Accounting vs Economic Income

Accounting vs. Economic Income Abstract This paper explores further into two different peer reviewed articles, and one chapter of an accounting book. These articles express the dynamics of accounting and its perspectives. It also equates for how they are determined and the usefulness of the income based on changes in the value of credits and liabilities. In addition, it expresses the need for education in both forms of income, and specific training required to truly understand the differences. Keywords:Accounting, Investments, Income, Assets, Liabilities Accounting versus Economic Income Introduction Accounting income and economic income may sound the same, but they vary greatly. Knowing the correct terminology is the mark of a true professional. (Kida & Hicks, 1982) There are several definitions and several different ways to approach the topic, but altogether they establish a better understanding. In accounting income and economic income there is more to them, than just definitions. There should be a clear understanding and precise knowledge of the two. Summary Economic income represents an increase in the command over goods and services, or as economists refer to it as a measurement of â€Å"better-offness† (Walther, 2010). The Hicks approach addresses economic income is a change in wealth. This is simplified by a consumption of withdrawals by owners and savings, which constitute changes in an owner’s wealth. (Lamberg, 2002) Both interpretations of the economic income are very similar, and rely on wealth. In economics, value and income concepts are thought of in terms of theoretical concepts. † (Kida & Hicks, 1982) Accounting income can be defined per word. Where â€Å"accounting measurements tend to be based on historical cost determined by reference to an exchange transaction with another party (such as a purchase or sale) and income represents â€Å"revenues† minus â€Å"expenses† as determined by reference to those transac tions or events. † (Walther, 2010) The FASB (Financial Accounting Standards Board) approach to accounting income is revenues, plus ains, minus losses, and minus expenses, but the IASC (International Accounting Standards Committee) refers to accounting income as revenues plus gains. (Lamberg, 2002) Several different approaches to the accounting income, but in general they are all alike. â€Å"The concept of income for accounting purposes has been traditionally based on a set of rules and regulations utilizing an historical cost approach. † (Kida & Hicks, 1982) In order to see if students in college could really understand the differences in the two, a study was done. The purpose of this study was to test for income and value concepts to trained students in accounting and those not trained. † (Kida & Hicks, 1982) The original hypothesis of this test was the students without the accounting education would tend to leer toward and economic approach or value based accou nting system where income is viewed as a change in wealth, and the students with the knowledge and understanding would recognize the accounting procedural approach closely related to the historical cost convention. Kida & Hicks, 1982) A ten question multiple choice test was given out to 438 students at several universities, 206 with accounting training and 232 without any accounting knowledge. The original hypothesis was confirmed. The students without any accounting knowledge generally leered to an economic standpoint, and thought there answers were in a justified manner. â€Å"It appears that the students often become so adept at learning specific rules and regulations of accounting procedure that they overlook the more global issue of just what it is they are measuring. (Kida & Hicks, 1982) Students need an appreciation of the dynamics of accounting. (Lamberg, 2002) Conclusion In conclusion, economic income is basically about wealth, accounting income is mainly based more on how everyone determines the status of a company’s financial status. Accounting and economic knowledge is very useful. It continues to grow more and more in depth and knowledge is needed for all students in order to succeed in the business world. In today’s colleges, economic income concepts with the accounting procedural approach in both economics and accounting courses need to be implemented. In addition, it may be desirable to require an advanced economics course for accounting majors which reemphasizes the theoretical value based concepts. † (Kida & Hicks, 1982) References Kida, T. , & Hicks, D. (1982). Economic versus Accounting Income: The Impact of Education on students concepts. Journal of Economic Education, EBSCO Host acessed August 2010 , 40-46. Lamberg, E. (2002). Economic versus Accounting Income. Business Source Complete Database , 30-34. Walther, L. (2010). Chapter 3 Income Measurement (27-44). Retrieved from Principles of Accounting: http://www. princ iplesofaccounting. com/pdf/Chapter%203id. v. 070107. pdf

Succubus Dreams CHAPTER 12

â€Å"I can't believe you keep coming back,† Dante told me when I showed up at his shop the next day. To no one's surprise, the place was empty. â€Å"Me either,† I admitted. I never felt welcome here, yet I didn't feel I had anywhere else to go. â€Å"How do you stay in business?† â€Å"Beats me. I don't suppose you're here to give me the best night of my life? You missed your El Gaucho chance, though.† â€Å"I'm here because I had another dream.† â€Å"You're using me, succubus.† He sighed and sat down at the chintzy table. â€Å"Okay. Give it to me.† Settling down across from him, I recapped the latest dream events. â€Å"Not really much in the way of new developments,† he pointed out afterward. â€Å"You got, like, thirty more seconds of plot.† â€Å"Does it mean anything?† â€Å"Hell if I know.† I narrowed my eyes. â€Å"You are the worst dream interpreter ever.† â€Å"Nah.† He rested his chin in his hand, elbow propped on the table. His expression was typically lazy. â€Å"I'm a very good interpreter. There's nothing to interpret in your dream, though, unless it's just your subconscious lamenting your infertility. Which is likely. It also suggests you have bad taste in music. Is ‘Sweet Home Alabama' really playing each time?† Now I sighed. â€Å"The dreams clearly aren't prophetic either since we know it's impossible for you to have a kid.† He drummed his fingers on the table, face thoughtful. â€Å"You sure you might not adopt or something?† â€Å"She was mine,† I said firmly. â€Å"My own flesh and blood. I could feel it.† â€Å"Okay. Far be it from me to argue delusional maternal instincts. But like I said, it doesn't really matter. The content, I mean. What matters here, I guess, is the energy loss.† I could have hugged him. â€Å"Finally, someone fucking thinks that's important.† â€Å"It's a pattern now. Can't really blame it on anomaly anymore.† â€Å"So what's it mean?† â€Å"You sure you want the opinion of the worst dream interpreter ever?† â€Å"Good grief! Get on with it.† â€Å"If you were human, I'd say without a doubt that you were being preyed on.† I flinched. â€Å"What? What do you mean?† He reached across the table and caught my hand, flipping it over absentmindedly while he thought. I was too caught on the word preyed to care about him touching me. Little Kayla's words popped into my head. They're monsters. They swoop in the air and go in people's dreams. â€Å"You and I both know there are plenty of supernatural beings walking the world. Some walk the dreamworld and don't really have humans' best intentions at heart. Not that you do either. And honestly, some aren't too different from you. They crave human life and energy, and they can suck it out of dreams.† â€Å"But they can't do that to me?† â€Å"Mmm.† He let go of my hand. â€Å"I don't see how. You don't make your own energy. You steal it too. But who knows?† I shivered. The idea of some creature – some parasitic creature – latching on and sucking out my life made me ill. I was fully aware of the hypocrisy, however, seeing as I did the exact same thing all the time. â€Å"So†¦what kind of creature might be capable of doing that?† â€Å"Dunno. Not my specialty.† â€Å"But you're a dream expert! Shouldn't you know about dream†¦creatures?† â€Å"Supernatural creatures are Erik's thing, not mine. You should ask him.† â€Å"You're the worst dream interpreter ever.† â€Å"So I hear.† His earlier seriousness flitted away. â€Å"So†¦are we going to have sex now?† I stood up. â€Å"No! Of course not.† Dante threw his hands up. â€Å"What more do you want? I actually gave you useful information this time. And it's not like you couldn't use the fix – small or no.† â€Å"It's more than that,† I said. Suddenly, I hesitated. â€Å"I†¦I know you now.† â€Å"What's that supposed to mean?† â€Å"If you were some anonymous guy, there might be a chance. But now you're like a†¦Ã¢â‚¬  Friend wasn't quite the word I was looking for. â€Å"†¦an acquaintance.† He appeared genuinely baffled for once. It was almost amusing. â€Å"I'm really not following this, succubus.† â€Å"I've got a boyfriend, remember? When I have anonymous, casual sex, it's not really cheating. But if I do it with someone†¦Ã¢â‚¬  â€Å"†¦you like?† Was it my imagination, or was there something hopeful in his eyes when he asked that? â€Å"No, I don't think I like you. But I don't exactly dislike you either. The point is, you aren't anonymous. It would be cheating.† He stared at me for several moments, and whatever glimmer of hope I thought I'd seen was definitely gone. â€Å"No wonder succubi are so good at passing as human women. You've certainly got the head games and complete lack of rationality down.† â€Å"I've got to go.† â€Å"You always have to go. Where to now? Some anonymous guy?† I rose. â€Å"No, I'm going to find Erik and see if he can actually give me useful information.† â€Å"I did give you useful information!† â€Å"Debatable.† â€Å"Well, let me lock up, and we'll see what Lancaster has to say.† I froze. â€Å"What do you mean ‘we'?† Dante grabbed some keys from behind the counter. â€Å"You've piqued my curiosity. I want to see how this turns out. Besides, you owe me for my help, seeing as you won't put out.† â€Å"‘Help,' indeed,† I muttered. He walked to the door with me. â€Å"Did it ever occur to you that in spite of how unuseful you think I am, I'm still kind of concerned about what happens to you?† â€Å"No,† I said. â€Å"It actually hadn't.† But I let him go with me over to Arcana, Ltd. When we stepped inside, we found Erik unpacking a box of books. He smiled without looking up, having sensed me. â€Å"Miss Kincaid, always a – † He stopped when he noticed Dante. For the first time in our friendship, I saw Erik look angry. It was disturbing. Frightening, even. â€Å"Mr. Moriarty.† Dante nodded his greeting. â€Å"Always nice to see you.† The expression on Erik's face showed the feelings weren't mutual. He straightened up from his work and walked over to the counter. Crossing his arms over his chest, he peered at both of us. â€Å"What can I do for you?† No cordial host or tea chats today. The air between the two men suddenly felt thick and oppressive. I spoke uncertainly. â€Å"We†¦that is, Dante thinks he has an answer to my dream problems.† Dante laughed, wearing his trademark smirk. If he bore Erik the same animosity, he was hiding it well. â€Å"I wouldn't call it an answer, succubus. More like a theory.† â€Å"I've had the dream again,† I told Erik. â€Å"More than once now. And I still keep losing my energy. Dante says it could be some kind of†¦dream creature preying on me.† I stumbled over the words. The concept was still too ludicrous. â€Å"But he didn't know what kind. He said you might know.† Erik shifted his eyes from Dante to me. I could tell the old man was still unhappy about us being there together, but he cared about me too much and couldn't stop himself from helping me. I wondered at what point over the years I had earned such regard. And how. He sighed and gestured us to the table. We all sat down, but no tea was offered. â€Å"Something like that going after a succubus is hard to imagine,† Erik said at last. â€Å"That's what I thought,† said Dante. His lighthearted mask had slipped a little. He looked much as he had in the store, thoughtful and curious. He reminded me of a mechanical engineer I'd once known. The guy couldn't help himself when it came to fixing some technical problem. Give him something in pieces, and he had to analyze it and figure it out. Dante might give me a hard time, but his nature, corrupt or not, couldn't stay away from this. Erik's eyes studied me, hard and intent. I was an intriguing puzzle for him too. â€Å"If I had to pick†¦I'd say the symptoms most match Oneroi.† I'd heard of them. They'd been in the Greek myths I'd grown up with. â€Å"Dream spirits?† Dante considered. â€Å"More than spirits. They're the children of Nyx and Erebus.† I shuddered. I'd heard of them too. Nyx and Erebus. Night and Darkness. Primordial entities of chaos. They were powerful and dangerous. The world had been born of chaos, true, but it was also a fact – even science agreed – that the universe was always trying to move back toward chaos. Nyx and Erebus were destructive – so much so that they were now locked away, lest they tear the world apart. The possibility that their children could be sucking away my life made me feel sick again. Dante was still turning this theory over in his head. â€Å"Yeah, that'd be the closest. But they still don't match one hundred percent.† â€Å"Nothing does,† admitted Erik. â€Å"I've never heard of anything attacking a succubus.† â€Å"What do Oneroi do exactly?† I asked. The two men exchanged glances, each waiting for the other to explain. Erik was the one who stepped up. â€Å"They visit mortals in their dreams and feed off the emotions such dreams stir up. Victims of Oneroi wake up drained and sick.† More irony. Legend said that succubi visited men in their dreams too and took their life. â€Å"That's what's happening to me,† I argued. â€Å"Why couldn't it be them?† â€Å"It could be them,† agreed Dante, â€Å"but like we said, the details don't fit. Oneroi can seize control and shape what you dream. But the dreams they stir up are usually nightmares. Fear and other dark emotions tend to be more intense – they offer more for the Oneroi to feed off of. Your dreams are short, and they're†¦fluffy.† â€Å"Fluffy?† â€Å"Well, I don't know. Not nightmares. They're intriguing to you. They bring out emotions – fascinated, happy emotions. They're giving you visceral reactions, I suppose, but not the type that the Oneroi usually go after.† â€Å"And,† continued Erik, â€Å"there's also the fact that you aren't an ideal choice for them. You're inefficient. You're a conduit, a link to the mortal world and their energy. If Oneroi are stealing from you, they have to wait for you to get your power from someone else first. Far simpler for them to take directly from a human.† I suddenly realized I'd forgotten something. â€Å"One other weird thing happened†¦more than the energy loss†¦Ã¢â‚¬  I explained about waking up feeling cold and wet. â€Å"I guess that's kind of weird,† said Dante, â€Å"but I don't know that it's really related to this.† â€Å"Well, except later that day, I read this article about a guy who went crazy and tried to swim across the Sound. He thought it would help his family – and it did because he drowned and they got his insurance money. When I read the article, the wet and cold feeling came back. It was like†¦for a second, I was him. I felt exactly what he'd felt. Like I was drowning too.† â€Å"Empathy,† said Dante. â€Å"You read it and imagined what it must be like.† â€Å"No.† I frowned, trying to bring the feeling back. â€Å"I†¦I felt him. I knew it was him I was feeling. That guy. The same way I knew the girl was my daughter. It was in my gut.† Dante looked annoyed. â€Å"Would have been helpful to know this earlier.† â€Å"I forgot. I didn't really see it as relevant until now.† â€Å"Have you ever had anything like this happen before? Knowledge of something you didn't experience?† â€Å"I don't think so.† Erik glanced at Dante. â€Å"Clairvoyance?† â€Å"I don't know. Unlikely. Too many variables. None of them mesh.† Dante turned his gaze back on me. â€Å"Have you talked to your own people about this?† I shook my head. â€Å"Jerome's been gone. I mentioned the first dream before he left, but he didn't seem very concerned.† â€Å"Well, I don't know what to make of it,† Dante said. â€Å"Nor I,† said Erik kindly. â€Å"But I will look into this for you.† â€Å"Thanks,† I told him. â€Å"I really appreciate it.† We stood up, and like that, the momentary truce between Erik and Dante vanished. Erik looked stormy once more. Dante appeared smug and condescending. â€Å"Miss Kincaid,† Erik began stiffly. â€Å"You know I have nothing but the highest regard for you, and I am more than happy to assist you in any way you need. I also recognize that Mr. Moriarty can also offer you help. But I would prefer it if†¦Ã¢â‚¬  â€Å"†¦if you don't bring me around anymore,† finished Dante. He saluted. â€Å"Noted, old man. Meet you at the car, succubus.† He turned and walked out of the shop. Erik's mood didn't vanish with Dante's departure. I could still sense the fury radiating from him. Erik had said Dante was corrupt, but really, so was I. Erik didn't have this kind of reaction around me. There was something I was missing here. â€Å"I'm sorry,† I told Erik. â€Å"I didn't know it would bother you so much.† â€Å"You couldn't have known,† he replied wearily. â€Å"And after all, I was the one who directed you to him.† â€Å"I'll keep him away,† I promised. I thanked him again and went out to meet Dante. He leaned against my car, his thoughts obscured by a lazy smile. â€Å"Why does Erik hate you so much?† I asked. Dante glanced down at me. â€Å"Because I'm a bad man who does bad things.† â€Å"There's more to it than that,† I said. â€Å"And you don't seem that bad. The worst things you've done are trick customers and offer useless information. Although†¦well, you actually were pretty helpful just now. But like I said, I don't think you're as bad as your reputation implies.† â€Å"How would you know?† I shrugged. â€Å"Instinct.† In one swift motion, Dante snaked his hand behind my neck and pulled me to him. I put a hand on his chest and started to push him away and then stopped. There was a warmth in his body, the eagerness of a man who'd been deprived of something for a very long time. To my surprise, I felt arousal burning in me – a yearning of my own to touch someone who wasn't all business. I experienced that feeling a lot, and it usually got me into trouble. My succubus nature woke up, wondering if energy might be on its way. And despite my lofty talk earlier about not sleeping with people I was acquainted with, I suddenly wanted him to kiss me. I wanted his energy – just a taste. His mouth moved toward mine. I started to close my eyes and part my lips – then, abruptly, he stiffened. Releasing me, he stepped back. I opened my eyes, staring in astonishment. â€Å"What the hell?† I asked. â€Å"You backed off. And after all the grief you've given me about sleeping with you.† â€Å"You're drained and hungry, succubus,† he said. â€Å"It'd be like taking advantage of a drunk girl.† â€Å"Right. And you've never done anything like that.† â€Å"Yeah, well, I'm not eighteen anymore.† He opened the car door. â€Å"Are we going or not?† I studied him a bit longer, thinking again I saw that hope and compassion from earlier. I was starting to wonder if a lot of his cattiness was just bravado, hiding the same insecurities everyone in the world had. I kept my psychoanalysis to myself, however, and joined him in the car. We drove back to his shop, our usual flippant banter obscuring anything serious that might have happened.

Cosco Business Model Analysis

The ancillary are businesses that is in or next to the warehouse to extend the product and services to make the costumers more satisfied and to shop more frequently 2. Is Cost supplying, manufacturing, or retailing its product? Cost is an intermediate between the manufactures and the retailers, but is still a retailer that sells to the end user. Cost Is a sort of a retailer that buys most of their merchandise directly from manufactures and sells It In warehouses to members who are Involved with some sort of business. Members can be business and Individual with a evidence of business existence). Cost Is also offering services to their embers as gas stations, car washes, one-hour photo centers and so on. 3. Who is the end user of Costs product? Other businesses (EBB) but also individuals with a member card can shop at Cost warehouses for personal use. What does the business need? O Key activities/ capabilities- Cost has a great power to put pressure on the suppliers to lower the price as they buy huge volumes.In that way Cost can sell their products to a lower price o Key resources ; Intellectual property (name, trademark, copyrights , patents, trade dress)adds value and its one of the most important factors in Costs success. Important factor cause of the high competition in the retail business. ; Own warehouse* everything internally o Key partners Services as check printing services, auto and home insurance, online investing do provide benefit for the members, Are generally provided by a third-part and vary by country and state. This service separate Cost from their competitors ; What does Cost offer? Value Proposition- tiny range – Limit specific Items pallets and ranks- simple display – low prices o Performance- custom oriented – additional products, services, and warranty o Many of their consumable products are only offered for sale in case, carton or ultimate-pack quantities = for business o â€Å"Getting the Job done† – Ca r wash, insurance, check printing, food court* services to makes shopping and life easier for the customers, and encourage members to shop more frequently o Design brand/status- Important success factor o Price/ cost reduction Offer lower prices because of the high sales volumes and rapid inventory turnover.That combined with the operation effectiveness by volume purchasing, effective distribution, reduced merchandise (self-service warehouse) creates a lower gross margin and Cost can therefore sell their products for a lower price. Just in time o Risk reduction Cost has a strong brand name and has members who pay to be able to buy there. Combined with a high member satisfaction that generally accepts return of merchandise, and a 90 days return policy, technical support, extended warranty on electronics. Accessibility Online shopping to provide their members a full accessibility with home delivery o Convenience/usability Who are Cost serving and how are they reaching and taking care of them? O Costumer segments Mass market- Segmented- Business and special members o Channels – Costumers can buy it in store or online Dedicated Personal assistance- provided by a third party (customer services) ; Self service- Key factor- self service lower the labor cost ; Automated services- membership, CRM Communities – magazines, coupons* keep members and attract new How are we financing the business?

Project Planning Essay Example | Topics and Well Written Essays - 750 words

Project Planning - Essay Example It is very important that these items are able to conform to certain quality standards. The client i.e. IRTC cannot take it upon itself to ensure the quality of each and every item. The software, in particular, happens to be the backbone of a reliable computerized billing system. The accuracy, reliability and robustness of such items can be ensured by a reliable vendor only. Facilitator: Though a vendor in principle is supposed to supply the items to the company on a pre-agreed set of terms and conditions, yet for third party products being supplied to the company, the vendor can act a facilitator, if need arises. Such facilitations often come handy in getting company officials trained in operating those equipment or software, maintaining and repair of the system or for future upgrade. Independent Observer: While the system is being implemented, a vendor can act as an independent observer at each stage of system implementation and planning. Because the vendor has supplied such items to similar companies and for similar purposes, at times even minor suggestions from the vendor prove crucial during system validation, testing and implementation. The First Customer: Well, there's every possibility that we need to pay the bills of the vendor as soon as the system becomes functional. In fact this payment depends on the number of items supplied and the terms of payment. In this way, the vendor becomes one fo the first customer of the company, which helps in making the system compatible with our requirements. Trainer: At times, when the supplied items are not of very large value, implying that the company is not in a position to arrange independent training for its staff in operating the system, the vendor's experience comes in handy. The vendor helps in training the manpower, by arranging short duration training sessions of a day or two. Long term partner: Once the mutual expectations are met, the company and the vendor feel comfortable in dealing with each other, thus gives scope for better understanding. This helps in leveraging this partnership in future expansion plans. 2. What are the advantages and disadvantages of using the vendor in these roles for this project Advantages: Following advantages could accrue to the company if the vendor comes up to the expectations i. Company gets a reliable billing system ii. Company is able to offer higher standards of quality to its customers iii. The costs associated in the form of delays and errors gets eliminated iv. Company is able to get its personnel trained at reasonable costs and without much delays in making the new system operational v. Company's officials get to test the project workflow software with more confidence vi. Open lines of communication between the vendor and company can help in resolving minor glitches during the operations. A timely advise often proves very crucial. vii. Whenever in future the company feels the need for upgrade or replacement of the system the vendor can help with his experienced advice. Disadvantages: There are some disadvantages as well in seeking long term partnership with the vendor. Such disadvantages are experienced when the vendor becomes too profit oriented is all his dealings. Some such disadvantages are; i. The company might loose the advantage of the competitive rivalry of the market in soliciting

Market Data and Pay Grades and their Structures Essay

Market Data and Pay Grades and their Structures - Essay Example The desserts and pastries offered include pies, cakes, donuts, cupcakes, and many other treats. To differentiate our service, we offer personalization to include names, phrases, or exact matched colors. With this service, we are providing high quality personalized sweets and treats to our customers. Compensation Needs Direct compensation will be based on education and experience for each position. Thus, each position will receive different levels of direct compensation based on their job description. Directors, supervisors, and the human resources department will all be salary based. For indirect compensation, each will be offered medical, dental, and vision insurance and a 401k retirement plan. Other indirect compensation will include holidays, vacation, sick, and paid time off. To ensure employee morale remains high, merit pay increases offered based on work performance and incentives offered based on company performance. HR Mission Simple Sweet Six Corporation is dedicated to the provision of the highest quality of services to its clients while treating each person with value, friendliness, company pride, and a sense of warmth. To our employees: SSS is committed to providing its staff with equal opportunities for learning and personal growth in a working environment that is stable and favorable to all. We will provide quality services and support in employment, training and development, employee relations, benefits, compensation, and safety to all employees. This will help to better serve our clients. Lastly, the firm will treat each employee with respect, equity, and value within the organization. Job Profiles and Market Data and Analysis Human Resource Manager The human resource manager in Simply Sweet Six is responsible for managing the most important resources of the organization. The manager provides consistent, proactive and practical assistance to employees in addition to provision of advice and direction. The manager reports to the director while his /her services are to all managers in other departments on HR policies within the firm. Due to the requirements of the position, the HR manager is responsible for hiring and recruitment of employees in the organization. He/she also organizes employee training and designs a compensation systems for employees together with other management team members of the company. The employees’ database is developed and maintained by the HR manager. Specific responsibilities of the manager are as outlined in the next section. To define the strategy for learning and recruitment of employees in the organization, set high measures, principles, and provision of solution to HR issues facing the firm. Throughout his/her duties, the HR manager will provide pragmatic and consistent guidance to employees and giving them advices on resolution of conflicts, attendance and issues related to employee performance. The HR manger should identify practical solutions to practical and complex issues related t o the management of human resources to the management of the SSS. The HR manager will compile and manage HR documentation for use by other managers. Moreover, he/she would brief other managers on HR policies adopted by the organization especially in relation to establishment of a winning team to solve complex issues within the firm. The HR manager liaises with the recruitment team in the organization in order to harmonize compensation issues related to each job category. In addition, he/she prepares the payroll data for

What were the principal causes and consequences of the Essay

What were the principal causes and consequences of the Spanish-American War - Essay Example The paper tells that various wars were fought by Cuba in order to gain independence from Spain. Spain held the country as a colony ever since the end of the 19th century. These wars were labeled as the Cuban War of Independence. While these wars were being fought, Cuba’s status was slowly being changed. Slavery was abolished in October 1886 and many of these liberated slaves were able to gain positions as farmers or urban working class employees. These social changes caused rich people to lose their properties, downgrading their status to middle class. A significant amount of money was also flown into Cuba from the US, with amounts reaching almost 50 million dollars. While money was flowing into Cuba, issues on whether the country was US or Spanish territory were raised politically and economically. During the Cuban War of Independence, the last few months of the conflict triggered the bigger Spanish-American War. Spanish colonial policies were revised soon after the country e xperienced two major losses in the colonial wars. These defeats caused the loss of its colonies in the Americas and in the Peninsular Wars. Soon after, the concept of the Spanish empire was being redefined by Spain. Spain’s colonialism can be explained in terms of culture and language. Although oceans separated these territories from each other, their culture and language united them as Spanish colonies. CÃ ¡novas also claimed that Spain was remarkably different from other empires such as Britain, and France. As opposed to these empires, Spain uniquely contributed to spreading civilization to the New World.3 On the other hand, the US also had its own interests in the Caribbean area. According to the US Monroe Doctrine, it would not allow any interference in any states’ issues and goals in expanding their colonies. Interestingly, however, Spanish Cuban colonies were exempted from the statement. For Americans, Cuba has been attracted by offers to be brought from Spain a nd other Americans were also high in ‘their hopes of future annexation’4 of the country. The US government did not however consider the same possibilities for other Spanish colonies like the Philippines, Guam, or Puerto Rico.5 Canovas del Castillo was in charge of Spain’s restoration following the wars and it mandated General Martinez-Campos to control the uprisings in Cuba. The general was however unable to control these insurgent activities; he was then replaced by General Valeriano Weyler who succeeded in stripping the insurgents of their weapons and supplies; he also moved many of the insurgents into reconcentration camps. This move however enraged the US and labeled Spain’s actions as extermination, not civilized warfare.6 Towards the end of the 19th century, various factors eventually came together in the US which established its concerns on overseas expansion. Concerns were also growing on new markets and other sources for its raw material needs7. T he erratic economy of the late 1800s where the US was hit with depression, prompted the US to consider the foreign expansion of its markets. In effect, they saw the foreign market as a market which could take in their industrial and agricultural surpluses at the same time, one which they could also get their raw materials from8. Latin America and the Far East were considered fertile ground for its economic plans. America was however very much aware that in order for it to succeed in its economic expansion plans, it also needed to build a strong navy to protect its interests9. This meant that the US would have to establish its naval bases in the Pacific islands of the Far East, including the Philippines, Guam, and American Samoa10. A canal through Central America would therefore also be necessary for its economic expansion plans. Other elements also came into play in the Spanish-American war. The end of the 19th century also brought about the missionary expansion of American Protesta nt Churches11. These missionaries

Cancer Alley Essay Example | Topics and Well Written Essays - 500 words

Cancer Alley - Essay Example According to Gale (2006), â€Å"in 2002 Louisiana had the second-highest death rate from cancer in the United States. Although the national average is 206 deaths per 100,000, Louisiana's rate is 237.3 deaths per 100,000† (Gale, 2006, par. 2). In another website, the CajunCrawfishPie.com, the question was evaluated and responded to by indicating that â€Å"several scientific studies have been conducted which claim that the rate of cancer in the region is actually lower than the national average. According to the Cato Institute, cancer alley is an environmental myth. Many scientists have also declared that if there are any higher rates of illnesses within cancer alley, they are likely due to the high rates of people that smoke tobacco. Local residents and environmental activists have claimed that the few scientific studies that have been conducted in the region have been faulty due to sloppy record keeping by the state† (CajunCrawfishPie.com, 2008, par. 3). With the contr asting information, there is a need to seek other researches to determine the validity of the contentions.

See directions Essay Example | Topics and Well Written Essays - 500 words

See directions - Essay Example This meant that he did not have to be transferred from one slave to another work in out of season without payment. Being free, Douglass could do any kind of work of his choice without being forced and eat well even if it was not much food. As illustrated in the narrative, Douglass hired out his time to worker as a calker but all that he earned went to his Master Hugh. If only could enjoy what he toiled for, then he could say he had freedom. According to Douglass (p.68), the desire to be free then started to overwhelm him while in slavery and that prompted him to find a way to achieve his own freedom. This was a matter of death and life but Frederick Douglass decide to give it a try than to acknowledge his life as a slave and live with it. The only way that Douglass could be free and get to enjoy freedom for the rest of his life was to escape from the slaveholders. After planning it all, and making up his mind, Frederick Douglass finally achieved his freedom from slavery by escaping out of the slavery and went seek a better life in a free world. It is fact that at the time, the cases of slavery and slave trade was something common. That is why a narrative like this of Frederick Douglass was very popular. Many black men and women were sold and enslaved by the white people. There they could work for their work white masters for the rest of lives (Douglass p.113). However, others like Douglass who are lucky to escape get a chance to start their lives a fresh out of slavery. This is clearly seen from the fact that Mr. Ruggles was there to help those who escaped from slavery. This means that there were many black people who worked as slaves. In Bedford there were people who had escaped from slavery and went to start new lives in freedom. Thus the story of Frederick Douglass was not a unique case at that time. The techniques used and the flow of the narrative by Douglass was very descriptive and flowing. Therefore, one can say

Construction Technology And Innovation Essay Example | Topics and Well Written Essays - 3000 words

Construction Technology And Innovation - Essay Example In the provided setting, looking out for all the environmental impacts comes in handy. The building is located in a busy location with a lot of traffic. It is thus important to understand that the cars passing by the house do not spend a lot of time at the location because the ground is rather weak. It is a requirement that the house uses rather tough tiles and the most recommended is the ceramic tiles. Green Raw Materials and Concepts Ceramic is harder than stone and hence effective enough to use in places with clay soil and having many people around. In the making of such houses, it is important to ensure that there is minimal use of space while still providing satisfactory area for people to use. The surrounding environment to the house should not have any building around it and should provide ample space for some form of field with grass. Grass is necessary seeing as the ground beneath is clay provides a rather smooth setting and environment for growth. Moreover, research has sho wn that having chemicals sprayed over the grass eventually leads to the clay soil beneath the foundation of the house stronger and can assist during the rainy season (Vasil, 2009, 77). Clearly, having ample grass space is not an aspect to conform to because it is a town setting but leaving space for it nevertheless is advisable in the setting. Clay soil is strong and provides a great support for the foundation and the basement. This is from the way its particles join to form one large compact Substance. This substance leaves no space for air and thus makes it even harder. However, during the dry periods, the soil gets wet and the particles, having not supported themselves alone, end up breaking into pieces. This consequently has the building developing cracks and eventually falling to the ground, which is a hazard needless to state. Below is an example of a building in the initial stages of construction just before the pouring of concrete Energy Conservation Conservation of energy i s one of the most important aspects to understand when dealing with the construction of a green building basement. The basement in this situation is for the provision of energy from a more effective and reputable source. Natural lighting comes in effective for the preservation of any type of commodity that the building owners may term important. The basement should have photovoltaics that are rather an effective method to save on energy used in not only the preservation of the basement, but also the establishment of the foundation. Fuel cells to run the mortar in the creation of bricks can come from new house appliances. An environmentally friendly house is otherwise known as a green house. Inspection An inspector is a vital aspect in the analysis of the already set foundation for the building. Most precisely an engineer ought to observe the already set foundation for the determination of the stability position that the building will have. Failure to analyze this may lead to the con tractors and the builders carrying on with their work with no idea whatsoever of the sensitivity of the issue (Pearon, 2011, 102). The surveyor then comes in after this stage and determines the kind of footing to put depending on the type of building that the owner requires. In this case, a green house would require a rather high footing provided the soil formation and characteristics at the

New product development Essay Example | Topics and Well Written Essays - 250 words

New product development - Essay Example The feature has been described in a manner that it is distinguishing the product from the rest. For example, the image of the beverage is to look natural. That distinguishes the product from the rest. Moreover, the design also looks different. The fact that the beverage is natural also means it is simple in making and in design with no chemicals. That is an attractive feature. The second feature is the benefit associated with the product is the positioning. The product is positioned outside the school business on St Lawrence and 15th Street. The advantage associated is with the distance. The target group in this case is the students. The students will not have to walk long distances to search for their natural juice. The next concept is the cost. Since the beverage is made from fresh pressed apple cider, the cost will be affordable for all the customers. That is the concept and perception that the consumer will have. In addition, the target audience is the students hence the prices must be pocket friendly to win a huge number of

Ethics of social media Essay Example | Topics and Well Written Essays - 2500 words

Ethics of social media - Essay Example However, such responses from the veterans are subjected to continue rejections and challenges with time as the technology of the social networking is changing and facing new horizons. The main aspect of the use of this technology can be seen by the transformation of the communication process, but the social bonding is virtually ethical or not needs a constant reply. The bonding is in terms of friends, parents’ children bonding, and employer link to employee, coworker to other coworker, student and teacher, neighbors, buyer and sellers, doctor connections with patients and many others. The ethical conclusions on such networking technologies are not based on personal grounds. The interacting web service is complex in nature with connection to the online and offline world, the different motives of the developers and corporations comes out to be disputable and therefore, it is in the basic need of some strict philosophical and ethical balances for the future years of the networkin g world. Definition and history of social networking services: The phrase â€Å"social networking† has diverse meaning and concepts with no clear definition. As humans on earth are in constant reach of social networking by one way or the other since the time of the birth (Boyd 16). History has showed that humans developed several ways to came in contact with one another and in social interaction by many means and ways, thus, making the particular institutions and affiliated places like private or public clubs, lodge and church. Moreover, humans developed and invented tools for communication like telegram, telephone, postal services and others. So, when philosophers maintain the ethical balance for the social networking communication, they are of the means that what would be the ethical influence of the ambiguous social networking service, which is formed from the web 2.0 software standards. The same was evolved first in the beginning of the twenty first century. Before the ap pearance of web 2.0 standards, the internet based social networking was there for the last many years through computer operations. The first official networking was done through computer in 1970 in the U.S by the military ARPANET and after that it began to expand in order to provide facility to many newsgroups based on the internet use, mailing electronically, bulletin board system, multi user dungeons and other rooms dedicated for the chat purpose that were based on topics and social identities. The initial form of social networking communication evolves organically for the purpose of discovering medium for institutional, academic and commercial ranges. Therefore, web 2.0 standard were introduced in order to provide the users with collective, user formatted and sharing of internet based content and during this, the major purpose of the web 2.0 developers was commercialized and institutional based. They knew the potential of the internet based subsystem and worked to improved it fur ther. Particularly, the web 2.0 gave the platform to the users to make their online and offline presence- a latest practice that moved the internet communication from its general form that was based on anonymous discussions without concealing the true identities. The latest standard of interaction through internet was initiated by orkut, MySpace, LinkedIn, Friendster, habbo, bebo and facebook by revealing true identities. The next standard was based on sharing of intern

Starbucks Management Essay Example for Free

Starbucks Management Essay Management clearly plays one of the biggest roles in how successful a company can and will\be. Starbucks profoundly shows exquisite and powerful connections with their employees and coffee suppliers. Their management skills shadow Mitz Berg’s liaison roles and Katz’s human and conceptual theories by taking it into their own hands to connect and support each supplier. Not only does Starbucks show these great managerial aspects, they portray the beauty of an open system and use of the modern behaviors in their roles. Starbucks is a great example of a beautifully functioning business, integrated with the interpersonal skills needed to thrive. Management is defined as the process of dealing with or controlling things or people. Dub Hay, the Starbucks Senior VP of coffee, demonstrates some of the best managerial skills needed to be successful in a company. Hay shows that he can properly control the flow of product into a company by also controlling the relationship he has with the product growers. Jerry Miccolis and Marina Goodman state â€Å"†¦ the relationship between any two assets changes with how the assets themselves are performing (47). They put it quite perfectly, relating back to how Starbucks would not be able to operate so perfectly without the proper relationship with their assets, the growers and suppliers. Starbucks, according to Hay, specifically pays more for their coffee from their suppliers so that their suppliers may have a steady income as well. This builds an excellent relationship as well as product security quality and flow into the company. According to an online video, this process is obviously working for Starbucks for they have more than 6,000 outlets in 30 countries with annual revenue of 3. 3 million dollars (http://lc. gcumedia. com/zwebassets/courseMaterialPages/mgt240_starbucks-video-v1. 1. php). This revenue and success are not only measured upon sales, but upon managerial roles as well. Mitz berg has many managerial roles but the one that Hay portrays the best is the liaison role. The liaison establishes and maintains contacts inside and outside of an organization. Hay specifically demonstrates this by ensuring that each supplier of coffee has the best income possible and is producing the best coffee possible. Starbucks chooses its suppliers carefully and makes certain they know the exact practice of producing the best coffee beans. This relationship is what

History of Primary Education Reform 1871-1904

History of Primary Education Reform 1871-1904 1. Siam in the Expansion period 1905 1934 In the preceding chapter, we considered the foundation period of primary education reform from 1871 to 1904, particularly in relation to ethics instruction. In this chapter, we will consider the second period of reform the expansion period. This period, extending from 1905 to 1934, embraced the last five years of King Rama Vs reign (1905 1910), together with the reigns of Kings Vajiravudh (or Rama VI, 1910 1925) and Prajadiphok (or Rama VII, 1925 1934). These were eventful years for Siam, witnessing the rise of a new political class, the countrys entry upon the international stage through its participation in the Great War and the League of Nations, the effects of the Great Depression, the abrupt transition from absolute to constitutional monarchy in the revolution of 1932, and the abdication of the reigning monarch Rama VII in 1934. ‘Goodness, beauty and prosperity will be with them throughout their lives if they have acquired education.'[1] These words from Rama Vs decree of 1871 sum up his vision of education, including its moral dimension. As we have seen, he began by ‘modernising education within the palace, but by the end of his reign had embarked on the expansion of educational opportunities to people of all classes throughout Siam. Early in the expansion period, the subject of Ethics was added to the primary curriculum, its content comprising essentially a course in Buddhist morality. This reflected the anxiety of Rama V that the people would lose touch with their ethical and spiritual roots in Buddhism a possible undesirable side-effect of his own attempts modernise (which meant, in effect, to ‘secularise) the education system. At the start of the foundation period, Rama Vs most pressing educational concern had been to produce more highly qualified and competent administrators to staff the offices of his government. By the end of his reign, however, the realisation was growing that a modern state needed not just a literate bureaucracy but also a diversely skilled workforce capable of supporting a productive and diversified economy. Thus, by 1913, King Vajiravudh (Rama Vs son) had proclaimed two national educational goals: to broaden the scope of public education beyond the art of reading and writing, and to educate the people for productive vocations.[2] Attempts to develop basic education on these lines, and even to provide opportunities for higher education, continued through the reign of Prajadhipok (Rama VII: 1925-1934). In 1932, however, a coup took real power from his hands, leaving him as a figurehead. Nevertheless, the cause of public education was taken up vigorously by the new national government. Article 63 of the 1932 Constitution stated that ‘all educational institutions must be under the State and more than half of the population will complete primary education by 1942.'[3] The revolution had been carried out in the name of democracy, but the revolutionaries were uncomfortably aware that the Siamese people had little notion of what would be required of them in a parliamentary state. Thus Siams the school system found itself charged with an additional task to educate citizens for democracy. Before focusing on the changes made to education in the expansion period, we must explore more fully these aspects of the historical context.[4][5] 1.2. Politics and Administration 1905-1934 (B.E. 2448-2477) Faced with the advance of western colonialism, King Rama V had embarked on a radical program of modernization of Siamese society. Only a ‘modern Siam could preserve its independence and identity against Western power. But modernisation was a long-term strategy. In the short term, it was necessary to play for time by cultivating friendly relations with the colonial powers, in the hope of forestalling any confrontation that might lead to the loss of territory or sovereignty. Accordingly, Rama V signed a number of unequal treaties, granting extraterritorial rights to European citizens, and even gave up some of his dominions to assuage the imperial appetites of Britain and France. From 1894, Rama V carried out a major administrative reorganization, putting in place a system which still forms the basis of public administration today. Administration was decentralized to regional and local authorities (Monthons) under the power of the Interior Ministry. Each region comprised a number of provinces (or towns), and each province a number of districts and villages. The head of each region was a Lord-Lieutenant, or sometimes a Viceroy, who was invested with full power to administer his area under the provisions of the Royal Decrees promulgated from time to time. Governors and district officers were appointed in all rural areas. Bangkok was exempted from this system, as the king remained its supreme head, although he delegated this power to the Metropolitan Ministry.[6] Taken as a whole, these measures were successful both in maintaining the countrys independence throughout the turbulent years of the Western colonial threat and in providing a foundation for the modern system of government.[7] [Was this the local government system that inherited responsibility for the local schools in 1935, after the failure of the local committee system was acknowledged?] 1.2.1. King Vajiravudh (1910 1925) At the death of Rama V in 1910, his son Prince Vajiravudh succeeded to the throne as Rama VI. The first Siamese monarch to receive an education abroad, Vajiravudh had attended Sandhurst and Christchurch College, Oxford, spending nine years in England before his return to Siam in January 1903.[8] As king, Vajiravudh continued the process of nation-building and administrative reform begun by his father. By this time, the educational initiatives of the previous reign were producing actual improvements in the quality of governmental administration. Junior officials were better qualified and more capable. In addition, at the elite levels of government, many of the kings brothers had, like the king himself, completed studies in Europe in a range of fields including natural science, finance, public administration, military science, and diplomacy. They were able to bring this expertise to their leading roles in government. As a result of the high importance attached to it by the crown over two reigns, government service acquired a prestige that made people prefer it to other occupations. In the expansion period, the government increasingly saw that this tendency was not wholly beneficial to the broader development of Siams society or economy.[9] Peoples aspirations needed to be channelled in the direction of economically productive work. Meanwhile, the upper echelons of the growing bureaucratic class had become part of a new social elite. There were two other strands to this elite: the officers of the new standing army, and the business class that had emerged since the Bowring treaty opened up Siam to free international trade in 1855. Together, these three groups formed a new ‘political class that increasingly resented its exclusion from power. As we will see, this sense of exclusion ultimately found expression in the revolution of 1932. Vajiravudh, however, was more preoccupied with Siams fortunes in the international arena than with creating a fairer distribution of power within the kingdom. If Siam was to stay independent, its people had to be made patriotic and ready to fight for their nation. Accordingly, from the beginning of his reign, he tried to promote nationalistic feelings in Thai men and boys, and to develop military discipline and training. To this end, he founded the Boy Scout Organization in 1909. Boys were encouraged to join the scouts, where they learned to be patriotic, to obey rules and orders, and to sacrifice themselves for their country.[10] In 1911, a Senior Scouts Corps was established and became, in effect, a territorial army. As we will see, scouting activities were also eventually incorporated into the school curriculum. Thus, these patriotic and military virtues became part of the ethics that the school system tried to inculcate. Another step in the same direction was the creation of the ‘Wild Tiger (Sua Pa) Corps in 1911. The name was borrowed from the group of men who kept watch on the frontiers of Siam. These Wild Tigers of the past were believed to have embodied qualities such as hardiness, patriotism, piety, fearlessness, and devotion to the king, combined with deep knowledge of both nature and warfare all the qualities, in short, that Vajiravudh wanted to promote among Siamese manhood in his own day.[11] World War I provided Siam with an opportunity to test its new military prowess, and to raise its international profile. Vajiravudh prudently maintained neutrality through most of the war, but in July 1917 he decided that the time had come to demonstrate Siams progress towards modern nationhood. He entered the war on the side of the Allies, sending an expeditionary force of 1,200 volunteers to Europe. Shortly after entering the war, Vajiravudh also changed the national flag, abandoning the motif (introduced by Rama II) of an elephant on a red ground, and replacing it with the Siamese tricolour, which remains in use today. The choice of red, white and blue was a shrewd gesture of solidarity with Siams war allies in particular the colonial powers, Britain and France which had flags of the same three colours. The deeper significance of the flag, however, was as a symbol of the new consciousness that Vajiravudh wanted to create in Siam and for which education was to be an important instrument. The Siamese (still, in reality, mainly a nation of subsistence farmers, living in remote villages, most of whom had never seen a foreigner, or read a newspaper) had to be made more aware of their Siamese identity; they had to be made to feel a patriotism that transcended local loyalties, and become willing to fight or make sacrifices for their country. The new flag communicated this duty. It had five horizontal stripes (from top to bottom: red, white, blue, white, and red). The red stripes stood for the nation (and for blood spilt in its defence), the white ones for religion (the moral purity of the Dhamma), and the wider blue band in the centre occupying one-third of the total area symbolized the monarchy. The monarch would be a focus for patriotism, crystallising a vague sense of belonging into a specific obligation. In this way, loyalty to the monarchy became part of ‘ethics that were cultivated in the school system. Vajiravudhs efforts to play the part of friend to the colonial powers met with some success. Upon the defeat of Germany in 1918, Siam participated in the Versailles conference and became a founding member of the League of Nations. Having thus achieved a presence in the international arena, Siam began to renegotiate the unequal treaties of the two preceding reigns. In 1920 the United States became the first country to give up special trading privileges and extraterritorial rights, except in certain cases.[12] But growing international esteem could not stop growing discontent at home, which was in fact being fuelled by education. By this time, not only members of the royal family were being educated abroad. Some members of the foreign-educated elite brought radical political ideas back with them when they came home from Europe. At the same time, Siam itself was becoming more exposed to western culture, as the growth of literacy created a minority market for newspapers and literature. Western novels and romances were translated, and film screenings were common in Bangkok by the time Vajiravudh came to the throne in 1910. Ideas of freedom and equality were part and parcel of this cultural influx.[13] At the same time, the conspicuous wealth and unrestrained power of the royal family began to provoke resentment. The behaviour of Vajiravudh, an aesthete who loved display, tended to fuel this ill will. His coronation in 1910, a grand affair attended by royalty from Europe and Japan, swallowed no less than 8% of the national budget. This and other extravagances, such as his enthusiasm for palace-building, soon got him into debt, necessitating a foreign loan. For all Vajiravudhs intellectual sophistication, such habits made it difficult for him to command the same respect as his father. A challenge to absolutism began to take shape in Siam among the new political class.[14] Even before Vajiravudh, Rama V had been confronted with the question of whether to share his power. As we have seen, he resisted the suggestion that he move towards a more constitutional form of government in his lifetime. However, he realised that this resistance could not last forever. Shortly before his death in 1910, he stated to ministers his wish that the Crown Prince Vajiravudh should introduce a constitution and a parliament when he eventually to the throne.[15] When that time came, however, Vajiravudh did no such thing. In 1912, two years after Vajiravudhs accession, a group of junior army officers, exasperated with absolutism, plotted a coup detat. Their plan was discovered before it could be implemented and the leaders were imprisoned. However, the attempt forced Vajiravudh to recognise the vulnerability of his position. At first, he attempted to enter into dialogue with the critics by giving lectures and writing articles for the press (something that his education and literary ability qualified him to do), sometimes under the concealment of pseudonyms.[16] For example, in Klon Tid Law (‘Mud on Wheels), he argued that the main obstruction to the development of the kingdom was the lack of competent people: the implication was perhaps that Siam was not ready for democracy yet. But by 1916 the king had lost patience. Giving up on dialogue and experimentation, he opted for repression. He began by closing down certain newspapers on various pretexts, and in 1923, (after some years of hesitation prompted by fear of western criticism), he enshrined censorship in law, prosecuting many publishers and closing many presses. Yet even now, realising perhaps that history was against him, he equivocated by showing some willingness to move towards constitutional government. As late as 1924, he stated that: If people really want a constitution, and if it is well intended, then petition for it. I shall not hold any grudges against anyone for doing so. I shall consider the pros and cons of the petition. I myself think that it is better to have a constitution, and feel that for one person to hold absolute power is not judicious.[17] However, any further steps that he might have taken towards constitutional government were cut short. After ruling Siam for 15 years, Vajiravudh died of blood poisoning in 1925 at the early age of 44. King Vajiravudh deliberately ignored the current tradition that each reigning ruler usually set up one royal monastery by turning his attention to setting up an educational institution instead; he had Vajiravudh College established under his patronage. [This might go better in the later section on religion. It might suggest that the influence of Buddhism faded a bit in Vajiravudhs reign.] 1.2.2. Prajadhipok (Rama VII) 1925-1934 King Prajadhipok, officially named Rama VII, came to the throne in 1925. He promulgated many new laws such as the Land Expropriation Act 1928, the marriage law amendment 1930, etc. [Something should be said about the significance of these laws. Otherwise, the reader learns little from these statements.] All of these laws were thoroughly scrutinized [by whom?] and were strictly adhered to by the populace, which positively affected the country [This sounds too blandly positive and uncritical see my ‘advice.] [Also, I think you need to say something about Prajadhipoks policies on education and Ethics instruction. If he simply continued the policies of Rama VII, you need to say so explicitly. ] Prajadhipoks plans were upset by two great events. The first was the Wall Street crash of 1929, which triggered the Great Depression. Siams economy, like that of many other countries, was hit hard, and this fuelled the grievances of the political class. This dissatisfaction led to the second great event of the reign the 1932 coup detat, which compelled Prajadhipok firstly to accept a constitutional form of government, and then to relinquish power altogether by abdicating.[18] As we shall see, the 1932 revolution also had an impact on the development of education, which thereafter was geared to the process of democratization. [19] Even before the coup, Rama VII himself was aware of the dangers inherent in absolute monarchy. Intellectually, to some extent, he accepted the necessity for change. However, he proceeded too cautiously and slowly. Two years after his accession, he created a Supreme Council and the Committee of the Privy Council as means of broadening participation in decision making. Unfortunately, both these bodies were packed with members of the royal family and the aristocracy, and so did nothing to appease the frustrations of the political class. Like his two predecessors, Prajadhipok took the view that Siam was not ready for an elected legislature. It would be unfair to dismiss this as a convenient rationalisation for maintaining absolutism. Prajadhipok was not the only sceptic on the question of whether democracy could work in Siam. In 1926, Francis B Sayre, an American advisor originally hired by Vajiravudh, was consulted by Prajadhipok on a variety of pressing political questions, including democracy. Sayre later recorded his advice as follows. Discussing these issues with His Majesty, I had to point out the inherent dangers. In Siam there was no middle class. The Siamese peasants took little or no interest in public affairs but lived their simple lives in secluded rural districts. To set up a legislature and clothe it with real power overnight without an educated electorate to control it would be likely, I suggested, to invite trouble and possible corruption. Power uncontrolled was almost bound to breed corruption†¦ As I talked with him I felt the utter sincerity of the new monarch and his real desire to lead Siam modern nationhood.[20] The revolution of 1932 was not a mass uprising; no crowds were rallying in the streets. It was a bloodless coup conducted by leading elements of the new political class, eager to seize a share of power. Sayres view that there was no widespread popular demand for democratic institutions at this time is corroborated by the contemporary account of the Bangkok Times: There was no evidence that the masses took any part in the recent demonstration. The discontent of several salaried classes, especially of the officers of the Army and Navy, clearly counted most in the movement. At the same time a contributory cause is to be found in the extension of education in Siam since the middle of the nineteenth century. King Rama VII introduced western methods and technique to the country and the numbers of Siamese students trained in Europe increased. And [these classes of] educated officials, administrators, and officers having once been formed, it was only a question of time and opportunity before they demanded a share in the government of the country.[21] The coup was staged by a group calling itself the Peoples Party. All of them were of the ‘commoner class (khun nang), in other words from outside the ranks of the aristocracy. The ringleaders had begun their conspiracy five years before, in 1927, when they were students in Paris. Their western education had given them a keen sense of the inadequacy and backwardness of Siamese absolutism in the light of current Western democratic ideas. Pridi Banomyong, the leader of the Peoples Party, articulated its aims in six principles: 1. To guard independence in every way to ensure the security of the nation. This included independence in politics, the courts and the economy. 2. To preserve internal security and reduce internal strife. 3. To guarantee the economic well-being of the people, by creating full employment. 4. To make all citizens equal, so that princes and commoners had the same rights. 5. To grant all citizens freedom and equality, provided it did not conflict with the preceding principles. 6. To assure every person of a full education. Acquiescence in the coup was not the only option available to Prajadhipok. Elements of the large armed forces would probably have remained loyal and fought the revolutionaries, had he given the command. However, he wanted to avoid bloodshed, and in principle he had long recognised the need to share power to some extent. He therefore agreed to the Peoples Partys demand for a constitution, hoping to maintain a position of leadership within a constitutional framework. Accordingly, on 10 December 1932, he signed Siams first constitution, ending 700 years of absolute monarchy. This was a major turning point in Thai history, and despite the many constitutions that have followed, the fundamental principles laid down in 1932 remain the same today. Behind the scenes, however, Prajadhipok and leaders of the royalist cause struggled over the next few years to retrieve as much as possible of royal power. There were counter-coups and some limited military confrontations. At one point, Pridi Banomyong, the leading theoretician among the revolutionaries, was briefly forced into exile. Steadily, however, the balance of power shifted to the revolutionaries. In 1934, Prajadhipok sailed to Europe, ostensibly for medical treatment. Long-distance negotiations failed to reach a compromise. In 1935, apparently despairing of the situation, he abdicated. Even today, the 1932 coup remains controversial. Some historians have criticized Pridi and his party for failing to follow their six principles, while others have suggested that the principles themselves were inappropriate to the place and time. Still others have argued that the principles were good, but were misunderstood or misapplied by subsequent rulers, especially Sarit Thanarat, the eleventh Prime Minister, (1959-1963) who in theory was a devotee of the principles, but whose actual rule was a byword for tyranny and corruption.[22] I would agree with his opinion that the six principles should be developed as a network system not separated apparently and also they must be adapted according to the change and the context of time. On balance, however, there is considerable agreement that the move towards democracy in 1932 was premature. Some have gone so far as to blame Rama VII for being too fainthearted in his absolutism, arguing that he should have fought back more decisively against the new elite in the interests of the nation as a whole. As Sayre had grasped, the great majority of Siamese people at this point had no notion of democratic principles, and their participation in any democratic process could at best be passive. They could not discern the difference between absolute and constitutional monarchy. As for the coup leaders themselves, if their understanding of democracy lacked depth, their grasp of the real needs of the people was arguably just as weak.[23] To quote Sayre once again: Students returning from England or France or America often were unhappy and disturbed, with half-baked ideas about democracy and human liberty; they wanted Siam to adopt Western forms almost overnight, as if these were but outward garments. Many felt that Siamese culture was out of date, and their minds seethed with modern, western ideas, often superficial and misunderstood. [24] 1.3. The economy and public finances in the expansion period Although the Siamese economy grew overall through this period, trade was mostly in the hands of foreigners. According to modern government estimates, as much as 40% of the income generated by Siamese trade in this era went abroad.[25] Under the terms of the Bowring agreement, still in force at this time, Siams power to tax foreign businesses was narrowly circumscribed. [26] In 1918, in the aftermath of the World War, the entire world was facing economic recession. Siams balance of payments was in deficit from 1920 to the end of Vajiravudhs reign in 1925. Faced with falling revenues and the consequences of his own earlier extravagance, Vajiravudh was forced to make repeated cuts in government expenditure, and this increased his unpopularity among the military and the bureaucracy, which bore the brunt of the cuts. This situation repeated itself a few years into the next reign. From the onset of the Great Depression in 1929, Rama VII found himself obliged to make cuts in public expenditure. He felt obliged to excuse his action to military officers on February 5, 1931, thus: I fully realize that people who are the victims of the reduction program will be in deeper trouble since it is difficult for them to find other means of livelihood. I consequently feel extremely heavy-hearted and most sympathetic for those who have to leave. If I had other ways in which I could shoulder the burden, I would do everything for them but, as it is, I have no alternatives. [27] However, King Rama VII also encouraged and promoted the cooperative system by promulgating a law governing cooperatives in the year 1928. He commented, â€Å"Farmers who have limited capital but wish to pursue the same aims should form a cooperative so that they can mutually help one another in order to accumulate greater wealth †¦Ã¢â‚¬ [28] Thus the great paradox of the ‘expansion period of education reform was that the states finances, which were essential to fund the expansion of education on the scale intended, were actually in crisis through most of the second half of the period. 1.4. Culture From the reign of Rama IV, many aspects of Western culture were absorbed into Siamese life. As Europe was providing the model for progress in government, economics, and technology, its cultural influence could not be escaped. In some cases change was spontaneous, but in other it was imposed from above by the king. One of the most visible changes was in people style of dress. King Rama V decreed that when he appeared in state, the officials attending him should not dispense with their upper attire. To appear ‘topless would look barbaric to foreigners.[29] Thai women had traditionally kept their hair short and worn a waist-cloth with the end pulled between the legs and tucked in at the back. Now [When, exactly?] they started wearing skirts, grew their hair longer, and wore it in various Western styles. Other examples of royally imposed cultural changes include the introduction of an official calendar and the use of surnames. On the model of the Christian system of dating, Vajiravudh decreed the use of a calendar commencing from the death of the Buddha (the Buddhist Era, abbreviated as B.E.), which he introduced with effect from 1st April B.E. 2455 (A.D. 1912). He also required everybody to have a surname. This was an innovation, as there was no tradition of family names in Siam. In order to comply, most families had to invent surnames for themselves (in some cases, the king obligingly provided one for them!) Even today, although surnames appear on official documents such as passports, they play little part in social interaction: even prominent individuals, including politicians, are usually referred to and addressed by their first name. [all this is interesting, but can you develop it to indicate any specific impacts that the western cultural influx had on your main subject, i.e. p rimary education and ethics instruction?] Yet alongside this Westernisation of culture came a growing official concern to preserve Siamese traditions. King Rama VII established a Royal Institute to manage the Royal City Librarys activities, investigate literary works, administer the national museum, catalogue and preserve ancient sites and objects, and to maintain Siamese arts and handicrafts. 1.5. Religion/Buddhism Throughout the expansion period, the Siamese monarchys traditional support for the textual basis of Buddhism and Buddhist studies was maintained. Vajiravudh promoted the study of Buddhism in the Thai language. Several texts on Buddhism in Thai, compiled during the reign of his father, were already extant, and many writers contributed more during his own reign, especially his uncle Prince Vajirayan, the Supreme Patriarch. Prajadhipok convened a council of monks under the chairmanship of Prince Jinavara Sirivatthana, the Supreme Patriarch of his reign, for the purpose of checking the contents of the 39 volumes of the Tripitaka (the Buddhist scriptural canon) that had been printed in the days of Rama V, comparing it to editions of the Tripitaka from other Buddhist countries. Revisions were made, and a new text, known as ‘the Siam-Rath edition, was printed in 1927.[30] Prajadhipok took an interest in improving the education of children in Buddhism. He once said, ‘The teaching of Buddhism to children in Siam has not been satisfactory. Children must be taught to understand morals when they are very young. Religious texts for them should be written in a way that they easily understand.'[31] To remedy the situation, he established at his personal expense a foundation (which still exists today) to make awards to the winners of regular competitions for the best literary work in Thai on Buddhism. The winning texts were published and distributed to children on Visakha Bucha Day. The position of Buddhism in Siam, and the role of the king in relation to it, were preserved in the 1932 Constitution, which stated that ‘the king must be a Buddhist and the upholder of Buddhism. The role of monks in the modernised school system peaked and began to wane during the expansion period. Although Rama V had clearly seen the need for professional lay teachers, he seems also to have envisaged that monks would indefinitely continue to play a part in modern education. This was part and parcel of his belief that ‘there exists no incompatibility between [the] acquisition of European science and the maintenance of our individuality as an independent Asiatic nation.'[32] As David Wyatt has put it, Rama V believed that ‘Traditional institutions [such as the] Buddhist monkhood†¦ could, without creating copies of Western institutions, be bent to new ends that in essence were not so very different from the ideals of Buddhist Siamese civilization.'[33] During the first part of the expansion period, practical necessity also contributed to the continuation of the monks role in schooling. Modernisation was still in its early days, and the shortage of trained lay teachers obliged the government to continue to rely on the services of monks. Indeed, as late as 1909, we find the government issuing instructions to local authorities that monasteries which had not hitherto made a contribution towards public education should be encouraged to take part in the general endeavour. However, the aim was to produce specially trained lay teachers, and it was inevitable that these would replace the monks in the long run. After all, the monastic sangha was an entity in its own right, with its own agenda and prestige. Monks could never be so amenable to state control as a body of state-trained and state-paid professional teachers. For this reason, from 1915 onwards there was a steady decrease in the total number of monks teaching in schools, even though the number of monasteries being used as school buildings continued to increase for a while. While discussing the role of religion in the new system, we must also note that, although Christianity as a doctrine had little impact on the development of Siamese education (there were relatively few converts), Christian organisations contributed significantly to its growth. It pioneered the modern system of public education in offering Western Education to the kings and his children in the reign of King Rama IV and V. History of Primary Education Reform 1871-1904 History of Primary Education Reform 1871-1904 1. Siam in the Expansion period 1905 1934 In the preceding chapter, we considered the foundation period of primary education reform from 1871 to 1904, particularly in relation to ethics instruction. In this chapter, we will consider the second period of reform the expansion period. This period, extending from 1905 to 1934, embraced the last five years of King Rama Vs reign (1905 1910), together with the reigns of Kings Vajiravudh (or Rama VI, 1910 1925) and Prajadiphok (or Rama VII, 1925 1934). These were eventful years for Siam, witnessing the rise of a new political class, the countrys entry upon the international stage through its participation in the Great War and the League of Nations, the effects of the Great Depression, the abrupt transition from absolute to constitutional monarchy in the revolution of 1932, and the abdication of the reigning monarch Rama VII in 1934. ‘Goodness, beauty and prosperity will be with them throughout their lives if they have acquired education.'[1] These words from Rama Vs decree of 1871 sum up his vision of education, including its moral dimension. As we have seen, he began by ‘modernising education within the palace, but by the end of his reign had embarked on the expansion of educational opportunities to people of all classes throughout Siam. Early in the expansion period, the subject of Ethics was added to the primary curriculum, its content comprising essentially a course in Buddhist morality. This reflected the anxiety of Rama V that the people would lose touch with their ethical and spiritual roots in Buddhism a possible undesirable side-effect of his own attempts modernise (which meant, in effect, to ‘secularise) the education system. At the start of the foundation period, Rama Vs most pressing educational concern had been to produce more highly qualified and competent administrators to staff the offices of his government. By the end of his reign, however, the realisation was growing that a modern state needed not just a literate bureaucracy but also a diversely skilled workforce capable of supporting a productive and diversified economy. Thus, by 1913, King Vajiravudh (Rama Vs son) had proclaimed two national educational goals: to broaden the scope of public education beyond the art of reading and writing, and to educate the people for productive vocations.[2] Attempts to develop basic education on these lines, and even to provide opportunities for higher education, continued through the reign of Prajadhipok (Rama VII: 1925-1934). In 1932, however, a coup took real power from his hands, leaving him as a figurehead. Nevertheless, the cause of public education was taken up vigorously by the new national government. Article 63 of the 1932 Constitution stated that ‘all educational institutions must be under the State and more than half of the population will complete primary education by 1942.'[3] The revolution had been carried out in the name of democracy, but the revolutionaries were uncomfortably aware that the Siamese people had little notion of what would be required of them in a parliamentary state. Thus Siams the school system found itself charged with an additional task to educate citizens for democracy. Before focusing on the changes made to education in the expansion period, we must explore more fully these aspects of the historical context.[4][5] 1.2. Politics and Administration 1905-1934 (B.E. 2448-2477) Faced with the advance of western colonialism, King Rama V had embarked on a radical program of modernization of Siamese society. Only a ‘modern Siam could preserve its independence and identity against Western power. But modernisation was a long-term strategy. In the short term, it was necessary to play for time by cultivating friendly relations with the colonial powers, in the hope of forestalling any confrontation that might lead to the loss of territory or sovereignty. Accordingly, Rama V signed a number of unequal treaties, granting extraterritorial rights to European citizens, and even gave up some of his dominions to assuage the imperial appetites of Britain and France. From 1894, Rama V carried out a major administrative reorganization, putting in place a system which still forms the basis of public administration today. Administration was decentralized to regional and local authorities (Monthons) under the power of the Interior Ministry. Each region comprised a number of provinces (or towns), and each province a number of districts and villages. The head of each region was a Lord-Lieutenant, or sometimes a Viceroy, who was invested with full power to administer his area under the provisions of the Royal Decrees promulgated from time to time. Governors and district officers were appointed in all rural areas. Bangkok was exempted from this system, as the king remained its supreme head, although he delegated this power to the Metropolitan Ministry.[6] Taken as a whole, these measures were successful both in maintaining the countrys independence throughout the turbulent years of the Western colonial threat and in providing a foundation for the modern system of government.[7] [Was this the local government system that inherited responsibility for the local schools in 1935, after the failure of the local committee system was acknowledged?] 1.2.1. King Vajiravudh (1910 1925) At the death of Rama V in 1910, his son Prince Vajiravudh succeeded to the throne as Rama VI. The first Siamese monarch to receive an education abroad, Vajiravudh had attended Sandhurst and Christchurch College, Oxford, spending nine years in England before his return to Siam in January 1903.[8] As king, Vajiravudh continued the process of nation-building and administrative reform begun by his father. By this time, the educational initiatives of the previous reign were producing actual improvements in the quality of governmental administration. Junior officials were better qualified and more capable. In addition, at the elite levels of government, many of the kings brothers had, like the king himself, completed studies in Europe in a range of fields including natural science, finance, public administration, military science, and diplomacy. They were able to bring this expertise to their leading roles in government. As a result of the high importance attached to it by the crown over two reigns, government service acquired a prestige that made people prefer it to other occupations. In the expansion period, the government increasingly saw that this tendency was not wholly beneficial to the broader development of Siams society or economy.[9] Peoples aspirations needed to be channelled in the direction of economically productive work. Meanwhile, the upper echelons of the growing bureaucratic class had become part of a new social elite. There were two other strands to this elite: the officers of the new standing army, and the business class that had emerged since the Bowring treaty opened up Siam to free international trade in 1855. Together, these three groups formed a new ‘political class that increasingly resented its exclusion from power. As we will see, this sense of exclusion ultimately found expression in the revolution of 1932. Vajiravudh, however, was more preoccupied with Siams fortunes in the international arena than with creating a fairer distribution of power within the kingdom. If Siam was to stay independent, its people had to be made patriotic and ready to fight for their nation. Accordingly, from the beginning of his reign, he tried to promote nationalistic feelings in Thai men and boys, and to develop military discipline and training. To this end, he founded the Boy Scout Organization in 1909. Boys were encouraged to join the scouts, where they learned to be patriotic, to obey rules and orders, and to sacrifice themselves for their country.[10] In 1911, a Senior Scouts Corps was established and became, in effect, a territorial army. As we will see, scouting activities were also eventually incorporated into the school curriculum. Thus, these patriotic and military virtues became part of the ethics that the school system tried to inculcate. Another step in the same direction was the creation of the ‘Wild Tiger (Sua Pa) Corps in 1911. The name was borrowed from the group of men who kept watch on the frontiers of Siam. These Wild Tigers of the past were believed to have embodied qualities such as hardiness, patriotism, piety, fearlessness, and devotion to the king, combined with deep knowledge of both nature and warfare all the qualities, in short, that Vajiravudh wanted to promote among Siamese manhood in his own day.[11] World War I provided Siam with an opportunity to test its new military prowess, and to raise its international profile. Vajiravudh prudently maintained neutrality through most of the war, but in July 1917 he decided that the time had come to demonstrate Siams progress towards modern nationhood. He entered the war on the side of the Allies, sending an expeditionary force of 1,200 volunteers to Europe. Shortly after entering the war, Vajiravudh also changed the national flag, abandoning the motif (introduced by Rama II) of an elephant on a red ground, and replacing it with the Siamese tricolour, which remains in use today. The choice of red, white and blue was a shrewd gesture of solidarity with Siams war allies in particular the colonial powers, Britain and France which had flags of the same three colours. The deeper significance of the flag, however, was as a symbol of the new consciousness that Vajiravudh wanted to create in Siam and for which education was to be an important instrument. The Siamese (still, in reality, mainly a nation of subsistence farmers, living in remote villages, most of whom had never seen a foreigner, or read a newspaper) had to be made more aware of their Siamese identity; they had to be made to feel a patriotism that transcended local loyalties, and become willing to fight or make sacrifices for their country. The new flag communicated this duty. It had five horizontal stripes (from top to bottom: red, white, blue, white, and red). The red stripes stood for the nation (and for blood spilt in its defence), the white ones for religion (the moral purity of the Dhamma), and the wider blue band in the centre occupying one-third of the total area symbolized the monarchy. The monarch would be a focus for patriotism, crystallising a vague sense of belonging into a specific obligation. In this way, loyalty to the monarchy became part of ‘ethics that were cultivated in the school system. Vajiravudhs efforts to play the part of friend to the colonial powers met with some success. Upon the defeat of Germany in 1918, Siam participated in the Versailles conference and became a founding member of the League of Nations. Having thus achieved a presence in the international arena, Siam began to renegotiate the unequal treaties of the two preceding reigns. In 1920 the United States became the first country to give up special trading privileges and extraterritorial rights, except in certain cases.[12] But growing international esteem could not stop growing discontent at home, which was in fact being fuelled by education. By this time, not only members of the royal family were being educated abroad. Some members of the foreign-educated elite brought radical political ideas back with them when they came home from Europe. At the same time, Siam itself was becoming more exposed to western culture, as the growth of literacy created a minority market for newspapers and literature. Western novels and romances were translated, and film screenings were common in Bangkok by the time Vajiravudh came to the throne in 1910. Ideas of freedom and equality were part and parcel of this cultural influx.[13] At the same time, the conspicuous wealth and unrestrained power of the royal family began to provoke resentment. The behaviour of Vajiravudh, an aesthete who loved display, tended to fuel this ill will. His coronation in 1910, a grand affair attended by royalty from Europe and Japan, swallowed no less than 8% of the national budget. This and other extravagances, such as his enthusiasm for palace-building, soon got him into debt, necessitating a foreign loan. For all Vajiravudhs intellectual sophistication, such habits made it difficult for him to command the same respect as his father. A challenge to absolutism began to take shape in Siam among the new political class.[14] Even before Vajiravudh, Rama V had been confronted with the question of whether to share his power. As we have seen, he resisted the suggestion that he move towards a more constitutional form of government in his lifetime. However, he realised that this resistance could not last forever. Shortly before his death in 1910, he stated to ministers his wish that the Crown Prince Vajiravudh should introduce a constitution and a parliament when he eventually to the throne.[15] When that time came, however, Vajiravudh did no such thing. In 1912, two years after Vajiravudhs accession, a group of junior army officers, exasperated with absolutism, plotted a coup detat. Their plan was discovered before it could be implemented and the leaders were imprisoned. However, the attempt forced Vajiravudh to recognise the vulnerability of his position. At first, he attempted to enter into dialogue with the critics by giving lectures and writing articles for the press (something that his education and literary ability qualified him to do), sometimes under the concealment of pseudonyms.[16] For example, in Klon Tid Law (‘Mud on Wheels), he argued that the main obstruction to the development of the kingdom was the lack of competent people: the implication was perhaps that Siam was not ready for democracy yet. But by 1916 the king had lost patience. Giving up on dialogue and experimentation, he opted for repression. He began by closing down certain newspapers on various pretexts, and in 1923, (after some years of hesitation prompted by fear of western criticism), he enshrined censorship in law, prosecuting many publishers and closing many presses. Yet even now, realising perhaps that history was against him, he equivocated by showing some willingness to move towards constitutional government. As late as 1924, he stated that: If people really want a constitution, and if it is well intended, then petition for it. I shall not hold any grudges against anyone for doing so. I shall consider the pros and cons of the petition. I myself think that it is better to have a constitution, and feel that for one person to hold absolute power is not judicious.[17] However, any further steps that he might have taken towards constitutional government were cut short. After ruling Siam for 15 years, Vajiravudh died of blood poisoning in 1925 at the early age of 44. King Vajiravudh deliberately ignored the current tradition that each reigning ruler usually set up one royal monastery by turning his attention to setting up an educational institution instead; he had Vajiravudh College established under his patronage. [This might go better in the later section on religion. It might suggest that the influence of Buddhism faded a bit in Vajiravudhs reign.] 1.2.2. Prajadhipok (Rama VII) 1925-1934 King Prajadhipok, officially named Rama VII, came to the throne in 1925. He promulgated many new laws such as the Land Expropriation Act 1928, the marriage law amendment 1930, etc. [Something should be said about the significance of these laws. Otherwise, the reader learns little from these statements.] All of these laws were thoroughly scrutinized [by whom?] and were strictly adhered to by the populace, which positively affected the country [This sounds too blandly positive and uncritical see my ‘advice.] [Also, I think you need to say something about Prajadhipoks policies on education and Ethics instruction. If he simply continued the policies of Rama VII, you need to say so explicitly. ] Prajadhipoks plans were upset by two great events. The first was the Wall Street crash of 1929, which triggered the Great Depression. Siams economy, like that of many other countries, was hit hard, and this fuelled the grievances of the political class. This dissatisfaction led to the second great event of the reign the 1932 coup detat, which compelled Prajadhipok firstly to accept a constitutional form of government, and then to relinquish power altogether by abdicating.[18] As we shall see, the 1932 revolution also had an impact on the development of education, which thereafter was geared to the process of democratization. [19] Even before the coup, Rama VII himself was aware of the dangers inherent in absolute monarchy. Intellectually, to some extent, he accepted the necessity for change. However, he proceeded too cautiously and slowly. Two years after his accession, he created a Supreme Council and the Committee of the Privy Council as means of broadening participation in decision making. Unfortunately, both these bodies were packed with members of the royal family and the aristocracy, and so did nothing to appease the frustrations of the political class. Like his two predecessors, Prajadhipok took the view that Siam was not ready for an elected legislature. It would be unfair to dismiss this as a convenient rationalisation for maintaining absolutism. Prajadhipok was not the only sceptic on the question of whether democracy could work in Siam. In 1926, Francis B Sayre, an American advisor originally hired by Vajiravudh, was consulted by Prajadhipok on a variety of pressing political questions, including democracy. Sayre later recorded his advice as follows. Discussing these issues with His Majesty, I had to point out the inherent dangers. In Siam there was no middle class. The Siamese peasants took little or no interest in public affairs but lived their simple lives in secluded rural districts. To set up a legislature and clothe it with real power overnight without an educated electorate to control it would be likely, I suggested, to invite trouble and possible corruption. Power uncontrolled was almost bound to breed corruption†¦ As I talked with him I felt the utter sincerity of the new monarch and his real desire to lead Siam modern nationhood.[20] The revolution of 1932 was not a mass uprising; no crowds were rallying in the streets. It was a bloodless coup conducted by leading elements of the new political class, eager to seize a share of power. Sayres view that there was no widespread popular demand for democratic institutions at this time is corroborated by the contemporary account of the Bangkok Times: There was no evidence that the masses took any part in the recent demonstration. The discontent of several salaried classes, especially of the officers of the Army and Navy, clearly counted most in the movement. At the same time a contributory cause is to be found in the extension of education in Siam since the middle of the nineteenth century. King Rama VII introduced western methods and technique to the country and the numbers of Siamese students trained in Europe increased. And [these classes of] educated officials, administrators, and officers having once been formed, it was only a question of time and opportunity before they demanded a share in the government of the country.[21] The coup was staged by a group calling itself the Peoples Party. All of them were of the ‘commoner class (khun nang), in other words from outside the ranks of the aristocracy. The ringleaders had begun their conspiracy five years before, in 1927, when they were students in Paris. Their western education had given them a keen sense of the inadequacy and backwardness of Siamese absolutism in the light of current Western democratic ideas. Pridi Banomyong, the leader of the Peoples Party, articulated its aims in six principles: 1. To guard independence in every way to ensure the security of the nation. This included independence in politics, the courts and the economy. 2. To preserve internal security and reduce internal strife. 3. To guarantee the economic well-being of the people, by creating full employment. 4. To make all citizens equal, so that princes and commoners had the same rights. 5. To grant all citizens freedom and equality, provided it did not conflict with the preceding principles. 6. To assure every person of a full education. Acquiescence in the coup was not the only option available to Prajadhipok. Elements of the large armed forces would probably have remained loyal and fought the revolutionaries, had he given the command. However, he wanted to avoid bloodshed, and in principle he had long recognised the need to share power to some extent. He therefore agreed to the Peoples Partys demand for a constitution, hoping to maintain a position of leadership within a constitutional framework. Accordingly, on 10 December 1932, he signed Siams first constitution, ending 700 years of absolute monarchy. This was a major turning point in Thai history, and despite the many constitutions that have followed, the fundamental principles laid down in 1932 remain the same today. Behind the scenes, however, Prajadhipok and leaders of the royalist cause struggled over the next few years to retrieve as much as possible of royal power. There were counter-coups and some limited military confrontations. At one point, Pridi Banomyong, the leading theoretician among the revolutionaries, was briefly forced into exile. Steadily, however, the balance of power shifted to the revolutionaries. In 1934, Prajadhipok sailed to Europe, ostensibly for medical treatment. Long-distance negotiations failed to reach a compromise. In 1935, apparently despairing of the situation, he abdicated. Even today, the 1932 coup remains controversial. Some historians have criticized Pridi and his party for failing to follow their six principles, while others have suggested that the principles themselves were inappropriate to the place and time. Still others have argued that the principles were good, but were misunderstood or misapplied by subsequent rulers, especially Sarit Thanarat, the eleventh Prime Minister, (1959-1963) who in theory was a devotee of the principles, but whose actual rule was a byword for tyranny and corruption.[22] I would agree with his opinion that the six principles should be developed as a network system not separated apparently and also they must be adapted according to the change and the context of time. On balance, however, there is considerable agreement that the move towards democracy in 1932 was premature. Some have gone so far as to blame Rama VII for being too fainthearted in his absolutism, arguing that he should have fought back more decisively against the new elite in the interests of the nation as a whole. As Sayre had grasped, the great majority of Siamese people at this point had no notion of democratic principles, and their participation in any democratic process could at best be passive. They could not discern the difference between absolute and constitutional monarchy. As for the coup leaders themselves, if their understanding of democracy lacked depth, their grasp of the real needs of the people was arguably just as weak.[23] To quote Sayre once again: Students returning from England or France or America often were unhappy and disturbed, with half-baked ideas about democracy and human liberty; they wanted Siam to adopt Western forms almost overnight, as if these were but outward garments. Many felt that Siamese culture was out of date, and their minds seethed with modern, western ideas, often superficial and misunderstood. [24] 1.3. The economy and public finances in the expansion period Although the Siamese economy grew overall through this period, trade was mostly in the hands of foreigners. According to modern government estimates, as much as 40% of the income generated by Siamese trade in this era went abroad.[25] Under the terms of the Bowring agreement, still in force at this time, Siams power to tax foreign businesses was narrowly circumscribed. [26] In 1918, in the aftermath of the World War, the entire world was facing economic recession. Siams balance of payments was in deficit from 1920 to the end of Vajiravudhs reign in 1925. Faced with falling revenues and the consequences of his own earlier extravagance, Vajiravudh was forced to make repeated cuts in government expenditure, and this increased his unpopularity among the military and the bureaucracy, which bore the brunt of the cuts. This situation repeated itself a few years into the next reign. From the onset of the Great Depression in 1929, Rama VII found himself obliged to make cuts in public expenditure. He felt obliged to excuse his action to military officers on February 5, 1931, thus: I fully realize that people who are the victims of the reduction program will be in deeper trouble since it is difficult for them to find other means of livelihood. I consequently feel extremely heavy-hearted and most sympathetic for those who have to leave. If I had other ways in which I could shoulder the burden, I would do everything for them but, as it is, I have no alternatives. [27] However, King Rama VII also encouraged and promoted the cooperative system by promulgating a law governing cooperatives in the year 1928. He commented, â€Å"Farmers who have limited capital but wish to pursue the same aims should form a cooperative so that they can mutually help one another in order to accumulate greater wealth †¦Ã¢â‚¬ [28] Thus the great paradox of the ‘expansion period of education reform was that the states finances, which were essential to fund the expansion of education on the scale intended, were actually in crisis through most of the second half of the period. 1.4. Culture From the reign of Rama IV, many aspects of Western culture were absorbed into Siamese life. As Europe was providing the model for progress in government, economics, and technology, its cultural influence could not be escaped. In some cases change was spontaneous, but in other it was imposed from above by the king. One of the most visible changes was in people style of dress. King Rama V decreed that when he appeared in state, the officials attending him should not dispense with their upper attire. To appear ‘topless would look barbaric to foreigners.[29] Thai women had traditionally kept their hair short and worn a waist-cloth with the end pulled between the legs and tucked in at the back. Now [When, exactly?] they started wearing skirts, grew their hair longer, and wore it in various Western styles. Other examples of royally imposed cultural changes include the introduction of an official calendar and the use of surnames. On the model of the Christian system of dating, Vajiravudh decreed the use of a calendar commencing from the death of the Buddha (the Buddhist Era, abbreviated as B.E.), which he introduced with effect from 1st April B.E. 2455 (A.D. 1912). He also required everybody to have a surname. This was an innovation, as there was no tradition of family names in Siam. In order to comply, most families had to invent surnames for themselves (in some cases, the king obligingly provided one for them!) Even today, although surnames appear on official documents such as passports, they play little part in social interaction: even prominent individuals, including politicians, are usually referred to and addressed by their first name. [all this is interesting, but can you develop it to indicate any specific impacts that the western cultural influx had on your main subject, i.e. p rimary education and ethics instruction?] Yet alongside this Westernisation of culture came a growing official concern to preserve Siamese traditions. King Rama VII established a Royal Institute to manage the Royal City Librarys activities, investigate literary works, administer the national museum, catalogue and preserve ancient sites and objects, and to maintain Siamese arts and handicrafts. 1.5. Religion/Buddhism Throughout the expansion period, the Siamese monarchys traditional support for the textual basis of Buddhism and Buddhist studies was maintained. Vajiravudh promoted the study of Buddhism in the Thai language. Several texts on Buddhism in Thai, compiled during the reign of his father, were already extant, and many writers contributed more during his own reign, especially his uncle Prince Vajirayan, the Supreme Patriarch. Prajadhipok convened a council of monks under the chairmanship of Prince Jinavara Sirivatthana, the Supreme Patriarch of his reign, for the purpose of checking the contents of the 39 volumes of the Tripitaka (the Buddhist scriptural canon) that had been printed in the days of Rama V, comparing it to editions of the Tripitaka from other Buddhist countries. Revisions were made, and a new text, known as ‘the Siam-Rath edition, was printed in 1927.[30] Prajadhipok took an interest in improving the education of children in Buddhism. He once said, ‘The teaching of Buddhism to children in Siam has not been satisfactory. Children must be taught to understand morals when they are very young. Religious texts for them should be written in a way that they easily understand.'[31] To remedy the situation, he established at his personal expense a foundation (which still exists today) to make awards to the winners of regular competitions for the best literary work in Thai on Buddhism. The winning texts were published and distributed to children on Visakha Bucha Day. The position of Buddhism in Siam, and the role of the king in relation to it, were preserved in the 1932 Constitution, which stated that ‘the king must be a Buddhist and the upholder of Buddhism. The role of monks in the modernised school system peaked and began to wane during the expansion period. Although Rama V had clearly seen the need for professional lay teachers, he seems also to have envisaged that monks would indefinitely continue to play a part in modern education. This was part and parcel of his belief that ‘there exists no incompatibility between [the] acquisition of European science and the maintenance of our individuality as an independent Asiatic nation.'[32] As David Wyatt has put it, Rama V believed that ‘Traditional institutions [such as the] Buddhist monkhood†¦ could, without creating copies of Western institutions, be bent to new ends that in essence were not so very different from the ideals of Buddhist Siamese civilization.'[33] During the first part of the expansion period, practical necessity also contributed to the continuation of the monks role in schooling. Modernisation was still in its early days, and the shortage of trained lay teachers obliged the government to continue to rely on the services of monks. Indeed, as late as 1909, we find the government issuing instructions to local authorities that monasteries which had not hitherto made a contribution towards public education should be encouraged to take part in the general endeavour. However, the aim was to produce specially trained lay teachers, and it was inevitable that these would replace the monks in the long run. After all, the monastic sangha was an entity in its own right, with its own agenda and prestige. Monks could never be so amenable to state control as a body of state-trained and state-paid professional teachers. For this reason, from 1915 onwards there was a steady decrease in the total number of monks teaching in schools, even though the number of monasteries being used as school buildings continued to increase for a while. While discussing the role of religion in the new system, we must also note that, although Christianity as a doctrine had little impact on the development of Siamese education (there were relatively few converts), Christian organisations contributed significantly to its growth. It pioneered the modern system of public education in offering Western Education to the kings and his children in the reign of King Rama IV and V.