Example This paper illustrates that advertising is an important feature of firms that sell differentiated products. Firms found in a monopolistic competition, oligopoly and at times even monopoly market structure practice advertising. Monopolistic competition is a market structure with a large number of firms making a similar product. However, each firm’s product is differentiated from its competitors and hence is unique. An example of such a market structure is fast-food restaurants. Although these fast-food restaurants such as Hardee’s, McDonald’s, Burger King, Subway, Wendy’s and KFC provide the same product, that is, fast-food, however, each of their products has some differentiation which makes it unique from their competitors. An oligopoly is a market dominated by a few large firms. An example of an oligopoly market structure is of cigarettes. Just like monopolistic competition firms in an oligopoly also have differentiated products. Due to this product diff erentiation, these firms are able to attract customers. Advertising is then done to create brand loyalty. Brand loyalty is the faithfulness of customers to a particular brand expressed through repeated purchases from that brand without coming into the market pressure generated by its competitors. As a result, firms spend heavily on their advertising campaign so that customers stick to their brand and are not won over by their competitors’ brands. Although advertising is necessary to create brand loyalty much also depends on the nature of the product and the elasticity of demand for the product.... However, firms are profit maximizing. Firms advertise because they want to increase the demand for their product and hence their profits. When firms advertise just to increase the demand for its own product then it might hurt the rivals. A firm may use advertising to differentiate its product from its competitors. For example in the case of the fast-food restaurant industry Hardee’s may advertise a different type of burger which is not produced by the other competitors. Such advertising would help Hardee’s to attract customers not only outside the fast-food market but also existing customers of its competitors. This example clearly shows that if Hardee’s is able to advertise its new burger successfully then it will be able to increase the demand for its product leading to higher revenues that will result in a greater profit. Advertising is also done to create barriers to entry so that more firms cannot enter the market and find it hard to compete. For example an existing firm like Coca Cola will advertise to increase its customer base in the soft drink market. Through its advertising campaigns Coca Cola will be able to create brand loyalty. If a new firm wants to enter the soft drink market it would find it very hard to attract customers because firms like Coca Cola have already captured the market and created brand loyalty amongst their customers. Advertising also helps to make the demand for a product relatively inelastic. Once the demand is inelastic the customers buy the firm’s product even when the price of the product rises. A benefit of this inelasticity to the firm is that even if the business is not doing well and profits are low the firm can still generate greater profits by charging its customers a

Advanced financial Accounting Assignment Example | Topics and Well Written Essays - 1750 words

Advanced financial Accounting - Assignment Example Auckland Int’l Airport handles almost 70% of the international traffic or 13 million passengers annually for New Zealand. (Auckland International Airport, 2013). For this financial analysis, Annual Financial Filings for last three years (FY2012, 2011 and 2010) have been used. These are available on company website http://www.aucklandairport.co.nz. Summarized 3 year financial reports are provided in Appendix 1. Deloitte is the independent auditor for Auckland International Airport. Deloitte in the Audit report mentions that they conduct these audits based on International Standards on Auditing and International Standards on Auditing (New Zealand) and that it is the responsibility of the Company (Auckland International Airport) to prepare and consolidate these reports. In the Annual report of 2012 (Auckland International Airport Ltd., 2012), The Company prepares its financial statements in accordance with NZ GAAP standards. However, the auditors certify that these reports comply with NZ IFRS and other applicable Financial Report Standards, such as IFRS, appropriate for profit-oriented entities. The Company treats cash as Current Assets in accordance with generally accepted good accounting practices. Discussion on this item is relevant to Balance Sheet and Cash Flow statement. The company explains the definition of cash in Note 2h (Auckland International Airport Ltd., 2012, p. 49) as follows: â€Å"Cash in the balance sheet comprises cash on hand, on-call deposits held with banks and short-term highly liquid investments. For the purposes of the cash flow statement, cash consists of cash as defined above, net of outstanding bank overdrafts.† According to Note 2j (2012, p. 49), an estimate of impairment for uncollectible amounts is made where there is objective evidence that collection of the full amount is no longer probable. Bad debts are written off when

The Birthday Paradox Assignment Example | Topics and Well Written Essays - 1750 words

The Birthday Paradox - Assignment Example The article shows that a birthday paradox is an essential method in mathematical world and for the same reason, it has its particular methodology. The birthday paradox which takes into consideration number of people in a group asks that two people have a birthday on the same day of a particular year. However, there is a contradiction to this fact from mathematician Abramson and Moser who suggest that 14 people would suffice in such a paradox. This is not agreed by many and that is the reason why birthday paradox has a clichà ©d 23 has group member. The conclusion of the birthday paradox helps to reduce the complexity of statistical assumption related with it. Birthday paradox gives an insight into the comparison problem and allows in eradicating the intuition attached with the paradox. It is interesting to understand that there is a parallel mathematical method which coincides with the birthday paradox and it is partition problem. However, this mathematical method has some drawbacks which make it a lesser important method in comparison to birthday paradox. The highlight of the birthday problem is that it gives alternative formulation and asks for the average number of people needed in order to fins a pair with the same birthday. This means the probability function comes into action and thus the birthday paradox can be conducted with more strength. The contrast of probability that someone in the football team might share the same birthday is the distinctiveness of birthday paradox.

Mexican Cival Rights Essay Example for Free

Mexican Cival Rights Essay George I. Sanchez, Ideology, and Whiteness in the Making of the Mexican American Civil Rights Movement, 1930-1960 By CARLOS K . BLANTON Let us keep in mind that the Mexican-American can easily become the front-line of defense of the civil liberties of ethnic minorities. The racial, cultural, and historical involvements in his case embrace those of all of the other minority groups. Yet, God bless the law, he is white! So, the Mexican-American can be the wedge for the broadening of civil liberties for others (who are not so fortunate as to be white and Christian!). George L Sanchez (1958) By embracing whiteness, Mexican Americans have reinforced the color line that has denied people of African descent full participation in American democracy. In pursuing White rights, Mexican Americans combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the Black civil rights struggles of the forties and fifties. Neil Foley (1998) 1 HE HISTORY OF RACE AND CIVIL RIGHTS IN THE AMERICAN SoUTH IS complex and exciting. The history of Mexican American civil rights is also promising, particularly so in regard to understanding the role of whiteness. Both selections above, the first from a Mexican American The epigraphs are drawn from George I. Sanchez to Roger N. Baldwin, August 27, 1958, Folder 8, Box 31, George I. Sanchez Papers (Nettie Lee Benson Latin American Collection, University of Texas Libraries, Austin); and Neil Foley, Becoming Hispanic: Mexican Americans and the Faustian Pact with Whiteness, in Foley, ed.. Reflexiones 1997: New Directions In Mexican American Studies (Austin, 1998), 65. The author would like to thank the Journal of Southem Historys six anonymous reviewers and Texas AM Universitys Glasscock Center for Humanities Research for their very helpful intellectual guidance on this essay. MR. BLANTON is an assistant professor of history at Texas AM University. THE JOURNAL OF SOUTHERN HISTORY Volume LXXII, No. 3, August 2006 570 THE JOURNAL OF SOUTHERN HISTORY intellectual of the mid-twentieth century and the last a recently published statement from a historian of race and identity, are nominally about whiteness. But the historical actor and the historian discuss whiteness differently. The quotation from the 1950s advocates exploiting legal whiteness to obtain civil rights for both Mexican Americans and other minority groups. The one from the 1990s views such a strategy as inherently racist. The historical figure writes of Mexican Americans and African Americans cooperating in the pursuit of shared civil rights goals; the historian writes of the absence, the impossibility of cooperation due to Mexican American whiteness. This contrast is worth further consideration. This essay examines the Mexican American civil rights movement by focusing on the work and ideas of George I. Sanchez—a prominent activist and professor of education at the University of Texas—in the 1930s, 1940s, and 1950s. Sanchez is the most significant intellectual of what is commonly referred to as the Mexican American Generation of activists during this period. As a national president of the major Mexican American civil rights organization of the era, however, Sanchezs political influence within the Mexican American community was just as important as his intellectual leadership. Sanchez pondered notions of whiteness and actively employed them, offering an excellent case study of the making of Mexican American civil rights. ^ First, this work examines how Sanchezs civil rights efforts were vitally informed by an ideological perspective that supported gradual, integrationist, liberal reform, a stance that grew out of his activist research on African Americans in the South, Mexican Americans in the Southwest, and Latin Americans in Mexico and Venezuela. This New Deal ideological inheritance shaped Sanchezs contention that Mexican Americans were one minority group among many needing governmental assistance. Second, this liberal ideology gave rise to a nettlesome citizenship dilemma. During the Great Depression and World War II, Mexican Americans strategic emphasis on American citizenship rhetorically placed them shoulder-to-shoulder with other U. S. minority groups. It also marginalized immigrant Mexicans. The significance of ^ For more on Sanehez see Gladys R. Leff, George I. Sanchez: Don Quixote of the Southwest (Ph. D. dissertation. North Texas State University, 1976); James Nelson Mowry, A Study of the Educational Thought and Aetion of George I. Sanehez (Ph. D. dissertation. University of Texas, 1977); Amerieo Paredes, ed.. Humanidad: Essays in Honor of George 1. Sanchez (Los Angeles, 1977); Steven Sehlossman, Self-Evident Remedy? George I. Sanchez, Segregation, and Enduring Dilemmas in Bilingual Education, Teachers College Record, 84 (Summer 1983), 871-907; and Mario T. Garcia, Mexican Americans: Leadership, Ideology, and Identity, J930-1960 (New Haven, 1989), chap. 10. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 571 citizenship was controversial within the Mexican American community and coincided with the emergence of an aggressive phase of Mexican Americans civil rights litigation that implemented a legal strategy based on their whiteness. Third, Sanchezs correspondence with Thurgood Marshall of the National Association for the Advancement of Colored People (NAACP) in the 1940s and 1950s reveals early, fragmentary connections between the Mexican American and African American civil rights movements. All these topics address important interpretive debates about the role of whiteness. This essay fuses two historiographical streams: traditional studies on Mexican American politics and identity and the new whiteness scholarships interpretation of Mexican American civil rights. In traditional works the Mexican American civil rights experience is often examined with little sustained comparison to other civil rights experiences. Conversely, the whiteness scholarship represents a serious attempt at comparative civil rights history. Taking both approaches into account answers the recent call of one scholar for historians to muster even greater historical imagination in conceiving of new histories of civil rights from different perspectives. ^ Traditional research on Mexican Americans in the twentieth century centers on generational lines. From the late nineteenth century to the Great Depression, a large wave of Mexican immigrants, spurred by dislocation in Mexico as well as by economic opportunity in the U. S. , provided low-wage agricultural and industrial labor throughout the Southwest. Their political identity was as Mexicans living abroad, the Mexicanist Generation. They generally paid little heed to American politics and eschewed cultural assimilation, as had earlier Mexicans who forcibly became American citizens as a result of the expansionist wars of the 1830s and 1840s. However, mass violence shortly before World War I, intensifying racial discrimination throughout the early twentieth century, and forced repatriations to Mexico during the Great Depression heralded the rise of a new political ethos. The community had come to believe that its members were endangered by the presumption of foreignness and disloyalty. ^ By the late 1920s younger Charles W. Eagles, Toward New Histories of the Civil Rights Era, Journal of Southern History, 66 (November 2000), 848. See Emilio Zamora, The World of the Mexican Worker in Texas (College Station, Tex., * 1993); George J. Sanchez, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (New York, 1993); Benjamin Heber Johnson, Revolution in Texas: How a Forgotten Rebellion and Its Bloody Suppression Turned Mexicans into Americans (New Haven, 2003); and Amoldo De Leon, The Tejano Community, 1836-1900 (1982; new ed. , Dallas, 1997). 572 THE JOURNAL OF SOUTHERN HISTORY leaders—the Mexican American Generation—urged adoption of a new strategy of emphasizing American citizenship at all times. They strove to speak English in public and in private settings, stressed education, asked for the gradual reform of discriminatory practices, emulated middle-class life, and exuded patriotism as a loyal, progressive ethnic group. They also desired recognition as ethnic whites, not as racial others. The oldest organization expressing this identity was the League of United Latin American Citizens (LULAC). This ethos of hyphenated Americanism and gradual reform held sway until the late 1960s and early 1970s. ^ Studies of whiteness contribute to historians understanding of the interplay of race, ethnicity, and class by going beyond a black-white binary to seek the subtleties and nuances of race. This new scholarship examines who is considered white and why, traces how the definition of white shifts, unearths how whiteness conditions acts of inclusion and exclusion and how it reinforces and subverts concepts of race, and investigates the psychological and material rewards to be gained by groups that successfully claim whiteness. Class tension, nativism, and racism are connected to a larger whiteness discourse. In other words, this is a new, imaginative way to more broadly interrogate the category of race. Works on whiteness often share a conviction that thoughts or acts capitalizing on whiteness reflect racist power as well as contribute to that insidious powers making. They also generally maintain that notions of race, whether consciously employed or not, divide ethnic and racial minorities from each other and from workingclass whites, groups that would otherwise share class status and political goals. ^ In recent reviews of the state of whiteness history, Eric Amesen, See Mario Garcia, Mexican Americans; George J. Sanchez, Becoming Mexican American; David G. Gutierrez, Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (Berkeley, 1995); Ignacio M. Garcia, Viva Kennedy: Mexican Americans in Search of Camelot (College Station, Tex. , 2000); Carl Allsup, The American G. I. Forum: Origins and Evolution (Austin, 1982); Richard A. Garcia, Rise of the Mexican American Middle Class: San Antonio, 1929—1941 (College Station, Tex. , 1991); David Montejano, Anglos and Mexicans in the Making of Texas, 1836-1986 (Austin, 1987), chaps. 12 and 13; Julie Leininger Pyeior, LBJ and Mexican Americans: The Paradox of Power (Austin, 1997); Juan Gomez-Quinones, Chicano Politics: Reality and Promise, 1940-1990 (Albuquerque, 1990); and Guadalupe San Miguel Jr. , Brown, Not White: School Integration and the Chicano Movement in Houston (College Station, Tex. , 2001). ^ David R. Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (1991; rev. ed.. New York, 1999); Roediger, Towards the Abolition of Whiteness: Essays on Race, Politics, and Working Class History (New York, 1994); Matthew Frye Jacobson, Whiteness of a Different Color: European Immigrants and the Alchemy of Race (Cambridge, Mass. , 1998); George Lipsitz, The Possessive Investment in Whiteness: How White People Profit From Identity Politics (Philadelphia, 1998). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS. 573 Barbara J. Fields, Peter Kolchin, and Daniel Wickberg offer much criticism. These historians argue that scholars using whiteness as an analytical tool are shoddy in their definitions, read too finely and semantically into documents and literary texts, and privilege discursive moments that have little or nothing to do with actual people or experiences. More specifically, Kolchin and Amesen argue that many studies of whiteness incautiously caricature race as an unchanging, omnipresent, and overly deterministic category. In such works whiteness is portrayed as acting concretely and abstractly with or without historical actors and events. Ironically, studies of whiteness can obscure the exercise of power. Fields explains that studying race and racial identity is more attractive than studying racism because racism exposes the hoUowness of agency and identity . . . [and] it violates the two-sides-to-every-story expectation of symmetry that Americans are peculiarly attached to. ^ Research that applies the idea of whiteness to Mexican American history is sparse and even more recent. Several of these studies focus upon the use of whiteness as a legal strategy while others take a broader approach. ^ Historian Neil Foley offers the most significant and ambitious arguments by moving beyond an analysis of how white people viewed Mexican Americans to look instead at the construction of whiteness in the Mexican American mind. He shifts the perspective from external whiteness to internal whiteness and argues that Mexican Americans entered into a Faustian Pact by embracing racism toward African Americans in the course of trying to avoid de jure discrimination. Foley claims that Mexican Americans consciously curried the favor of racist whites: In pursuing White rights, Mexican Americans Peter Kolchin, Whiteness Studies: The New History of Race in America, Journal of American History, 89 (June 2002), 154-73; Eric Arnesen, Whiteness and the Historians Imagination, International Labor and Working-Class History, 60 (Fall 2001), 3-32; Barbara J. Fields, Whiteness, Racism, and Identity, International Labor and Working-Class History, 60 (Fall 2001), 48-56 (quotations on p.48); Daniel Wickberg, Heterosexual White Male; Some Recent Inversions in American Cultural History, Journal of American History, 92 (June 2005), 136-57. *Ian F. Haney Lopez, White By Law: The Legal Construction of Race (New York, 1996); Neil Foley, The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture (Berkeley, 1997); Steven Harmon Wilson, The Rise of Judicial Management in the U. S. District Court, Southern District of Texas, 1955-2000 (Athens, Ga., 2002); Wilson, Brown over Other White; Mexican Americans Legal Arguments and Litigation Strategy in School Desegregation Lawsuits, Law and History Review, 21 (Spring 2003), 145-94; Clare Sheridan, Another White Race: Mexican Americans and the Paradox of Whiteness in Jury Selection, Law and History Review, 21 (Spring 2003), 109^14; Ariela J. Gross, Texas Mexicans and the Polities of Whiteness, Law and History Review, 21 (Spring 2003), 195-205; Carlos Kevin Blanton, The Strange Career of Bilingual Education in Texas, 1836-1981 (College Station, Tex., 2004); Patrick J. Carroll, Felix Longorias Wake: Bereavement, Racism, and the Rise of Mexican American Activism (Austin, 2003). 574 THE JOURNAL OF SOUTHERN HISTORY combined Latin American racialism with Anglo racism, and in the process separated themselves and their political agenda from the Black civil rights struggles of the forties and fifties. ^ Missing from such interpretations of whitenesss meaning to Mexican Americans is George I. Sanchezs making of Mexican American civil rights. Analyzing Sanchezs views is an excellent test of Foleys interpretation because Sanchezs use of the category of whiteness was sophisticated, deliberate, reflective, and connected to issues and events. An internationalist, multiculturalist, and integrationist ideology shaped by New Deal experiences in the American Southwest, the American South, and Latin America informed George L Sanchezs civil rights activism and scholarship. Sanchez regarded Mexican Americans as one of many American minority groups suffering racial, ethnic, and religious bigotry. Though Sanchez regarded Mexican Americans racial status as white, he also held that they were a minority group that experienced systematic and racialized oppression. Sanchezs articulation of whiteness was qualified by an anti-racist ideological worldview and supports Eric Amesens criticism of overreaching by whiteness scholars who appreciate neither ambiguity nor counter-discourses of race, the recognition of which would cast doubt on their bold claims. Â ° Sanchez was very much a New Deal service intellectual who utilized academic research in an attempt to progressively transform society. The term service intellectual is an appropriate description of Sanchez, who propagated his civil rights activism through academic research with governmental agencies (the Texas State Department of Education, the New Mexico State Department of Education, the U. S. Bureau of Indian Affairs, and the Office of the Coordinator of Inter-American Affairs) and national philanthropic organizations (the General Education Board, the Julius Rosenwald Eund, the Carnegie Foundation, and the Marshall Civil Liberties Trust). The pinnacle of Sanchezs scholarly contribution as a service intellectual was his evocative 1940 portrayal of rural New Mexican poverty and segregation in The Forgotten People: A Study of New Mexicans. Foley, Becoming Hispanic, 53-70 (quotation on p. 65); Foley, Partly Colored or Other White: Mexican Americans and Their Problem with the Color Line, in Stephanie Cole and Alison M. Parker, eds. , Beyond Black and White: Race, Ethnicity, and Gender in the U. S. South and Southwest (College Station, Tex. , 2004), 123-44. For an older whiteness study that discusses the external imposition of racial concepts on Mexican Americans and other groups, see Roediger, Towards the Abolition of Whiteness, chap. 10. Amesen, Whiteness and the Historians Imagination, 24. Richard S. Kirkendall, Social Scientists and Farm Politics in the Age of Roosevelt WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 575 Sanchez particularly sought to transform society through the field of education. In the early 1930s he published blistering critiques of the shoddiness of IQ tests conducted on Mexican American children. Mexican Americans bad just challenged separate schools in Texas and California and were told by the courts that because they were technically white, racial segregation was illegal; however, the courts then claimed that pedagogical segregation based upon intellectual or linguistic deficiency was permissible. In challenging racist IQ science, Sanchez essentially advocated integration. ^ A decade of service intellectual work came together for Sanchez in Forgotten People. He called for a comprehensive federal and state program to uplift downtrodden Hispanic New Mexicans: Remedial measures will not solve the problem piecemeal. Poverty, illiteracy, and ill-health are merely symptoms. If education is to get at the root of the problem schools must go beyond subject-matter instruction. . . . The curriculum of the educational agencies becomes, then, the magna carta of social and economic rehabilitation; the teacher, the advance agent of a new social order. ^ Sanchez regarded Mexican Americans as similar to Japanese Americans, Jewish Americans, and African Americans. To Sanchez these were all minority groups that endured varying levels of discrimination by white, Anglo-Saxon, Protestant America. Sanchez was uninterested in divining a hierarchy of racial victimization; instead, he spent considerable energy on pondering ways for these groups to get the federal government, in New Deal fashion, to help alleviate their plight. Even in the mid-1960s when many Mexican Americans had come to favor a separate racial identity over an ethnic one, Sanchez still conceived of Mexican Americans as a cultural group, ignoring concepts of race altogether unless discussing racial discrimination. ^ Sanchez engaged the struggles of other minority groups and linked them to Mexican American activism. In 1948, for example, Sanchez (Columbia, Mo. , 1966), 1-6; George I. Sanchez, Forgotten People: A Study of New Mexicans (1940; reprint, Albuquerque, 1996), xvi-xvii. Befitting the service intellectual ideal of freely diffusing knowledge, the Carnegie Foundation gave the book away. Carnegie provided four thousand dollars for Sanchezs research at the same time it supported work on a much larger study on African Americans—Gunnar Myrdals classic An American Dilemma: The Negro Problem and Modern Democracy (New York, 1944). ^ Carlos Kevin Blanton, From Intellectual Deficiency to Cultural Deficiency: Mexican Americans, Testing, and Public School Policy in the American Southwest, 1920-1940, Pacific Historical Review, 72 (February 2003), 56-61 (quotations on p. 60). Sanchez, Forgotten People, 86. George I. Sanchez, History, Culture, and Education, in Julian Samora, ed.. La Raza: Forgotten Americans (Notre Dame, 1966), 1-26; Mario Garcia, Mexican Americans, 267-68. 576 THE JOURNAL OF SOUTHERN HISTORY published through the United States Indian Service a government study on Navajo problems called The People: A Study of the Navajos. ^^ In 1937-1938 Sanchez transferred his New Deal, reformist ideology across borders as a Latin American education expert with a prestigious administrative post in Venezuelas national government. Writing to Edwin R. Embree, director of the Julius Rosenwald Fund, Sanchez described his work as the chief coordinator of the countrys teachertraining program in familiar New Deal terms: the hardest task is breaking down social prejudices, traditional apathy, obstructive habits (political and personal) and in-bred aimlessness. His first program report was appropriately titled Release from Tyranny. ^ During World War II Sanchez was appointed to the Office of the Coordinator of Inter-American Affairs under Nelson A. Rockefeller, where he continued work on Latin American teacher-training programs as part of the war effort. Sanchez was deeply committed to progressive reform in Latin America that would lift educational and living standards. ^ Sanchez also took on African American issues. From 1935 to 1937 he worked as a staff member with the Chicago-based Julius Rosenwald Eund. This philanthropic organization was concerned with African American rural education in the South, and in this capacity Sanchez collaborated with Eisk Universitys future president, the eminent sociologist Charles S. Johnson, on preparing the massive Compendium on Southem Rural Life. Sanchez was listed in the studys budget as the highest-paid researcher for the 1936-1937 academic year with a $4,500 salary and a $2,000 travel budget. Sanchezs work with the Rosenwald Eund also involved numerous activities beyond his role as the groups pedagogical expert. In November and December 1936 he lobbied the Louisiana State Department of Education on behalf of a Dr. Sanchez Seeks Fulfillment of U. S. Promise to Navajos, Austin Daily Texan, November 16, 1946, in George I. Sanchez Vertical File (Center for American History, Austin, Texas; hereinafter this collection will be cited as Sanchez Vertical File and this repository as Center for American History); George I. Sanchez, The People: A Study of the Navajos ([Washington, D. C], 1948). ^ G. I. Sanchez to Edwin R. Embree, October 17, 1937, Folder 4, Box 127, Julius Rosenwald Fund Archives (Special Collections, John Hope and Aurelia Franklin Library, Fisk University, Nashville, Tennessee; hereinafter this collection will be cited as Rosenwald Fund Archives and this repository as Franklin Library) (quotation); Embree to Sanchez, October 29, 1937, ibid. Sanchezs work for the Instituto Pedagogico occurred just after its creation in 1936 during a brief liberal phase of Venezuelan politics. For more on its creation, see Judith Ewell, Venezuela: A Century of Change (Stanford, 1984), 75. Dave Cheavens, Soft-Spoken UT Professor Loaned to Coordinator of Latin-American Affairs, Austin Statesman, December 3, 1943, in Sanchez Vertical File; Texan Will Direct Training of Teachers, Dallas Morning News, November 3, 1943, ibid. ; George I. Sanchez, Mexican Education As It Looks Today, Nations Schools, 32 (September 1943), 23, ibid. ; George I. Sanchez, Mexico: A Revolution by Education (New York, 1936). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 511 Rosenwald teacher-training program and the broader issue of school equalization. Equalization had been the primary avenue of African American activism that culminated with the Gaines v. Canada decision of 1938, which mandated that the University of Missouri either admit a black law student or create a separate, equal law school for African Americans. Sanchez also lobbied in Washington, D. C. , in February 1937, consulting with the Progressive Education Association and various government agencies on Rosenwald projects. ^ As one of his duties on the compendium project, Sanchez studied rote learning for rural African American children who lived in homes lacking in formal education. This study was inspired by Charles Johnsons mentor at the University of Chicago, Robert E. Park. Johnson, Sanchez, and other young researchers such as famed historian Horace Mann Bond were to look at ways to educate populations handicapped by the lack of books and a tradition of formal education in the home. This venture was affiliated with the Tennessee Valley Authority and chiefly concerned with raising the cultural level of poor, rural African Americans more effectively than standard textbooks and pedagogies developed for privileged students in other parts of the country. The project aimed to equip teachers to integrate the knowledge which the school seeks to inculcate with the experiences of its pupils and with the tradition of the local community. Sanchezs comparable work with bilingual education in New Mexico and Latin America fit well within the scope of the new undertaking. ^ Sanchezs biggest project with the Rosenwald Fund was creating a well-recognized teacher-training program at the Louisiana Negro Normal and Industrial Institute at Grambling. Charles S. Johnson later described this Grambling teacher-training program as among the most progressive of the community-centered programs for the education of teachers in the country. He praised the Grambling endeavor for offering African American teachers opportunities for the development of creativeness and inventiveness in recognizing and solving * Charles S. Johnson to Edwin R. Embree, October 16, 1936, Folder 1, Box 333, Rosenwald Fund Archives; Embree to Johnson, October 23, 1936, and enclosed budget manuscripts Supplementary Budget on Rural Education Compendium and Rural School Exploration, Tentative Budget 1936-37, ibid. ; undated project time sheet [October 7, 1936 to April 27, 1937], Folder 3, Box 127, ibid. ; Numan V. Bartley, The New South, 1945-1980 (Baton Rouge, 1995), 15; Compendium on Southern Rural Life with Reference to the Problems of the Common School (9 vols. ; [Chicago? ], 1936). Charles S. Johnson to Edwin R. Embree, January 21, February 25, 1937, Folder 5, Box 335, Rosenwald Fund Archives; Johnson to Dorothy Elvidge, June 23, 1937, and study proposal by Robert E. Park, Memorandum on Rote Learning Studies, March 3, 1937, pp. 2 (first and second quotations), 3 (third quotation), ibid. Sanchez left shortly after the project began. 578 THE JOURNAL OF SOUTHERN HISTORY the problems to be found in rural communities, homes, and schools . . . .^Â ° Sanchez oversaw this project from its inception in September 1936 until he left for Venezuela in the middle of 1937. He set up the curriculum, the budgets, the specialized staff (nurses, agricultural instructors, home economists, and rural school supervisors), and equipment (the laboratory school and a bus for inspections). These duties involved close coordination with Grambling administrators, Louisiana health officials, and state education and agriculture bureaucrats. Difficulties arose due to Sanchezs departure. One Rosenwald employee summarized the programs problems, As long as George [Sanchez] was here he was the individual who translated that philosophy to the people at Grambling, and I am sure that you agree with me that he could do it far more effectively than the rest of us. But now that Sanchez [sic] is not here it is the job of the president of the institution to do both this interpretation and this stimulation. . . . I do not believe [President] Jones knows them. ^ Fisks Charles S. Johnson was elite company for Sanchez. Johnsons devastating attacks on southem sharecropping influenced public policy and garnered praise from President Franklin D. Roosevelt. He and others spurred the creation of Roosevelts Black Cabinet. ^^ Sanchez practiced a similar combination of academic research and social activism. When he began his work at Grambling he had recently lost his position in the New Mexico State Department of Education due to his pointed advocacy of reform as well as his penchant for hard-hitting, publicly funded academic research on controversial topics such as the segregation of Mexican Americans in schools. He had long sparked controversy with his research on racial issues. What especially limited ^Â ° Charles S. Johnson, Section 8—The Negro Public Schools, in Louisiana Educational Survey (7 vols, in 8; Baton Rouge, 1942), IV, 216 (first quotation), 185 (second quotation). A copy of this volume is in Folder 5, Box 182, Charles Spurgeon Johnson Papers (Franklin Library). ^ A. C. Lewis to G. I. Sanchez, October 14, 1936, Folder 13, Box 207, Rosenwald Fund Archives; Sanchez to Dr. R. W. Todd, September 28, 1936, ibid. \ Sanchez to Miss Clyde Mobley, September 28, 1936, ibid. ; Sanchez to J. W. Bateman, September 28, 1936, ibid. \ Sanchez to Lewis, September 28, 1936, ibid. ; Edwin R. Embree to Lewis, September 29, 1936, ibid. ; Sanchez to Lewis, September 30, 1936, ibid. ; Dorothy A. Elvidge to Lewis, November 27, 1936, ibid. ; Lewis to Sanchez, July 9, 1937, Folder 14, Box 207, ibid.; i. C. Dixon to Lewis, March 17, 1938, Folder 15, Box 207, ibid, (quotation on p. 2); Sanchez, The Rural Normal Schools TeacherEducation Program Involves . . . , September 17, 1936, Folder 16, Box 207, ibid. ; Sanchez, Suggested Budget—Grambling, April 9, 1937, ibid. ; Sanchez, Recommendations, December 9, 1936, ibid. ^^ John Egerton, Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South (New York, 1994), 91-92; George Brown Tindall, The Emergence of the New South, ? 913-1945 (Baton Rouge, 1967), 543, 544 (quotation); Matthew William Dunne, Next Steps: Charles S. Johnson and Southem Liberalism, Journal of Negro History, 83 (Winter 1998), 10-11. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 579 Sanchezs future in New Mexico was a 1933 furor over his distribution of another scholars Thurstone scale (a psychometric technique developed in the 1920s) on racial attitudes to pupils in New Mexicos public schools. Governor Arthur Seligman publicly demanded that Sanchez be ousted and that the General Education Board (GEB) cancel the grant funding his position in the state bureaucracy. Partly due to the influence of New Mexicos U. S. senator Bronson Cutting, a progressive Republican champion of Mexican Americans, Sanchez survived an ugly public hearing that resulted in the resignation of the University of New Mexico faculty member who devised the scale. Nevertheless, the incident severely constrained Sanchezs future in the New Mexican educational and political arena. ^^ But Sanchez was not pushed into African American education simply out of desperation for employment. He appreciated the opportunities that the Rosenwald Fund provided to broaden his activism as a service intellectual beyond the Southwest. He was direct about this to his most ardent supporter. President James F. Zimmerman of the University of New Mexico: Im sorry the [Rosenwald] Fund is virtually prohibited from extending its interests and experiments into the Southwest. This is the only disappointment I feel in connection with my present work. I feel it keenly, however, as you know how deeply I am bound up with that area and its peoples. At the same time, though, being here has given me a wider viewpoint and experience that may well be directed at my first love sometime. Zimmerman was disappointed; he had groomed Sanchez for a faculty and administrative future at the University of New Mexico. Despite the uproar in 1933 Sanchezs talents were in high demand, however, as GEB agent Leo Favrot and Rosenwald director Edwin Embree coordinated which agency would carry Sanchezs salary with the New Mexico State Department of Education in early 1935 (GEB) and during a yearlong research project on Mexican higher education from 1935 to the middle of 1936 (Rosenwald Fund) until he joined the staff of the Rosenwald Fund on a full-time basis for his work at Grambling. ^* ^^ G. I. Sanchez to Leo M. Favrot, April 27 and May 11, 1933, Folder 900, Box 100, G.

Developmental Stages Essay Example for Free

Developmental Stages Essay Erik Erikson’s theory of psychosocial development describes the impact of social experience across the whole lifespan. He believed that personality develops in a series of stages. In his theory he explains eight stages through which a healthy developing human should pass from infancy to late adulthood. According to Erikson (1950), â€Å"Each stage builds on the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future†. In Erikson’s first stage, infancy (birth to 18 months), he centers on the concept of trust vs. mistrust where the infants basic needs are being met. During this stage, the child’s relative understanding of the world and society comes from parents/primary caregiver. Infants are especially dependant for food, sustenance, and comfort. According to Erikson (1950), the major developmental task in infancy is to learn whether or not other people, especially primary caregivers, regularly satisfy basic needs. If caregivers are consistent sources of food, comfort, and affection, an infant learns to trust that others are trustworthy. If they are neglectful, or perhaps even abusive, the infant instead learns mistrust in that the world is in an undependable, unpredictable, and possibly dangerous place. As an infant, I was fortunate to experience the love and nurturing that was needed to gain trust from my caregivers. My mother would rock me to sleep while singing or reading to me. As a result, I developed a passion for music and reading. My parents made me feel like everything was going to be alright. I still believe no matter what happens that eventually everything is going to be alright. In Erikson’s second developmental stage, Early Childhood (18 Months to 3 years), he asserts that a child begins to explore his surroundings after they gain control of eliminative functions and motor abilities (Harder, 2002). A child has the opportunity to build self-esteem and autonomy as he gain more control over our bodies and acquire new skills (learning right from wrong). In this stage the parents or primary caregivers help the child by being patient and encouraging, which fosters autonomy in the child. Parents or caregivers who are highly restrictive are more likely to instill in the child with a sense of doubt and reluctance to attempt new challenges. My parents allowed me to explore but not to the point where my safety was in jeopardy. They popped my hand if I reached for the socket, floor heater, ashtray, or anything else that was in harm’s way. It was during this stage of my life that I received praise for things that I accomplished; for instance, using the potty and putting my toys away. I learned how to master certain skills for myself. Erikson believes that the third stage, Play Age (3 to 5 years), is essential to a healthy child. It is during this time that children really learn what they live. They want to imitate adults and others around them. This is the stage where most healthy children begin to broaden their skills through active play of all sorts, including fantasy. They also learn to cooperate with others and to lead as well as follow. Young children in this category face the challenge of initiative versus guilt. Nevertheless, Erikson (1968) said that at this stage children usually become involved in the classic â€Å"Oedipal struggle† and resolve these struggles through â€Å"social role identification†. As a result, the child can be immobilized by guilt. According to Erikson (1950) the child is fearful, hangs on the fringe of groups, continues to depend unduly on adults, and is restricted both in the development of play skills and in imagination. As a child, I remember walking in my mother’s shoes when she was not wearing them. We played dress up and pretended we were queens. My basic family was the most significant relationship. In Erik Erikson’s fourth stage, School Age (6 to 12 years), children are capable of creating, learning and accomplishing new task (Harder, 2002). They are becoming more aware of themselves as individuals and, as a result, they become more reasonable to share and cooperate. They work hard at being responsible, being good and doing it right (Allen Marotz, 2003). Allen Marotz (2003) also list some perceptual cognitive developmental traits specific for this age group. Children understand the concepts of space and time in more logical, practical ways and begin to gain a better understanding of cause and effect and calendar time. At this stage, children are eager to learn and accomplish more complex skills such as reading, writing, and telling time. They also get to form moral values, recognize cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance (Allen Marotz, 2003). At this stage, children might express their independence by being disobedient, using back talk, and being rebellious. For myself, I became disobedient but it didn’t take much for them to get me back on track. My parents only had to spank me several times in my life and never for the same thing. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, preserving at tasks until completed and putting work before pleasure. On the other hand, if children are punished or ridiculed for their efforts or if they feel they are not meeting others (teachers/parents) expectations, they develop feelings of inferiority about their capabilities. In Erikson’s fifth stage, Adolescence (12 to 18 years), he believes up to this stage development mostly depends upon what is done to us. From here on out what we do determines our development (Harder, 2002). The concept of identity vs. role confusion is used in that it is where a child is neither a child nor an adult. The adolescent is concerned with how they appear to others. This is when what was learned early on play an important part of how an adolescent see themselves. For example, if a child learned mistrust in infancy, shame in early childhood, guilt at play age, and inferiority at school age, what are the chances of this child having a positive image of themselves as an adolescent? Our task is to discover who we are as individuals separate from family. As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion- mixed ideas and feelings about the speci fic ways in which they will fit into society- and may experiment with a variety of behaviors and activities. At this stage in my life my Grandma taught me some very valuable things. My grandma farmed a beautiful garden which she kept me involved with. From tiling the land, planting the seeds, and watering the garden I learned a great deal. Not only did I learn about vegetation, I learned about life. My grandma taught me the valuable lesson of reaping what you have sown and how one bad fruit can spoil the whole bunch. I also learned that you have to believe in yourself, as well as believe in a Higher Power. My grandma taught me how to live off the land, but most importantly, she showed me by being a good example for me to follow. Erikson (1968) is credited with coining the term identity crisis because each stage that came before and that follows has its own crisis, but even more so now, for this marks the transition from childhood to adulthood. It is necessary for this passage to take place because throughout infancy and childhood a person forms much identification. As a marked turning point in human development, it seems to be the reconciliation between the person one has come to be and the person society expects him to become. An emerging sense of self will be established by forging past experiences with anticipations of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads, a time of great change of the body as well as the mind. Youth is a bridge between childhood and adulthood. Currently, I find myself in Erik Erikson’s sixth stage of development, Young Adulthood (18 to 35 years). Erikson (1950) expressed that young adults are in a stage of intimacy versus isolation. The Intimacy vs. Isolation conflict is emphasized around the ages of 20 to 34. At the start of this stage, identity vs. role confusion is coming to an end, and it still lingers at the foundation of the next stage (Erikson, 1950). In this stage individuals develop intimate and close relationships with others (Crandell, C randell, Vander Zanden, 2009). I find myself struggling with this particular concept extensively. With the type of personality that I have, I constantly look for everyone to like me; therefore I never really established a close and intimate relationship with a significant person that means anything. Zucker, Ostrove, Stewart, (2002) reported that identity certainty may continue to increase over the course of adulthood. I am finding that having tried to make people like me that I lost a part of myself. I lost who I was. In finally having the chance to really experience life with someone who loves me for me, I can focus on doing things for myself as well as doing things for my significant other as well, thus making us both happy in our relationship. Erikson (1950) also argues that Intimacy has a counterpart he calls distantiation which is the readiness to isolate and, if necessary, to destroy those forces and people whose essence seems dangerous to our own, and whose territory seems to encroach on the extent of ones intimate relations. Once people have established their identities, they are ready to make long-term commitments to others. If people cannot form these intimate relationships (perhaps because of their own needs) a sense of isolation may result. In comparing Kohlberg’s and Erikson’s developmental theories, I discovered that I can relate my life to both theories. There have been both internal (Erikson) and external (Kohlberg) forces that have affected my life. Internally, it was the nurturing and love I received from my Grandmother as a child. She also taught me life lessons. Externally, I watched my grandmother care for her grandmother. It gave me a love and passion for caring for the elderly, not realizing that it was also teaching me how to care for her when she could no longer care for herself. In the mention of Erikson’s â€Å"identity crisis†, I realize that most of my life stages were identified by such crises. At the age of 5, I experienced abandonment and rejection from my father. This shaped my childhood and adolescent years around seeking to hurt before being hurt and also looking for love and attention in others. I learned that a child who grows up not receiving a lot of love and affection may later in life look for love in all the wrong places, thus leading to promiscuous behavior, gang involvement, and /or drug use to fill the void. Subsequently, as an adult I found it hard to acquire and maintain intimate relationships. Kohlberg’s moral development theory focuses more on reasoning. Though growing up I never tried to figure out why I was the way I was or why I did the things I did for attention or to get my way, I have begun to look at the reasons behind those actions and have started to correct the negative characteristics of my being. Other factors come into play when speaking of the developmental stages of one’s life. These factors include gender differences, environmental, cultural, and ethnical influences. My father, not having nurturing abilities, failed to realize or comprehend the devastation and effects of his leaving the home had on me. Environmentally, most of us lived off of the land and were friendly to each other. However, most of the environment was that of country living and also racial separation. Culturally, our elderly were not placed in nursing homes but remained in the home to be cared for by family. My grandmother cared for her grandmother who cared for her daughter, one not absent from the other. My grandma instilled in me many morals and values that influenced my behavior today. In conclusion, Erikson’s stages of psychosocial development theorize that there are certain accomplishments that one must encounter to successfully move to the next stage in life. His findings have shown that, in life, sometimes it requires an â€Å"identity crisis† to force an individual into another stage so that person may keep moving forward. There are many different aspects of his psychosocial stages that can shape a person into a healthy human being. Personally, I feel that as growing through each stage of my life according to Erikson, I am on my way to being the perfect role model for his theory. References Allen, K. E., Marotz, L. R. (2003). Developmental profiles (4th ed.). Albany, NY: Delmar. Crain, W. C. (1985). Theories of development. New Jersey:Prentice Hall. pp.118-136 Crandell, T. L., Crandell, C. H., Vander Zanden, J. W. (2009). Human development (9th ed.).Boston: McGraw-Hill Higher Education Erikson, E. H. (1950). Childhood and society. New York: Norton; Triad/Paladin (1977), p. 242. Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton, p. 54 Harder, A. F. (2002). The developmental stages of Erik Erikson. Retrieved from www.learningplaceonline.com/stages/organize/Erikson.html Stevens, R. (1983). Erik Erikson, an introduction. New York, NY: St. Martin’s Press. Retrieved from http://openlibrary.org/books/OL3161476M/Erik_Erikson_an_introduction Zucker, A. N., Ostrove, J. M., Stewart, A. J. (2002) College-educated womens personality development in adulthood: Perceptions and age difference. Psychology and Aging. 17(2), 236-244.

Liberal Concepts to Promote Peace

Liberal Concepts to Promote Peace Dele-Adelodun Mobolaji Critically evaluate the claims made by Liberals regarding how we might best promote peaceful cooperation between states. INTRODUCTION Liberalism can be described roughly as the ‘freedom for the individual’ as it believes that humans are good natured beings.[1] It is often perceived as the only true â€Å"persuasive and alternative view† of International Relations.[2] The core of the liberal peace theory constitutes a definition of long-term peace and security which is based on both the values of democracy and justice. Liberals have made certain claims as to how its theories can help create peaceful cooperation among states. The concept of liberal peace was first suggested by liberal classical analyst Immanuel Kant[3] in the late 18th century. His dream was that all countries become incorporated into a web of political, commercial and organizational arrangements that are mutually reinforcing and rewarding and thus reduce, if not eliminate the probability of conflict.[4] Kant suggested that economic mutuality and trade creates favourable conditions for international cooperation among states. His s uggestion also includes the implementation of democracy functions as the basis for global peace, democracy will also check the power of leaders and states, wars are likely to become less prevalent when and if democracy flourishes throughout the world. Lastly, through the formation of international organisations for the regulation of the international interdependence, their good relationships are secure. It is not individual factors, which lead to a more peaceful world, but rather all the element working in conjunction which eliminates conflict. Where these settings are present, state liberalists believe there is peace or these conditions are ideal for building peace. Their main claims are democracy, interdependence (commerce through trade), and international organizations systematically and symbiotically enhance the absence of warfare and the creation of enduring peace. The core concepts, claims and foundations liberals came up with will be explained in this essay, how Interdependence, democracy and formation of international organisations would help attain world peace. BODY Democracy The concept of liberal peace was first suggested by liberal classical analyst Immanuel Kant and referred mainly to democratic states. This association of democracy with peace is based in Kant, who believed that lasting peace would only occur after states had a representative government with separation of powers and civil constitutions respecting private property and asserting equality before the law.[5] Leaders of democracies as well as the citizens generally benefit from avoiding conflict especially with one another because the political cost of fighting wars are higher for democratic leaders.[6] If they win a costly war, the domestic political cost may be high. Jack Levys famous assertion encapsulates the idea behind Democratic Peace Theory as well as any written, which is perhaps why it is referenced so often: The absence of war between democracies comes as close to anything we have to an empirical law in international relations.[7] Liberals suggests that democracies will rarely g o to war against one another or even threaten each other. This has almost become a statement of truth. Arguably one of the forerunners of modern liberal democracy, the United States, has an international policy based upon the principles of the democratic peace theory, President Clinton stated in his 1994 state of union address that ‘Democracies do not attack each other’ meaning that ‘ultimately the best strategy to insure our security and build a durable peace is to support the advance of democracy elsewhere’[8]. Democracies do not usually go to war with each other mainly because of institutional constrains and because of the democratic norms and cultures they have. The first institutional constraint, explains that democratic governments are reluctant to go to war because they must answer to the citizens, Michael Doyle builds on Immanuel Kant proposition.[9] The second institutional constraint include checks and balances, it looks at three specific features of a state’s domestic political structure: executive selection, political competition and the pluralism of foreign policy decision making process. States with executives answerable to section body should be more highly constrained and hence less likely to go to war.[10] The democratic norms elucidation holds that â€Å"the culture, perceptions and practices that permit compromise and the peaceful resolution of conflicts without the threat of violence within countries come to apply across national boundaries toward other democratic countries.†[11] This means that democratic states have developed a positive view of other democratic states. Many liberal theorists are of the view that it is only when there is an end of tyranny around the globe and universal liberal democracy and respect for human rights that international peace will prevail.[12] They also make claims that when democracies come into conflict with each other, they only rarely threaten to use force, because it is illegitimate to do so and believe that conflicts are to be resolved peacefully by negotiation and compromise.[13] According to Doyle â€Å"liberal democracies are uniquely willing to eschew the use of force in their relations with one another.†[14] There have been debates in International Relation about whether democracies are generally more peaceful than other types of systems. The issue of the proposition that democracies do not fight one another does not mean that democracies do not fight at all. For example the Second World War could be seen as a fight against fascism and therefore for democracy. More controversially one justification for the Vietnam War of the 1960s and the 1970s was that it was necessary in order to protect the values of the free world.[15] The argument here is that liberal democracies are much more inclined to conduct the ir relations with others on a peaceful basis. From this it follows the best way to ensure a long lasting peace in international relations through the spread of liberal democratic government on a global scale. Economic Interdependence Economic interdependence has similarly made a contribution to our understanding of peace. There have been harmony of interest between the states and people of the world, these mutual interests are rooted to mutual benefits which arise from commerce through trade. As Angell suggests, war can become obsolete if trade flourishes between countries because trade brings mutual gains to all the actors, irrespective of how powerful they are.[16] Moreover, free trade mitigates barriers and tensions between countries and propels interaction, friendship and understanding.[17] Trade is a one of the major parts of liberal tradition as well as of Kant. Other theorists like Montesquieu claim that â€Å"Commerce is the cure for the most destructive prejudices,† and â€Å"Peace is the natural effect of trade.†[18] There is evidence that trade helps to reduce interstate conflicts, The World Trade Organisation (WTO) list ten benefits of the trading system it manages, the first being that it helps to keep the peace between states because ‘sales people are usually reluctant to fight their customers’.[19] Trade depends on the expectation of peace from with the trading partner. Liberals have always argued that interdependence lowers the likelihood of war by increasing the value of trading over the alternative of aggression meaning that independent states would rather trade than evade.[20] The use of force reduces the gains from trade and imperils the flow of information necessary for the development of mutual understanding.[21]The pacific benefits of economically important bilateral trade seem well illustrated by the experience of the United States with China over the past twenty years. After the Communist government began to open its economy in the late 1970s, its political relations w ith the United States became far more peaceful than they had been during the Cold War.[22] This thaw in relations began with a deliberate political decision to improve them, but as trade increased, both sides gained a greater stake in keeping the peaceful. This still happened considering the fact that China did not become significantly more democratic. Although there was a period in history, the period up to World War I where there was an inconsistency for the liberal theory, the Europeans reached an unprecedented level of trade, yet it did not stop them from proceeding into war. Realist argue to contradict the liberal theory claiming that the war was preceded by high interdependence level but trade levels had been high for the previous thirty years, but even if the interdependence was a necessary condition for the war, it was not sufficient.[23] Liberals also argue that economic interdependence between states reduces conflict as conflict discourages commerce. Economic interchanges favour world cooperation. Countries that are interested in benefiting from international trade and commerce necessarily need to create friendly relations with other states. On the one hand, economic interactions between two different states inevitably necessitate that those countries augment the number of their contacts for different reasons. Throughout history states have sought power by mean of military force and territorial expansion. But for high industrialized countries, economic development and foreign trade are more adequate and less costly means of achieving prominence and prosperity. That is the costs of using force have increased and the benefits have declined. For example, economically successful countries of the post-war period are the trading states such as Germany and Japan have refrained from traditional military political option of high military expenditure and economic self-sufficiency instead they have chosen the trading option of an intensified division of labour and increased interdependence.[24] Trade raises the cost of conflict and also the benefits of conflict avoidance and conflict management. The costly nature of conflict is also central to contemporary applications of the bargaining theory commercial relations increase the likelihood of peace because trade and investment make costly signals possible. This argument particularly corresponds to the idea that the risk of conflicts between states is reduced by creating a common interest in trade and cooperation for the state’s mutual benefits. An intergovernmental organisation can be defined as a formal, continuous institution established by treaty or other agreement between governments with a long –range purpose. In the contemporary world, international law is often expressed in international organizations. International Organisations are included in the Kantian peace theory. Kant believed that international law would operate most powerfully among democracies (republics), which would form a loose â€Å"federation† of sovereign states (an international organisation) to facilitate their peaceful relations and provide a framework for collective security against threats from states that were not republics.[25] The evolution of the European Common Market into the European Union required European states to restore stable democratic government to ease the flow of goods, services, capital and labour throughout Western Europe and this experience recorded great success. There has been growth in the number of internati onal organizations since the end of World War II. In 1909 there were 37 increased to 293 in 1990, there would not have been an increase if these organisations had little or no contribution to peace creation which is usually set out in their goals. International Governmental Organisations (IGOs), these organisations are usually multipurpose and they get involved in a wide range of activities which include promoting international commerce and investment, environmental concerns, health or human rights which all come back to the promotion of peace among its member states.[26] International organisations may play a role in adjudication and arbitration of disputes by mediating among conflicting parties. These activities are important because they reduce the cost of enforcing contracts, encourage their creation, and promote exchange.[27] Like in the case where the secretary general of NATO helped mediate the dispute between Greece and turkey over Cyprus in 1967 and was able to forfend the widening of the war.[28] Norms and rules developed within IGOs may facilitate arms control and delegitimize the use of force. The Agency for the Prohibition of Nuclear Weapons in Latin America and the Caribbean, for example helped to free the region of nuclear weapons. Shared norms create common interest helps to promote cooperation. IGOs may develop interests and preferences that are more stable than and to a degree independent of those of their member state.[29] International Governmental Organisations foster ways in which countries may peacefully resolve their conflicts while expanding the ways in which they view commonalities among their interests with wide-ranging set of potential belligerents as well as potential allies. However, it is also important to note other extremely significant institutions that assist in the making the world more peaceful by providing economic stability, cooperation and growth in the world such as the International Monetary Fund (IMF), World Bank and others. The most notable international organisation for the analysis is the United Nations (UN). The United Nations recorded great success in the intervention in Mozambique where there was a struggle to transit into democracy. There was a civil war which broke out in 1997 the Mozambique Resistance Movement was formed to oppose Government (Front of Liberation of Mozambique) which was in power at that time.[30] The conflict ended after the intervention of the United N ations in 1992 and a general peace was reached. During the ‘experience of Mozambique’, the United Nations managed to achieve one of its ‘rare peacekeeping successes. If not for the intervention of the UN the outcome of the civil war would have been disastrous. Liberal institutional theory argues that IGOs foster nonviolent conflict resolution and constrain the advent of disputes. This explains that IGOs resolve disputes preferably by the peaceful methods rather than the use of force. CONCLUSION In conclusion, the claims made by liberals to achieving peaceful cooperation among states are possible through the casual effects of democracy, interdependence and membership of international organisation. This three elements work best when they are applied together. The essay explains that if the Kantian elements are set at high levels, the incidence of fatal disputes will drop. Liberal analyses indicate that each of the three elements of Kantian peace does make a significant, independent contribution to peaceful interstate relations. BIBLIOGRAPHY Alec Stone Sweet and Thomas Brunell. Constructing a Supranational Constitution: Dispute Resolution and Governance in the European Community American Political Science Review 92 (1998): 63-81. Bruce Russett ‘Liberalism’ in International Relations Theories 3rd ed.Angell, Norman: ‘The Great Illusion’, London: Heinemann, 1910. Burchill, Scott et. al: Theories of International Relations. New York: Palgrave MacMillan, 2009 Bruce Russett and John Oneal. 2001. Triangulating Peace: democracy, interdependence and international Organizations. Christopher Layne, ‘Kant or Cant: The Myth of the Democratic Peace’, International Security, Vol. 19, No.2 (Fall, 1994), pp. 5-49 Dale C. Copeland, â€Å"Economic Interdependence and War: A theory of Trade Expectations,† International Security, Vol. 20, no.4 (Spring 1996) Jill Steans Lloyd Pettiford, International Relations: Perspectives and themes John M. Owen, ‘How Liberalism Produces Democratic Peace’, International Security, Vol. 19, No. 2 (Fall, 1994), pp. 87-125 Kant, I.,Perpetual Peace: A Philosophical Sketch, 1975, at http://www.constitution.org/kant/perpeace.htm. Karle, Warren: Realism and Liberalism continue to shape the ways in which policy makers conceptualize international relations, Australian Public Service Center, Shedden Working Papers Series, 2003. Levy, Jack. Domestic Politics and War. In The Origin and Prevention of Major Wars. Robert Rotberg and Theodore Rabb, eds. Cambridge University Press, 1989. Michael N. Barnett and Martha Finnemore, The Politics, Power, and Pathologies of International Organizations (1999). Michael W. Doyle, ‘Kant, Liberal legacies, and Foreign Affairs’, Philosophy and Public affairs, Vol. 12, No. 3 (Summer, 1983), pp.205-235 Ray, James Lee (1998),, â€Å"Does Democracy Cause Peace?†Annual Review of Political Science, 1. pp. 27-46 Russett Bruce Martin (1993), Grasping the Democratic Peace The Cyprus conflict at http://www.cyprus-conflict.net/narrative-main-%203.html Weinstein, Jeremy M., January 2002. Mozambique: A Fading U.N. Success Story. Journal of Democracy, 13 (1), 141-156 World Trade Organisation, http://www.wto.org/english/thewto_e/whatis_e/10ben_e/10b01_e.htm 1 [1] Michael W. Doyle, ‘Kant, Liberal legacies, and Foreign Affairs’, Philosophy and Public affairs, Vol. 12, No. 3 (Summer, 1983), pp.205-235 [2] Karle, Warren: Realism and Liberalism continue to shape the ways in which policy makers conceptualize international relations, Australian Public Service Center, Shedden Working Papers Series, 2003. [3] Kant, I.,Perpetual Peace: A Philosophical Sketch, 1975, at http://www.constitution.org/kant/perpeace.htm. [4] Bruce Russett and John Oneal. 2001. Triangulating Peace: democracy, interdependence and international organizations. [5] Ray, James Lee, â€Å"Does Democracy Cause Peace?† Annual Review of Political Science, 1. (1998), pp. 27-46 [6] Bruce Russett and John Oneal. (2001) n 4 above [7] Levy, Jack. Domestic Politics and War. In The Origin and Prevention of Major Wars. Robert Rotberg and Theodore Rabb, eds. Cambridge University Press, 1989. [8] John M. Owen, ‘How Liberalism Produces Democratic Peace’, International Security, Vol. 19, No. 2 (Fall, 1994), pp. 87-125 [9] Christopher Layne, ‘Kant or Cant: The Myth of the Democratic Peace’, International Security, Vol. 19, No.2 (Fall, 1994), pp. 5-49 [10] Ibid page 9 [11] Russett, Grasping the Democratic Peace, p. 31 [12] Jill Steans Lloyd Pettiford, International Relations: Perspectives and themes [13] Bruce Russett ‘Liberalism’ in International Relations Theories 3rd ed. [14] ibid [15] Jill steans Lloyd Pettiford n 12 above [16] Angell, Norman: ‘The Great Illusion’, London: Heinemann, 1910. [17] Burchill, Scott et. al: Theories of International Relations. New York: Palgrave MacMillan, 2009 [18]Michael W. Doyle, n1 above Pages 205-235 [19] World Trade Organisation, http://www.wto.org/english/thewto_e/whatis_e/10ben_e/10b01_e.htm [20] Dale C. Copeland, â€Å"Economic Interdependence and War: A theory of Trade Expectations,† International Security, Vol. 20, no.4 (Spring 1996) [21] Bruce Russett and John Oneal. (2001) n 4 above [22] Ibid. [23] Dale C. Copeland n 20 above [24] Robert H. Jackson, Georg Sà ¸rensen, ‘Introduction to International Relations’ Oxford University Press, 2007 Political Science [25] Russett, Bruce John R. Oneal., (2001) n 4 above [26] ibid [27] Alec Stone Sweet and Thomas Brunell. Constructing a Supranational Constitution: Dispute Resolution and Governance in the European Community American Political Science Review 92 (1998): 63-81. [28] The Cyprus conflict at http://www.cyprus-conflict.net/narrative-main-%203.html [29] Michael N. Barnett and Martha Finnemore, The Politics, Power, and Pathologies of International Organizations (1999). [30] Weinstein, Jeremy M., January 2002. Mozambique: A Fading U.N. Success Story. Journal of Democracy, 13 (1), 141-156