Marginal analysis Essay Example | Topics and Well Written Essays - 750 words

Marginal analysis - Essay Example He begins by putting diversity into perspective and conceding that high levels of diversification brings earnings loser to economic profits of zero; at this point, economic equals accounting profits less the opportunity cost related to capital. In making the diversification move, Rudow explains that GU made two main investment decisions; the first one was to purchase Jin Xin Copper Company Ltd giving it 67% ownership through its partially owned subsidiary-Engen Investment (EI). The second was the purchase of an extra 8% through the same subsidiary from other shareholders; Gold Hero and Silver Harvest (Rudow, 2011). In this whole transaction, Rudow explains, marginal analysis compels compelled GU to evaluate the true cost each investments and make isolated judgments. Given the purchased company was Chinese, investments costs were absorbed in levels of business entities with independent costs that must all be considered to come up with real returns of which he carefully analyzed. He clarified in the article that the income statement alone cannot account for relevant costs since numerous capital allocations were buried in the balance sheet, and only by carrying out a marginal analysis, is GU able to clearly determine real returns in this diversification venture. Since recycled copper will from this deal be a primary source of revenue, GU is now able to mitigate problems from contacting biodiesel business segment. In this article, D Cohen looks at Welsh Health Planning Forum recognized 10 health gain areas with the help of marginal analysis. This analysis, he explains, examined the outcomes of changing the present balance of expenditure between the various healthcare programs. To achieve this, he further explains that resources are discharged from disinvestments to support chosen investment programs so that the entire strategy is resource neutral. The overall achievements in health benefits as a result of this strategy

Economics for Business Coursework Example | Topics and Well Written Essays - 1500 words

Economics for Business - Coursework Example To find it, divide the total revenue (TR) by the quantity of production (Q). Average Revenue (AR) divided by per unit cost of output AR= TR/Q (Q) (TR) (AR) 0 0 0 1 27 27 2 53 26.5 3 78 26 4 102 25.5 5 125 25 6 147 24.5 7 168 24 8 188 23.5 9 207 23 10 225 22.5 Marginal revenue is the additional revenue that results from increasing from increasing output by one unit. This means the additional revenue per additional unit of output. This is the difference between total revenue per every additional unit of output. The marginal revenue is abbreviated using (Z) (Q) (TR) (Z) 0 0 0 1 27 27 2 53 26 3 78 25 4 102 24 5 125 23 6 147 22 7 168 21 8 188 20 9 207 19 10 225 18 b) Graph of average cost and marginal cost verse units per out put Red – Marginal cost Blue – average cost Graph of average revenue and marginal revenue verse units per out put Red – Marginal cost Blue – average cost C) Profit is obtained by subtracting the total revenue from the total costs at the ma ximum is at five units per put 625- 250 = 375 d)The economic profit for the company is positive, then the firms decision are optimal. That is, its price and output yield a profit larger than any alternatives prices that output. The type of market that this firm is operating on is oligopoly (BBC Economy tracke, 2010). Oligopoly prices are expected to be more stable that those in a monopolistically competitive market. This is evident in the graph that results in long run oligopoly market equilibrium of a Price/output solution that is identical to that of a competitive market. 2) a) Economic factors that led to the most recent recession of 2008/2009 include Main causes if recession Credit crunch in U.K – the U.K mortgage lending caused very serious problems for the Northern Rock. It had a high percentage of risky loans. When the subprime crisis hit, the Northern Rock could no longer raise enough funds for the usual capital market. It had to borrow emergency funds from the Bank o f England. As a result of the credit crunch, the U.K saw a change in the mortgage market. The mortgage started to become expensive. Falling of house prices in the U.K - since getting mortgages became difficult, the demand for houses started to fall. This was also related credit crunch. Cost push inflation restricting income and reducing disposable income. The fall in confidence of the financial sector that caused lower confidence amongst real economy. Supply side shock – in this case higher oil prices would increase cost of production and the effect would lead to a short run aggregate supply to shift to the left. Demand slide shock: the factors include higher interest rates which lead to a reduction in investment and borrowing. The fall of real wages, the reduction of consumer confidence, a period of deflation as falling of prices often encourage the delay of spending. b) Comparison to the other two recession The 1979- 1981 recession was caused by the following economic facto rs: High strength of the pound (British currency) and this made the price of exports became more expensive thereby having a reduced AD (Aggregate Demand). This recession particularly affected the British manufacturing (Bank of England, 2012). The high interest rate was another factor. The

Democratic Government and School System of Haiti

Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher Democratic Government and School System of Haiti Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher

The Philosophy and Psychology of Sophocles’s Antigone and The Eumenides

The Philosophy and Psychology of Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia There is a consensus among readers of the poetry or plays written in the fifth century that the plays succeed with inspiring profound movement on the audience. The methods or reasons for the reader to be moved by a text are often disputed. Specific to tragic works the concepts of philosophy and psychology are critical elements to understand the cause of the stirred emotions of individuals who response to classical tragedies in a similar manner. Philosophy helps to understand â€Å"why† and psychology â€Å"how† poetry affects and moves human emotion. Philosophy and poetry are united by a common intent. Each searches for an explanation of universal ideals instead of concentrating on the particular. Aristotle described this idea in the Poetics, â€Å"Poetry, therefore, is a more philosophical and a higher thing than history: for poetry tends to express the universal, history the particular† (Aristotle, 68). Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia are examples that demonstrate the use of poetry as an explanation of the universal. Antigone deals with the struggle of Antigone, who sought to obey the moral obligation of burying her fallen brother and the dictation of Creon not to bury him. Creon’s dictation represents the particular. Described by Antigone his declaration develops from Creon being the, â€Å"Lucky tyrant—the perquisites of power! Ruthless power to do and say whatever pleases them† (Sophocles, 84). The declaration is seen not to follow the universal cause but it is specific to situation that Polynices had died while attacking Thebes. Antigone insistent to obey the universal code that sh... ...age† (Knox, 137). Sophocles, like many poets, understood the dependence of poetry on its ability to successful implement both philosophy and psychology to their work. Works Cited Aeschylus. The Oresteia: Agamemnon, The Libation Bearers, The Eumenides. Trans. Robert Fagles. New York: Penguin Books, 1977. Aristotle. Aristotle’s Poetics. Trans. S. H. Butcher. New York: Hill and Wang, 1961. Euripides. Ten Plays: Electra and Iphigenia at Aulis. Trans. Moses Hadas and John McLean. New York: Bantam Books, 1981. Knox, Bernard. Introduction and Notes. Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. By Sophocles. Trans. Robert Fagles. New York: Penguin Classics, 1984. 131-53. Sophocles. Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. Trans. Robert Fagles. New York: Penguin Classics, 1984. The Philosophy and Psychology of Sophocles’s Antigone and The Eumenides The Philosophy and Psychology of Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia There is a consensus among readers of the poetry or plays written in the fifth century that the plays succeed with inspiring profound movement on the audience. The methods or reasons for the reader to be moved by a text are often disputed. Specific to tragic works the concepts of philosophy and psychology are critical elements to understand the cause of the stirred emotions of individuals who response to classical tragedies in a similar manner. Philosophy helps to understand â€Å"why† and psychology â€Å"how† poetry affects and moves human emotion. Philosophy and poetry are united by a common intent. Each searches for an explanation of universal ideals instead of concentrating on the particular. Aristotle described this idea in the Poetics, â€Å"Poetry, therefore, is a more philosophical and a higher thing than history: for poetry tends to express the universal, history the particular† (Aristotle, 68). Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia are examples that demonstrate the use of poetry as an explanation of the universal. Antigone deals with the struggle of Antigone, who sought to obey the moral obligation of burying her fallen brother and the dictation of Creon not to bury him. Creon’s dictation represents the particular. Described by Antigone his declaration develops from Creon being the, â€Å"Lucky tyrant—the perquisites of power! Ruthless power to do and say whatever pleases them† (Sophocles, 84). The declaration is seen not to follow the universal cause but it is specific to situation that Polynices had died while attacking Thebes. Antigone insistent to obey the universal code that sh... ...age† (Knox, 137). Sophocles, like many poets, understood the dependence of poetry on its ability to successful implement both philosophy and psychology to their work. Works Cited Aeschylus. The Oresteia: Agamemnon, The Libation Bearers, The Eumenides. Trans. Robert Fagles. New York: Penguin Books, 1977. Aristotle. Aristotle’s Poetics. Trans. S. H. Butcher. New York: Hill and Wang, 1961. Euripides. Ten Plays: Electra and Iphigenia at Aulis. Trans. Moses Hadas and John McLean. New York: Bantam Books, 1981. Knox, Bernard. Introduction and Notes. Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. By Sophocles. Trans. Robert Fagles. New York: Penguin Classics, 1984. 131-53. Sophocles. Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. Trans. Robert Fagles. New York: Penguin Classics, 1984.

How environmental threats are influencing federal and state governments Essay

Executive Summary Introduction Environmental threats are influencing federal and state governments including other agencies such as universities to investigate how other social and governance aspects can be incorporated into the sustainability framework. Little critical inquiry exists on this topic and a paradigm shift is attempting to integrate and use Indigenous knowledge to inform contemporary environmental policy decisions and management solutions. Binthi Wambal Aboriginal Corporation’s case study is an example of how complex this topic is. Context Paradigm shifts are taking into consideration Traditional Ecological Knowledge (TEK) to be incorporated into sustainability frameworks in a context where little critical analysis has taken place. Much of this participatory approach is a new methodology used to work with Indigenous groups highlighting the uniqueness and complexities of incorporating these governance structures within legislative frameworks including the ethical considerations and mistrust towards governments. Report Reviews Reviews of 3 authoritative sources pertaining to Indigenous governance and sustainability show that there is a dichotomy between western science and Traditional Ecological Knowledge and that recommendations need to be taken into account for improved management. Case Study and Recommendations: Binthi Wambal Aboriginal Corporation (BWAC) Operating as a small organisation in a remote region, BWAC have the ability to manage their affairs but are under-resourced and does not receive an income to manage the issues and problems that are affecting their objectives to achieve their aims. This section addresses the issues and problems experienced by BWAC and what they would have to change to manage these problems. Conclusion The review of governance issues and indicators of knowledge integration  across the types supports that Indigenous governance and Indigenous-driven co-governance are important factors towards the integration of IEK and western science for sustainability of social-ecological systems. This report highlights that there are challenges towards achieving sustainability highlighting recommendations to take into consideration as evidenced with BWAC’s experience. Introduction This report reviews three authoritative journals pertaining to Aboriginal environmental, governance and social aspects of sustainability to analyse the roles of values and culture on understanding of attitudes towards behaviours relevant to sustainability and business. First, an overview of the context reviewing the general literature on values, culture and sustainability pertaining will be provided. Next, recommendations to link cultural value systems and sustainability to improve relationships to modern governance, local council, various agencies and researchers for improved co-management systems will be analysed. The case study of Binthi Wambal Aboriginal Corporation (BWAC) as an enterprise will be presented to highlight the complexities of this issue and describe a set of recommendations to change how the enterprise can manage cultural differences in sustainability strategies. This case study illustrates the dilemmas and difficulties to achieve a consensus of cross-cultural work to local co-manager efforts to translate across knowledge systems and the knowledge-action divide. Environmental threats are influencing federal and state government including other agencies such as universities to investigate how other social and governance aspects can be incorporated into the sustainability framework. Little critical inquiry exists on this topic and a paradigm shift is attempting to integrate and use Indigenous Knowledge (IK) to inform contemporary environmental policy decisions and management solutions. How can the interactions between scientific and Indigenous Knowledge (IK) systems be effectively negotiated for the joint management of social-ecological systems? This is an important question because on Indigenous lands where co-management efforts respond to pressing conservation agendas the contribution of scientific knowledge and IK is required to better under stand and manage complex social-ecological systems. The integration of Indigenous Ecological Knowledge (IEK) and western science  to promote cultural diversity in the management of social-ecological system sustainability offers opportunities for Indigenous peoples to engage with many decentralised approaches to environmental management. Within this context it is important to understand how organisations plan to sustain the whole system so that everyone can benefit for the generations to come. Factors such as the adaptive co-management context, the intrinsic characteristics of the natural resources, and the governance systems affect the diverse processes of combining IEK and western science. Scholars of planning have debated and empirically tested that protected areas therefore provide a context in which many of the ideas and concepts are different. The sharing the burden of management responsibilities have emerged as a potential new paradigm in natural resource planning with developing cooperative relationships with local stakeholde rs. Context The marginalisation and dispossession of Indigenous peoples in Australia, until recent decades, is also attributed to the establishment of protected areas. Participation of Indigenous people in recent conservation planning and country management has enabled them to develop and refine governance and policy frameworks to recognise protected areas as part of Indigenous land and sea country. The co-management of terrestrial protected areas and the declaration and management of Indigenous protected areas is an arena that Australian is internationally pioneering. Further policy and protocol development has not progressed uniformly across Australia due to; Achievement of practical, meaningful social and environmental benefits through conservation agreements and activities. Implications of native title determinations over protected areas; Recognition of Indigenous peoples’ rights and interests in marine protected area management; This process has provided scope for recommendations for improvements to enhance the recognition, respect and rights of Traditional Owners as protected area co-managers for better social dimensions and responsibility. Across existing cooperative planning models improved partnerships and communications are needed to enable Indigenous and non- Indigenous collaborators to share ways of enabling country-based planning and management to assist in species and landscape conservation. Hill’s (2006)  framework and table highlight the polar approaches to managements based on the Kuku Yalangi case study in the Wet Tropics World Heritage Area (Appendix A). The conservation management literature in recent years has highlighted that co-management of parks and protected areas is important. Based on the experience of park managers struggling to integrate the protected area with the socioeconomic fabric of the surrounding region has supported the rationale for this approach to protected area management. This rich experience informs calls for co-management however, the theoretical rationale for an explanation of co-management, have been slow in realisation. Aspects, Issues and Problems Four issues are identified for the incorporation of Indigenous value systems and how different cultures influence the social dimension, responsibility and modern governance. The process of interrelation has affected not only the articulation of Aboriginal identities, but also implicates the importance of local cosmologies The practice of cultural differences, beliefs and values that reflects to individual behaviours represent their identity and organization The local community are themselves deeply affected by the growing saturation forms of knowledge, practice and values including socio cultural through colonial interference Modern governance and legislation affect traditional beliefs and cultures learned from ancestors Issue 1: Interrelations and implications of Aboriginal identities It is recommended that support be provided to Traditional Owners to continue their practices to incorporate their beliefs, values and culture, to sustain the community relationships and the social dimensions of each group of agency and government sector. It is important to assist them to build their capacity to ensure that these practices will be passed onto the next generational to encourage more sustainability in social and environmental aspects in the future. The action needs to be delivered with respect to maintain the social dimension of the communities for improved governance. Issue 2: Cultural differences, beliefs and values Again it is recommended that respect be shown to individual or organisations in order to achieve a sustainable environment or relationship. Good governance and leadership can deliver the social equity to achieve each individual or organisation goals or projects. Their information is thousands of years old and should be given the respect it deserves. Issue 3: Introduced influences The effects of colonialism has affected many Indigenous societies creating a wedge and feelings of mistrust and caution with imparting Traditional Knowledge without compensation or recognition. It is recommended that Indigenous people be provided with support for capacity building, governance, Intellectual Property rights and access to their country without exploitation. Issue 4: The influences of modern governance and legislation Indigenous people perceive current legislations, especially the Native Title Act 1993, as very racist that supports colonial practices to ‘conquer and divide’ and therefore are very reluctant to partake in government conservation strategies. Financial support to deliver the projects is minimum and not guaranteed to be on-going. Green washing by the governments is also another contributing factor affecting Indigenous participation. The land is very sacred and central to Indigenous people and the environmental schemes offered by governments are p erceived as a ‘carrot on a stick’ to coax people in to provide information for management plans to destroy the land for mining activities. Land Councils are funded by governments to administer these ineffective schemes without any accountability. Bohnet’s (2009) application of socio-logical planning framework on a holistic landscape in the Tully-Murray basin to test its transferability and effectiveness for knowledge integration in a water quality improvement planning context in the Great Barrier Reef proved to be challenging that achieved rewarding results. The acknowledgment that social and ecological knowledge is a key issue and research priorities in landscape ecology is supported by Bohnet (2009:1) who states that â€Å"further research into the roles of responsibilities of multi-stakeholder for knowledge integration in developing and managing sustainable land- and sea-scapes is recommended†. Figure 1: Bohnet’s (2009) Flow of the adaption and operationalisation of the socio-logical framework for sustainable landscape planning to water quality improvement planning in the Tully–Murray Basin Report Reviews We present a typology of Indigenous governance in environmental management derived through report review of 3 Australian journals, and consider its implications for the integration of IEK with western science. Our analytical framework is underpinned by sociological and rational choice institutionalism and which are differentiated by these three points: (1) Active participation, incorporating participatory planning, engagement with organizations, and coordination approaches; (2) Indigenous engagement, Indigenous development and capacity building for intercultural purpose, incorporating purposes of environmental management; (3) Sharing power, incorporating decision making, defining rules, resource values and property rights. We attempt to find solutions that are associated to Indigenous-driven co-governance; Indigenous governed collaborations; and agency governance; agency-driven co-governance. We draw on the notion of boundary work to examine how interaction at the boundaries of scien tific and IK systems can be managed effectively as a contribution to co-management. The case study of Binthi Wambal Aboriginal Corporation (BWAC) illustrates the work necessary for local co-managers to meld scientific and IK systems ensuring that management decisions are informed by the translation of knowledge. Attributes for effective implementing planning in this case include: (1) Translating the issues and problems and taking into consideration BWAC’s recommendations and objectives for participation in agenda setting and joint knowledge production. (2) Taking into consideration the recommendations presented in the reviews to broker interactions between knowledge systems that are supported by co-governance arrangements to ensure that boundary work remains accountable, and the production of collaboratively built boundary objects. (3) Providing BWAC with support to develop their capacity for improved business planning, governance, on-country planning and strategic planning. (4) Working directly with the organisation rather than Cape York Land Council and Bal kanu. This will ensure integrity and that correct information is provided at the same time providing BWAC with the capacity towards self-determination. Szabo and Smyth’s (2003) summary of the background to the establishment of Indigenous Protected Areas (IPA) in Australia of the legal and policy innovations on which they are based shows that  environmental and cultural benefits are inseparable. IPAs are managed and owned by Indigenous peoples and developed collaboratively with federal, state and territory conservation agencies in accordance with IUCN categories that forms part of Australia’s national system of protected areas. Szabo and Smyth (2003:7) through workshopping found that benefits included: Getting Traditional Owners back on country, often after long absences; Involving school children in IPA field trips, transferring knowledge between generations and strengthening languages; Re-establishing traditional burning practices, maintaining waterholes and reducing feral animal impacts; Providing training and employment in managing country; Promoting renewed interest about caring for the country. They also write (2003:8); â€Å"In addition to these formal joint management arrangements, most Australian states and territories have provision for some Indigenous involvement throughout their protected area systems. This might involve, for example, a commitment to consultation with Indigenous people, an Indigenous representative on an advisory committee, some employment or responsibility for Indigenous heritage protection. Indigenous people have consistently expressed the view that such arrangements do not adequately recognise their status as traditional landowners and they are seeking more meaningful involvement, especially at the decision and policy-making level. One feature that is common to all co-management arrangements is the lack of opportunity for Indigenous groups to decide whether or not they wanted their traditional lands to become protected areas.† Table 1(Szabo and Smyth 2003:9) shows a comparison of the main features of IPAs with co-managed protected areas in Australia. Table 1: Comparative features of Indigenous Protected Areas and co-managed national parks in Australia 1. Altman, J.C. ‘Sustainable Development Options on Aboriginal Land: The Hybrid Economy in the Twenty-First Century’. CAEPR Discussion Paper No. 226, 2001. Challenges to broaden the notion of the economy and development to  include the customary economy: Altman’s objectives in this journal is clearly defined and summarised to highlight that there are challenges to understanding the dichotomy of Indigenous and Non-Indigenous sustainability. Working for the Bawinanga Aboriginal Corporation in central Arnhem Land he proposes a model to converge his social science work with a number of biological scientists based at the Australian Research Council ARC Key Centre for Tropical Wildlife Management at the Northern Territory University. He argues that to achieve this required a paradigm shift in ideological positions and notions of development that are entrenched in the market mentality that do not accommodate cross-cultural and sustainability issues. He successfully outlines the economic development problems that are faced by this periphery group describing the hybrid economy consisting of market, state and customary components that politicians, policy makers and Indigenous people and their representative organisations do not fully understand. These are the key immediate challenges that he raises for this shortfalling as cited from page 16: The first is to understand the nature of the economy, plan for sustainability, and nurture the hybrid economy in ways that mesh with Indigenous values. The second is to shift the political debate to ensure a recognition of customary contributions provided by Indigenous people to regional and national economies and industries, and ensure appropriate financial underwriting by those who benefit, Finally, market opportunities in many remote localities are rare, so when new opportunities arise they must be quickly harnessed by Indigenous interests. It is imperative that newly emerging property righ ts (e.g. in tradeable carbon credits) are commercially realised not alienated as in the past. Overall, the article is concise, however it should be understood in a pioneering context. In summing up the concepts, argument and method used to show his evidence served its purpose to shed light on this topic to contribute positive approaches to combine Indigenous and Non-Indigenous sustainability. His explanation to show that Indigenous contributions are quantified and should be recognised in mainstream economies was achieved. His arguments provides an alternative pathway to improve the inadequate analytical approaches that fail to ask how develop based on market engagement be delivered to communities that are extremely remote from  locational and cultural markets. In its context his suggested framework to understand the hybrid economy through hybrid analytical and intellectual combination of science, social science and Indigenous Knowledge systems is plausible and partially relevant to BWAC. 2. Smith, B. A Complex Balance: Mediating Sustainable Development Cape York Peninsula. The Drawing Board: An Australian Review of Public Affairs, 2003. Recognising differences and compromising between Indigenous and non-Indigenous ways: Smith accomplishes his objective to describe a sustainable development project in a remote rural Aboriginal community. He empirically examines through his field work in central Cape York Peninsula (1996 – 2003) the differences and ongoing compromises between forms of social and political and economic organisations of Indigenous and non-Indigenous ways. His methodology effectively demonstrates that development intervention is likely to fail when it is not appreciative of differences between Indigenous and Non-Indigenous ideals and ways of doing things to improve human living conditions. He illustrates that impacts such as colonialism and post-colonial impacts and policies such as ‘self-determination’ and welfare dependencies have co ntributed to the problems affecting good governance. Shifts in recent policy and research of engagement with economic, social, political and environment considerations were flawed and flagged ‘traditional Indigenous values’ affecting development. On page 101 he writes; â€Å"this lack of engagement with Indigenous ideals and ways of doing things pervades Australia’s mainstream Indigenous discourse†. Whereas the â€Å"mainstream discourse, more obviously ‘material’ poverty and social problems take priority over ‘cultural’ or symbolic dimensions of Indigenous life and of the relationship between Indigenous and non-Indigenous populations†. He develops his arguments based on authoritative sources to support that intervention of external agencies would be more effective when they work with rather than against local values and practices. To support his argument he draws on his fieldwork to examine how a contemporary remote Aboriginal community is pursuing ‘sustainable development’ and how ‘cultural’ dimensions shape and constrain the community’s efforts. Incorporated into his ethnographical approach a historical analysis showed innovative approaches that explained the corporation’s successes to involve the articulation of different cultural domains – ‘mainstream’ or ‘Western’ and local Indigenous  life-worlds – in its day-to-day operations, involving divergent aspirations and values. Aspirations included an emphasis on decentralisation and outstation development, land rights, the resourcing of activities on traditional lands, and town-based economic development, employment and training opportunities. Based on his observations, for Aboriginal autonomy to be successful the social and cultural dimensions of development projects need to be taken into consideration. Again, this paper has to be appreciated in the context that it was written as it is slightly outdated and based on evidence when the movement towards Indigenous sustainable development was in the trailing stages. 3. Smith, B. ‘We Got Our Own Management’: Local Knowledge, Government and Development in Cape York Peninsula, 2005. Indigenous perspectives of governance in Cape York Peninsula: Again Smith relies on his fieldwork in Coen to examine the growing interrelationship of local knowledge and projects of government amongst Indigenous Australians. He relies on ethnographical material to highlight the tensions and complexities of land and natural resource management involving traditional owners. In analysing the ways in which the concept of management he demonstrates the growing interrelation of originally distinct indigenous and exogenous systems that has affected the articulation of Aboriginal identities and implicated in the current importance of local cosmologies. He cleverly entices the reader by telling a story of a meeting about the Hendra virus threats and transferred from flying foxes to horses and humans between local traditional owners and Queensland Parks and Wildlife Service (QPWS) Scientist. In particular he relates how Traditional Owner’s version of cosmology that the flying foxes come from the mouth of the rainbow serpent did not agree with the scientist who told them that ‘they flew up from Ravenshoe.’ His statement on page 6 conjures up this extremity â€Å"for these men and women, the articulation of Aboriginal world views, including those closely tied to local cosmologies, has provided a key means of asserting not only what they regard as fundamental differences between Aboriginal life-worlds and those social and cultural fields to which these external agencies are fundamentally orientated; but also the necessary primacy of Aboriginal cosmologies and linked forms of social organisation in determining the character of local ‘governance’ projects and ‘natural resource management.† Firstly, he  sufficiently provides an overview of the governance of Cape York Peninsula by providing a historical analysis of the township and ties in an analysis of Indigenous ‘conceptualisation of the innate’. Next, his overview of the development of Indigenous involvement in natural resource management demonstrates the problems associated with negotiating within this framework. He proficiently articulates the views and concerns of his participants and provides evidence that they were not happy with outside organisations based in Cairns working on their business as they felt that their ownership was taken away from them. He writes â€Å"the sense of localisation insists on the necessity if Aboriginal people representing themselves and the country with which they have personal ties. It further discriminates between forms of knowledge, decision making and practice held to be indigenous to a particular area and the people tied to that area under ‘Murri [Aborigina l] law’, and those forms regarded as exogenous.† To achieve his overall objective Smith ties in the work and structure of Chuulangu Aboriginal Corporation situated on the Wenlock River and run by David Claudie who has been very successful in incorporating both Indigenous and Western approaches to cultural and natural resource management as evidenced on their web page: www.kaanjugaachi.com.au This document is very relevant to BWAC as aspirations and difficulties experienced with outside organisations are very similar to Chuulangu Aboriginal Corporation. Smith’s account of governance in Cape York Peninsula is a very plausible and relevant document that policy makers, politicians and researchers should read to grasp an understanding to guide socio-ecological methodologies for better social dimensions and social responsibility in delivering projects. The Cape York experiences shares similarities with other Indigenous organisations wanting to achieve the same goals, however, their issues and problems are uniquely different outsid e this region. Case Study and Recommendations: Binthi Wambal Aboriginal Corporation (BWAC) Background Binthi Wambal Aboriginal Corporation (Indigenous Corporation Number ICN 4055) is an Indigenous Organisation that is registered with the Office of the Register of Indigenous Organisations as prescribed by the Corporations (Aboriginal and Torres Strait Islander) Act 2006 (CATSI Act). As outlined in the Rule Book the objectives the corporation aims to achieve are: Return  to their traditional land; Re-establish their spiritual connection with the land; Work their land in both the ancient way of the Aboriginal, and in the modern way of cattle and crops; Facilitate the training and education of the corporation members and their families; and Establish self-sufficiency towards the future for the next generation. Binthi country is situated approximately 40 kilometres north of Cooktown on the McIvor River and comprises mixed tenure arrangements within the Guugu Yimithirr Nation (Appendix B). This corporation also manages the protection of the cultural sites within their territory and is aspiring towards self-sufficiency to develop their outstation. They are also very interested in participating in cultural tourism business to share and showcase their culture and country. Aspects or Issues and Problems Operating as a small organisation in a remote region, BWAC is under-resourced and does not receive an income to manage the issues and problems that are affecting their objectives to achieve their aims. Binthi people would like to develop strategies and management plans to protect their cultural and natural values that are increasingly affected by mining and pastoralism. With the associated problems of the current economic climate BWAC are keen to address these problems to assist them with funding opportunities and compliancy with the CATSI Act. In 1994 the Indigenous Land Corporation purchased Mt Baird Station for Binthi Traditional Owners and this did not include further support to develop or maintain the property. The rates to the Cook Shire Council are an issue as BWAC cannot afford to pay and Hope Vale Aboriginal Council have paid the outstanding amounts and are currently leasing the property for a 10 year period. BWAC also hold lease titles within the Deeds of Grants in Trust (D OGIT) land which is currently managed by a defunct organisation called the Congress of Clans set up and operated by the Cape York Land Council (CYLC) and Balkanu. The government transferred the title to this organisation in 2012 including over $7 million dollars in ex-gratia money of frozen royalty funds from Cape Flattery Silica Mines and which has been misappropriated by CYLC and Balkanu. This is  currently a very controversial issue and a major concern to all the Traditional Owner Groups within this boundary, as it impinges upon their rights and access to their country. An illegal and fraudulent process occurred whereby the traditional owners were not negotiated with and the rightful owners of Cape Flattery did not receive their monies. As the signatures were obtained fraudulently the protection of cultural and natural heritage for all involved is at stake. Finally, the community has two tiers of bureaucracy to deal with, including Local Government Authorities and the welfare reform imposed without free and prior informed consent. Partnerships and Cape York Institute that promote this are associated with Cape York Land Council and Balkanu and whose members and affiliates have been the perpetrators of violence that members of BWAC and the community have tolerated for many years. Ironically, they receive millions of dollars of funding from the government to roll out this program with Local Commissioners who all have criminal histories and no qualifications. Recommendations Issue 1: Governance and strategic business planning It is a priority that viable strategic business plans are developed to raise BWAC to a level to be competitive and eligible for funding opportunities to improve administration and governance matters. Regular meetings and reporting are required for compliancy with the CATSI Act and audit purposes. Funding opportunities to employ a Project Officer to oversee this is a positive outcome that will alleviate the pressures of these issues at hand. These are to be developed initially to then set in place recommendations to be implemented. In doing so, it is important that the business drivers be refined to enhance product quality, cost image and passion to make a difference. The vision and objectives may have to be revisited, so that it is short and realistic in an ever changing environment. The current position will also have to be reconsidered and bought into context, so that gap analysis can be undertake to develop strategies are developed in an action plan for every strategy for implemen tation and review so that they can be improved. Binthi Wambal, Chuulangu and Dingaal Warra are all working towards the same vision and to do so will also involve exposing Balkanu and Cape York Land Council for corruption and fraud. It is  recommended that these organisations and others support each other and it is expected that the strategic business planning process to take one year to thoroughly complete. Issue 2: Rates for freehold property and tenure associated to Deeds of Grant in Trust lands To overcome the issue to generate income BWAC must develop employment and training strategies in conjunction with viable crop and harvest economy, or other suggested ideas. In addition, partnerships with other stakeholders, such as Indigenous organisations, Local Government and government agencies, are recommended as the most practical way for support and to further advance financial problems. It is also recommended that legal advice be obtained on the tenure related problems for counteraction to High Court proceedings and the Human Rights Commission and the International United Nations Committees for breaches of human rights issues. The same applies to challenging the Welfare Reform Policies currently in place. Financial assistance for initiation start-up of $250, 000 is required to undertake this task and strategies developed to ensure that these outcomes are achievable. Approximately $10, 000 per annum is required for rate payments. The rates will be an ongoing issue and it is expected that the tenure issue can take approximately 1- 2 years to resolve. In the interim, whilst Hope Vale Council is managing the property BWAC can provide support. Within eight years BWAC can be resourced to be able to manage the property. Issue 3: Mining Threats It is necessary that BWAC develop a Cultural Heritage Management Plan as prescribed by the Aboriginal Cultural Heritage Act 2003 (Appendix C) and exercise their right to negotiate with mining companies, as specified in section 29 of the Native Title Act 1993. This is beneficial so that agreements can be reached for the protection of cultural sites. Extensive mapping of the sites have occurred and entered onto the state database, however, as the Native Title are a mess BWAC have lost their right to Balkanu and Cape York Land Council to negotiate any matters to their cultural heritage or funding opportunities for land and sea planning matters. These three pressing issues are affecting BWAC ability to function and the implication of the problems impinges on the development of their aspirations and poses perceived threats that require a gap analysis to  devise strategies for an Action Plan for implementation and review. In addition to these dilemmas there are advantages to including IEK into socio-logical framework for sustainable landscape planning equation contributing towards a holistic and inclusive approach for improved social dimensions and social responsibility without Cape York Land Council involvement. Conclusion In consideration of these issues and recommendation it is envisioned that BWAC can overcome these issues to implement their plans to achieve outcomes with the following objectives: Take a leading role in the community on issues such as climate change and sustainability. Ensure that strategic objectives of BWAC are relevant to the local, state and national business community and government. To raise the character and status and advance the interests of BWAC and those engaged therein. Establish and maintain a focused portfolio of activities of activities including research, provision of training, government and executive development programs, consultancy and other entrepreneurial initiatives. Ensure that BWAC delivers quality in all of its endeavours. Establish an agreed and acceptable system of performance review. Maintain a comprehensive knowledge of the external resources to optimise ongoing and future funding. Ensure that BWAC uses an appropriate and regular system of external and internal communication To maintain contact and communicate with the governments of the Commonwealth of Australia and of its States and Territories and with local and municipal governing bodies and other public and private organisations on matters of concern to BWAC and to the wider community. To increase the confidence of the community in the development of BWAC projects and to ensure transparent accountability. To promote honourable practice and integrity to ensure the success of future projects. From our review of governance issues and indicators of knowledge integration across the types, we support that Indigenous governance and Indigenous-driven co-governance are important factors towards the integration of IEK and western science for sustainability of social-ecological systems. Distinct Indigenous cultural purposes  underpinning IEK, and benefits knowledge integration can be sustained by supporting Indigenous governance without, or with only a limited requirement for power sharing. We conclude by promoting the reports reviewed be regarded as authoritative on the topic to test its general effectiveness in guiding practitioners and researchers to develop robust governance for Indigenous knowledge integration of periphery groups in environmental management. References Altman, J.C. (2001), ‘Sustainable Development Options on Aboriginal Land: The Hybrid Economy in the Twenty-First Century’. CAEPR Discussion Paper No. 226, Centre for Aboriginal Economic Policy Research (CAEPR), Australian National University, Canberra [Online], Available: https://digitalcollections.anu.edu.au/bitstream/1885/40104/2/2001_DP226.pdf Bohnet, I.C. (2009), Integrating Social and Ecological Knowledge for Planning Sustainable Land and Sea Scapes: Experiences from the Great Barrier Reef Region, Australia. Research Article, Landscape Ecology, DOI 10.1007/s10980-010-9504-z, Available: http://link.springer.com/article/10.1007/s10980-010-9504-z#page-1 Hill, R. (2006), The Effectiveness of Agreements and Protocols to Bridge Between Indigenous and Non-Indigenous Toolboxes for Protected Area Management: As Case Study from the Wet Tropics of Queensland, Society & Natural Resources, 19:7, 577-599, Available: http://www.tandfonline.com/doi/abs/10.1080/08941920600742310#.Uo wc1-Kn6Ts Smith, B. (2003), A Complex Balance: Mediating Sustainable Development Cape York Peninsula. The Drawing Board: An Australian Review of Public Affairs, Volume 4, Number 2: November 2003, 99-115, School of Economics and Political Science, University of Sydney. Available: http://www.australianreview.net/journal/v4/n2/smith.pdf http://caepr.anu.edu.au/StaffProfiles/Benjamin-Smith Smith, B. (2005), ‘We Got Our Own Management’: Local Knowledge, Government and Development in Cape York Peninsula. Australian Aboriginal Studies, 2005/2, Australian National University, Canberra. Szabo, S. & Smyth, D. (2003), Indigenous Protected Areas in Australia. In, Jaireth, H. and D. Smyth (Eds), Innovative Governance: Indigenous Peoples, Local Communities and Protected Areas, pp 145-164. IUCN-sponsored by publication, published by Ane Books, New Delhi. Available: http://www.sbconsultants.com.au/index.php/reports-and-publications-mainmenu-41 Appendix A: Hill’s Conceptual framework for bridging two management toolboxes Kuku Yalangi versus Wet Tropics World Heritage Area Appendix B: Guugu Yimithirr Map Appendix C: Cultural Heritage Study & Cultural Heritage Management Flow Chart