European single currency Essay Example | Topics and Well Written Essays - 3250 words

European single currency - Essay Example The idea of a European common currency had been in the drawing board since 1993, but the Euro as EU’s common currency went into circulation in 1999 and was considered as a major step towards European integration. The ratification of the Maastricht treaty in November of 1993 was responsible for the creation of the European Monetary Union or EMU and adopted the Euro as their common currency (European commission, n.d.). When the Euro was introduced into EMU on January 1, 1999, it became the new official currency of the 15 member countries thereby replacing their old national currencies like Deutschmark of Germany and Franc of France. The Euro was introduced first as a virtual currency for payments not requiring hard cash and for purposes of accounting. The old national currencies of member countries were used for cash payments and is considered as sub-units of euro. The European commission revealed that the real euro currency in bank notes and coins appeared in January 2002. The European commission reported that the primary responsibility of the EMU is to ensure the price stability of goods and services in all the member countries by maintaining an annual inflation rate of less than 2%.The European commission added that although Denmark and United Kingdom are members of the European Union, Euro is not their currency as they agreed on the ‘opt-out’ clause of the Maastricht treaty thereby exempting them from participation ... market. The European commission reported that the economic as well as monetary integration of the EU simulates the history of the Union. In 1957, when the EU was founded, they concentrated on establishing a common market. In the course of time, it was felt that closer cooperation related to economic and monetary matters were needed for the common market to progress and flourish further. The European commission revealed that when the euro was adapted as the single currency of the EU, the monetary policy is being managed by the European Central Bank (ECB) which was established for that sole purpose, and the corresponding central banks of the member countries. Together, they formed the Eurosystem Fiscal Policy on tax and spending and remain as responsibility of individual member countries. They adhere to follow the agreed procedures on public finances accounting known as Stability and Growth Pack. The member countries also retain their responsibility for creating their own structural policies related to labour, capital markets as well as pensions. They however agree to coordinate them with ECB to ensure higher chances of achieving goals related to stability, employment and growth. Having adopted a single European currency has many benefits and these were the motivations for the creation of the Euro. An Economics teacher form Oxford University named Tejvan R.Pettinger (2008) enumerated the benefits that can be derived from having only one European currency system. They are as follows: Reduced transaction Costs 1. There will be no more cost involved in currency exchanges; this will benefit tourists and firms trading in the Euro area

Subprime Mortgage Crisis Essay Example | Topics and Well Written Essays - 1000 words

Subprime Mortgage Crisis - Essay Example When home prices started falling and those loans started to go bad, Bear’s creditors got scared and pulled their money out of the investment bank. The U.S.  subprime mortgage crisis  was an unfolding of events and that were significant aspects of a financial recession and subsequent crisis that was manifested significantly in 2008. It was characterized by an upsurge in  subprime  mortgage and foreclosures, and the resultant drop of securities was backed up by the mortgages. These  mortgage-backed securities  (MBS) and collateralized debt obligations  (CDO) usually offered attractive return rates due to the high rates of interest on the mortgages but the lower quality of credit ultimately caused huge defaults. In as much as the crisis elements became more clear in 2007, most major financial institutions collapsed in September of 2008, with distinguishable disruption in the credit flow to businesses and consumers during the onset of the most severe worldwide recession. This subprime mortgage crisis was accompanied by fraud issues concerning relating to the Bear Stearns Company. Bear Stearns, had been on Wall Street feature from 1923 and had survived the 1929 crash without laying off any employees. But in 2008, its customers and creditors were worried that the billions of dollars of mortgage-backed securities on its books weren’t worth what the company claimed. Therefore, they stopped doing business with Bear Stearns. Within a few days; Bear was digested into JPMorgan Chase & Co. via the help of the Federal Reserve for an approximate value of a new Madison Avenue office tower. Bear Stearns failure was attributed largely to gorging on subprime mortgages in the previous years in what was termed as a continually-rising housing market.  

Automobile Industry Essay Example for Free

Automobile Industry Essay Strong demand growth due to rising incomes, growing middle class, and a young population is likely to propel India among the world’s top five auto-producers by 2015 Growth in export demand is also set to accelerate. Tata Nano and the upcoming Pixel have opened up the potentially large ultra low cost car segment Innovation is likely to intensify among engine technology and alternative fuels. Advantage India Rising investments Policy support India has significant cost advantages; auto firms save 10-25 per cent on operations in India compared to Europe and Latin America A large pool of skilled manpower and a growing technology base will induce greater investments. The government aims to develop India as a global manufacturing as well as RD hub There has been a wide array of policy support in the form of sops, taxes and FDI encouragement. FY10 Market size: USD57.7 billion Notes: RD – Research and development, FDI – Foreign direct investment; FY – Indian financial year (April – March); FY16E – estimated figure for financial year 2016; estimates are from the government’s Automotive Mission Plan (2006 – 2016) ADVANTAGE INDIA. For updated information, please visit www.ibef.org. 3. Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 4 Automotives AUGUST 2012 Evolution of the Indian automotives sector 20.4 million units (2012) 11 million units (2007) 2008 onwards 0.6 million units (1992) 1983 1992 0.4 million units (1982) Before 1982 †¢ Closed market †¢ Only 5 players †¢ Joint venture (JV) Indian government and Suzuki to form Maruti Udyog; started production in 1983 †¢ Component manufacturers also entered via JV route †¢ Buyer’s market 1993 -2007 †¢ Sector de-licensed in 1993 †¢ Major original equipment manufacturers (OEMs) started assembly in India †¢ Imports allowed from April 2001 †¢ Introduction of value added tax in 2005 †¢ More than 35 players in the market †¢ Removal of most import controls †¢ Indian companies gaining global identity †¢ Long waiting periods and outdated models †¢ Seller’s market Source: Tata Motors, Society of Indian Automobile Manufacturers (SIAM), Aranca Research, Notes: JV – Joint Venture MARKET OVERVIEW AND TRENDS For updated information, please visit www.ibef.org 5 Automotives AUGUST 2012 The automotives market is split into four segments Automobiles Two-wheelers Passenger vehicles Commercial vehicles Three-wheelers Mopeds Passenger cars Light commercial vehicles Passenger carriers Scooters Utility vehicles Motorcycles Multi-purpose vehicles Medium and heavy commercial vehicles Goods carriers Electric twowheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 6 Automotives AUGUST 2012 Revenues have been growing at a strong pace → Gross turnover of automobile manufacturers in India expanded at a CAGR of 17.7per cent over FY07-1 1 Excluding three wheelers, cars account for the largest share of revenues (66.2 percent in 2010) Revenue trends over the past few years in USD million 70.0 60.0 50.0 40.0 30.5 30.0 20.0 10.0 0.0 FY07 FY08 FY09 FY10 FY11 66.2% 36.6 33.3 21.5% Trucks Cars 58.6 CAGR: 17.7% 43.3 → Market* break-up by revenues (2010) 12.3% Two Wheelers Source: SIAM, Datamonitor, Aranca Research Note: *does not include three wheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 7 Automotives AUGUST 2012 Sector’s growing strength evident from rise in total production figures Total production of automobiles in India (million units) 16.0 → → 12.0 7.6 8 8.4 10.0 8.0 6.0 1.3 0.4 0.4 1.2 0.4 0.4 1.6 0.6 0.5 1.3 0.5 0.6 1.8 2.4 4.0 6.5 8.5 Notes: CAGR – Compound annual growth rate 10.5 Passenger vehicles was the fastest growing segment during that period with a CAGR of 14.5 per cent 14.0 13.4 0.8 0.8 3.0 2.0 0.0 FY05 FY06 FY07 FY08 FY09 0.4 0.5 FY10 0.6 0.6 FY11 FY12 Passenger Vehicle Three Wheelers Commercial Vehicle Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.8 0.8 3.1 15.5 Automobiles production increased at a CAGR of 13.2 per cent over FY05-12 18.0 8 Automotives AUGUST 2012 Market break-up by production volume → Two wheelers dominate production volumes; in FY12, the segment accounted for more than three quarters of total automotives production in the country Market share by volume (FY12) → In fact, India is the world’s second largest two wheeler producer; the country is also the fourth largest commercial vehicle producer 4% 4% 16% Two Wheelers Passenger Vehicle Commercial Vehicle Three Wheelers 76% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 9 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (1/2) Shares in production of passenger vehicles (FY11) Shares in production of commercial vehicles (FY11) 11.5% Passenger cars 8.1% 36.0% MCV HCV Passenger Carriers MCV HCV Goods Carriers LCV Passenger Carriers 49.7% 6.1% LCV Goods Carriers Utility vehicles/multipurpose vehicles 88.5% Source: SIAM, Aranca Research Notes: LCV – Light commercial vehicle; MCV – Medium commercial vehicle; HCV – Heavy commercial vehicle For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 10 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (2/2) Shares in production of three wheelers (FY12) Shares in production of two wheelers (FY12) 15.8% Goods carriers 15.6% 5.3% Mopeds Motorcycles Passenger carriers Scooters 84.2% 79.1% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 11 Automotives AUGUST 2012 Exports have also grown strongly †¦ (1/2) → Automobiles export volumes increased at a CAGR of 22.4 per cent over FY05–FY12 Over this period, the fastest growth was in the two wheeler segment (25.8 per cent) followed by three wheelers (21.9 per cent) Exports of automobiles from India (million units) 2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0 2 0.5 0.6 0.8 1 0.5 1.1 0.5 1.5 0.4 0.5 0.3 0.2 0.03 0.1 → 0.2 0.04 0.1 0.2 0.05 0.1 0.2 0.06 0.1 0.04 0.2 0.04 0.2 0.08 0.3 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 Passenger Vehicle Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.1 0.4 12 Automotives AUGUST 2012 Exports have also grown strongly †¦ (2/2) → Two wheelers accounted for the largest share in exports (by volume) at 67 per cent in FY12 Passenger vehicles account for a sizeable 18 per cent of overall exports Exports shares by volume (FY12) → 18% Passenger Vehicle 3% 12% 67% Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 13 Automotives AUGUST 2012 Presence of a clear leader in each segment of the market → The automotives industry is concentrated with market leaders in each segment commanding a share of over 40 per cent Market Leader Passenger Vehicles MCVs HCVs LCVs Three Wheelers 45% 16% Others 15% 7% 63% 23% 7% 59% 30% 4% 4% 41% 40% 10% Motorcycles Scooters 59% 24% 7% 6% 51% 21% 14% Source: SIAM, Aranca Research Notes: Data is for FY10 10% For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 14 Automotives AUGUST 2012 Notable trends in the Indian automotives sector †¢ Large number of products available to consumers across various segments; this New product launches has gathered pace with the entry of a number of foreign players †¢ Reduced overall product lifecycle have forced players to employ quick product launches Improving productdevelopment capabilities †¢ Increasing RD investments from both the government and the private sector †¢ Private sector innovation has been a key determinant of growth in the sector; two good examples are Tata Nano and Tata Pixel – while the former has been a success in India, the latter is intended for foreign markets †¢ In FY11, the CNG market was worth more than USD330 million and CNG cars Alternative fuels and taxis are expected to register a CAGR of 28 per cent over FY11-FY14 †¢ The CNG distribution network in India is expected to increase to 250 cities by 2018 from 30 cities in 2009 For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 15 Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 16 Automotives AUGUST 2012 Sector has been benefitting from strong demand and product innovation Growing demand Growing demand Policy support Strong government support Increasing investments Rising incomes, young population Inviting Greater availability of credit and financing options Goal of establishing India as an automanufacturing hub RD focus; GOI has set up technology modernisation fund Large domestic market Policy sops, FDI encouragement Resulting in Rising investments from domestic and foreign players Greater innovation in products; market segmentation Strong growth in exports as well Strong projected demand making returns attractive Notes: GOI – Government of India; For updated information, please visit www.ibef.org GROWTH DRIVERS 17 Automotives AUGUST 2012 Rising incomes and a growing middle class driving domestic demand growth Rising incomes; growing middle class †¢ Changing income dynamics of India’s population 70 million households Aspirers: annual income INR90,000200,000 Seekers: annual income INR200,000500,000 Strivers: annual income INR500,0001,000,000 Globals: annual income INR1,000,000 Personal (nominal) disposable income is expected to rise annually at 8.5 per cent over FY11-15 Rising middle class – size of the middle class expected to touch 550 million by 2025 from 50 million in 2010 Favourable demographics – a young population is also driving up the demand for cars Demand for commercial vehicles have got a boost due to development of roadways and greater market access 60 50 40 30 20 10 0 2005 Strivers 2010 Seekers 2015 Deprived Deprived annual income

Theorists Impact on Teaching and Learning

Theorists Impact on Teaching and Learning The government aims to support and develop childrens learning; these include the Plowden Report (1967), The National Curriculum (1999), a more recent review known as the Rose Review (2009) and The Primary Cambridge Review (2009). These reviews were heavily influenced by both Jean Piaget and Lev Vygotsky. This assignment will compare two learning theorists and the impact they have on teaching and learning. My main focus will be on Jean Piaget and Lev Vygotsky however Jerome Bruner will also be mentioned. Firstly, the assignment will describe and critically analyse Jean Piagets theory of cognitive development. Secondly, I will describe and critically analyse the strengths and weaknesses of Lev Vygotskys theory of socio cognitive development. Both learning theorists will be examined and compared along with the implications they have on effective teaching practice. I will then move on to evaluate the impact it has on an individual child in terms of teaching and learning, taking their development needs into account as well as talking about maturation of the child. The school will also be mentioned throughout this assignment. The name of both the child and the school will not be disclosed due to privacy. I will also discover the factors that influence teaching and learning in the four main subjects, these include: Literacy, Numeracy/Mathematics, Science and ICT. Jean Piaget (1896-1980) was a biologist who moved into studying developments of childrens understanding by the age of 21, this was done through observation, speaking and listening to the children on a task that he had set. Piagets work on childrens intellectual development owed much to his early studies of water snails (Satterly, 1987, p. 622) Piaget was a well known French speaking Swiss theorist who believed that children learn by active knowledge through hands on experience. To do this the adult should provide the right materials to allow the child to interact and construct effectively. His views on how a childs mind functions and develops had a great influence especially in education theory. He mainly focused on child maturation to increase the understanding of their world; children cannot carry out certain tasks until they are psychologically mature enough to do so (Child-Development-Guide, 2010). Piaget believed that childrens thinking does not develop smoothly throughout childhood as there are certain points in which it expands and progresses into new aims and capabilities. The transitions took place at about 18 months, 7 years and 11/12 years of age; this meant that before these ages, no matter how bright a child is he/she is not capable of understanding things in certain ways. Piaget used Socratic questioning to get the children to think more about what exactly they are asking or thinking about, the aim of this was to get children to see contradictions in their explanations. Piagets theory of cognitive development was the central structure to his theory. The acquisition of knowledge in childhood which included processes such as understanding, reasoning, thinking, problem solving, learning, conceptualising and remembering, as a whole understanding all the aspects of human intelligence that are used to make sense of the world. Cognitive development is purely concerned with intellectual functions that can be studied individually from socio-economical functions (Atherton, J. 2010) Cognitive structures are patterns of physical or mental action which correspond to the stages of child development. Both Piaget and Vygotsky believe that childrens cognitive development takes place in stages. However Piaget was the first to show that children go through different stages of cognitive development. According to Piaget there are four primary development stages, these include: sensorimotor, preoperations, concrete operations and formal operations. The sensorimotor stage ranges from 0 to 2 years; this is where intelligence takes the form of motor actions. By the actions they perform in their environment through sucking, watching, biting and a number of other responses they may perform. According to a test undertaken by Piaget the child will look for an object that s/he has seen being hidden, this occurs when a child is around 8 months old. Intelligence in the pre-operation period consists of 2 to 7 year olds. At this age the children are capable of using symbols such as words and images to make sense of the world, imaginative play is used and they can tell the difference between fantasy and reality. The child can see a situation from another persons point of view, this is known as egocentrism. According to Piaget, the egocentric child thinks that others see, hear and feel exactly the same as s/he does. REF! bbc article The cognitive structure during the concrete operational stage consists of 7 to 11 year olds. Children need a number of mental operations such as classification and conservation so they can mentally manipulate symbols in different ways. Conversion is when the child has to ability to understand that redistributing material does not affect its mass, number or volume. By the age of 7, the child should understand that when a liquid is poured into a glass of different shape or size the quantity of liquid remains the same, only the appearance changes REF. The final stage is the formal operations which consist of 11 to 15 year olds. At this age children are capable of mental operations including abstractions and logical reasoning (Schaffer 2004, p.168). The mind of a child who is 11 years or older can carry out mathematical calculations, be creative, have accurate reasoning and imagine the outcome of specific actions REF. After analysing Piagets theory, I believe that his four stages of development and the structure of teaching is closely linked. The sensorimotor stage fits in to the early years foundation stage (EYFS) where children mainly learn by playing and exploring the facilities around them. In the nursery and reception classes of the school, the children have a variety of continuous provisions areas within the classroom that relate to the real world such as shops, post office and kitchens. This allows the children to explore role play and discover real life situations. Tasks are set up to allow the children to explore freely whilst the teacher observes the childrens involvement in the activity (EYFS, 2010, online). This relates to the principle of enabling environments in the EYFS themes: The environment plays a key role in supporting and extending childrens development and learning (EYFS, 2010, online). The second stage links to children who are in key stage 1 (KS1). The children develop words that support play with ideas. The school has a shop corner which contains a till, plastic shopping basket with play foods and plastic money, this allows the children to play within the shop and explore the money. I believe this allows the children to learn as well as play as its leveled at their ability. It is important to give the children real life situations and problem solving as the skills can be applied throughout their learning and help them develop into mature adults. Providing the children with hands on experience in certain areas of the curriculum such as EYFS, mathematics and literacy has been taken from Piagets theory. The child is observed during a practical activity and his/her engagement and communication skills are recorded (Briggs et al, 2005, p.27). I feel it is important that EYFS, key stage one and key stage two should be closely linked and flexible so the child has the correct skills and knowledge throughout the stages to build their confidence and succeed in the future. As part of a Literacy topic the children had to act out Goldilocks and the three bears. They were put in groups and were given a script. The children had to read the script and act it out. This provided the teacher with information on each childs cognitive ability and allowed her to assess and set targets for each child. The concrete operational stage ties in with KS2. However, after observing a key stage two there is a change in terms of teaching style and the activities undertaken in EYFS and KS1 The aim of KS2 is to develop the logical process in the learning. Every week the children carry out guided reading, this differentiates from fiction to nonfiction depending on the ability of the child. The children have to read and make sense of the book in order to answer related questions. Finally, the formal operations stage links to KS3 and consists of children working independently and building on existing knowledge. Piagets theory allows the child to learn actively and gain knowledge from any mistakes that they make. However, I feel that Piagets methods are underestimated and may have a huge impact on learning. When learning the core subjects mainly Literacy and Mathematics, Piagets theory ignored the social aspects of the child which unvalued the importance knowledge and culture which led to underestimating the ability of the children. His is widely used in a number of schools, however I strongly feel that the teaching should cover a wider range including the external factors and the environment especially the social and emotional aspects of learning (Isaacs, 1929). On the other hand Vygotsky believed that a childs learning cannot be separated from its social context. An example of the importance social context has is Piagets three mountain experiment. Piaget concluded that children are unable to see things from another persons perspective (Schaffer, 2004, p.174). In the experiment he used 3 mountains of different sizes and children aged from four to twelve years old. The children sat on one side of the mountain and a doll was placed on the other side. The children were then shown photographs of the mountains from different positions and were asked to choose a photograph the doll can see from her position. Piaget found that children under seven years of age could not see things from another persons perspective therefore were egocentric (Wood, 1998, p. 66). However the appropriateness of the three mountain experiment was questioned. Borke states that children performed poorly due to unfamiliarity and not motivating enough for the children to complete successfully (Smith et al. 1998). When the experiment was repeated by Hughes (Donaldson, 1987, p.137) using a policeman and a doll. The children were asked where the doll should hide so the policeman does not find her; he found that nearly ninety nice percent of children aged five were correct. He concluded that if the child is given a familiar situation he/she will think objectively. Cognitive structures change through the following processes: adaptation, assimilation and accommodation. Adaptation is found in all biological organisms to adjust to the demands of the environment, assimilation involves the individual to incorporate new experiences into existing schemas and accommodation is where the individual modifies existing schemas to fit the new experiences (Schaffer, 2004, p.165). This relates to other learning theorists in terms of constructivist perspectives of learning including Jerome Bruner and Lev Vygotsky. However researchers have found it difficult to measure developmental processes: assimilation, accommodation and equilibration. They found it difficult to identify processes that are central to Piagets theory (Meadows 1993, p.19). Piaget claims that his stages are universal regardless of culture, this has also been questioned as a number of studies show that children are able to reach stages earlier that Piaget has stated (Bower, 1974). A three month old baby was shown a toy that was covered by a screen, when the screen was moved the toy had vanished and in another condition the toy was still there. The babies heart rate was measured both when the toy was there and when the toy disappeared. The results showed that there was greater change in heart rate when the toy disappeared. The toy was replaced with different objects and Bower (1971) found that babies show more surprise. Schaffer (2004, p. 184) felt that Piaget under estimated the abilities of children. Applying Piagets theory requires specific recommendations for a certain stage in the cognitive development. For children who are at the sensorimotor stage, adults should provide them with a rich and motivating environment and a number of objects to play with. However a child who is at the concrete operational stage should be provided with activities in which they can classify problems, order and location of concrete objects. This allows the adult to see the different explanations the children at different stages of cognitive development will come up with. The activities or situations given should engage the learners and requires adaptation such as assimilation and accommodation. The learning materials given to the children should be relevant and should involve the right level of motor or mental operations for a child depending on his/her age (McLeod, S.A. 2007). Another critic of Piaget is that he used his own three children for many of his experiments and observations not thinking about the culture they came from (Smith, et al 2003, p. 412). Due to this he failed to take children from different backgrounds into account. A larger sample with children from various backgrounds should have been used to get a more accurate and generalised result. Piagets theory received a number of critics however his work had a major influence in the education sector. He disliked the idea of children being taught sat at desks, listening and transmitting information the teacher gives. Piaget believed that children learn through discovery, the task should be set by the teacher and children should be left to discover, any mistakes the children make should provide useful information on the childs cognitive development. Also for the correct answers, the process of how the child worked out the correct answer should be investigated (Smith et al, 2003, p.388). The curriculum is set out in a sequence, particularly in the core subjects such as mathematics and science. This is influenced by Piagets theory. The choice of learning objectives, curriculum sequencing, grade placements of topics, the assessment of childrens intellectual functioning and teaching methodology (Murray, 1985, p.291) It is important that the class teacher knows at what stage of cognitive development each child is at as it is an important aspect in Piagets theory. This also has an impact on pedagogy as teachers have to change their teaching style to enhance the childs development. The second theorist i will be critically analysing is Lev Vygotsky (1896-1934). He was born in Russia in the same year as Piaget. He studied law and graduated at Moscow University. He then went on the study a Ph.D in Literature and Linguistics. Vygotskys began to work in psychology after the Russian revolution where the Marxism replaced the rule of the czar. The new Marxist philosophy emphasised socialism and collectivism. Individuals were expected to give up their personal goals and achievements to improve the society as a whole by sharing and co operation. The success of an individual was seen as reflecting the success of the culture. Heavy emphasis was placed on history, believing that any culture can only be understood through the ideas and events that have made it occur. (Vasta, R., Haith, M.M., Miller, S.A., 1995). Vygotsky used these elements in his model of human development; this is known as a sociocultural approach. The development of an individual is a result of culture. The theory primarily applies to mental development such as the thought and reasoning process which were believed to develop through social interaction with others mainly parents. He states: Every function in the childs cultural development appears twice: first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of ideas. All the higher functions originate as actual relationships between individuals (Vygotsky, 1978, p.57). Vygotsky looked at mental abilities and processes in historical terms using the events that led to them whereas Piaget believed that the childs development process follows a similar pattern of stages. Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared (Vasta, R., Haith, M.M., Miller, S.A., 1995). Culture contributes to a childs intellectual development in two ways: firstly children obtain knowledge from it and secondly they obtain the tools of intellectual adaptation from the surrounding culture. Therefore culture provides children with the means to what they think and how they think it. Vygotsky viewed cognitive developments as a shared problem solving experience with another adult, such as the parent, teacher or sibling, this is also known as the dialectical process. Initially, the person working with the child takes the majority of responsibility for guiding the child through problem solving and steadily hands full responsibility over to the child. Every child is different and will react and learn in different ways however Vygotsky stresses language dialogue as adults will use it as a primary resource to transmit knowledge within their culture. The childs own language is of great help as it is a primary tool of intellectual transformation. Eventually children can use their own speech to direct behaviour usually in the same way as the parents speech once directed. This change relates to Vygotskys theme of development as a process of internalisation. Knowledge and thought exist outside the child at first in the culture of the environment. Development consists of gra dual internalization, primarily through language, to form cultural adaptation (Rogoff, 1990). The second aspect of Vygotskys theory is cognitive development which is limited to a time span that is known as zone of proximal development (ZPD). ZPD is the gap between what a child can solely achieve, their potential development which depends on the independent problem solving and what the child can achieve though problem solving with help and guidance of an adult or more capable peers. (Wood, D., Wood, H., 1966). What children can do independently is known as level of actual development and is a standard IQ test measure. However this measure is important but incomplete as two children may have the same level of actual development as it gets the same number of answers right on a test. With help of an adult, again one child may solve a number of problems whereas the other child may only solve two or three. What the child can do with help of an adult is referred to as level of potential development. (Vasta, R., Haith, M.M., Miller, S.A., 1995). Maximum development of ZPD depends on full social interaction of an adult with a child. The more the child takes advantage of the assistance the broader their knowledge of ZPD will be. Scaffolding was invented in 1976 to describe tutorial interaction between an adult and a child. It was used to explore the help and resources an adult provides so a child can carry out a complex task efficiently. This links to Burners ideas of the spiral curriculum. A parallel has been drawn between the notion of scaffolding and ZPD theories of Vygotsky (Hobsbaum, A., Peters, S., Sylva, K., 1996). Before an adult can provide learning opportunities they much evaluate the childs development level at present along with the length of the ZPD. It is important that the child values and makes use of the help that is offered. The child needs to be capable to benefit from the give-and-take conversations with others (Bruner, 1983). In Vygotskys theory language plays a major part in the learning and development process. A child is encouraged to think in new ways and gain a new cognitive tool to make sense of the world. Language is used to solve problems, overcome impulsive action and plan a solution before trying it to control behaviour (Jones, 1995). It is also used for a social purpose, so children can obtain help of peers and solve problems. In this process of development the child starts to practice the same forms of behaviour that other formerly practices with respect to the child however this behaviour is only understood in a social context. Vygotsky has had a great influence on Bruners theory with the introduction of scaffolding and spiral curriculum. Scaffolding is an effective strategy that accesses the ZPD. Scaffolding involved the teacher providing the children the opportunity to build on their current skills and knowledge. This involves the teacher engaging the children and simplifying instructions so they are easily understood. Scaffolding has been used in every subject to support learning especially when introducing new topics. In Literacy the children had to write a story ending. Work was set according to their ability, through the spiral curriculum. The child expressed his ideas and the teaching assistant wrote them on a dry white board ready for the child to copy onto paper. The child was assisted by questions directing her to revisit the story and think about the ending. However this can be a problem as the teacher may offer too much help which may lead to the child expecting help every time and not thinking on their own. Also when observing an ICT lesson, the teacher guided the child through the stages of what needs to be done. The children were then left to complete the task independently. The guidance given relates to Vygotskys approach and the creativity and constructivism is enhanced by Piaget. I observed a year two class in mathematics; they were starting a new topic on difference. The objective of the lesson was to work out the missing number in a sum. To explain this, cubes were used to visually represent numbers so they are easily understood. Both the addition and subtraction methods were shown. Many examples were given until the child fully understood and could work on their own initiative. The activity was then extended to using two digit numbers. The teacher adopted Vygotskys method of ZPD and found that most children had understood the word difference and how to work it out after a number of examples were shown. Unlike Piaget, who concentrated more on individual learning rather than providing adults with a role to help children learn, whereas Vygotsky believed that both other adults and culture play a major part in the development of a childs cognitive ability (Schaffer, 2004, p.90). However Vygotsky constantly mentions how children develop with guidance and help from other adults but does not state how they individually develop (Schaffer 2004, p.215). He failed to recognise how children are motivated to learn individually. Vygotsky focussed more on co-operative learning and little attention was given to individual learning. Vygotsky never took development changes of a child into account. He viewed the child in the same way at the age of two and at the age of twelve. Also the ZPD has been critically analysed by researchers. They have found that teachers have control over a childs thinking as they can ask questions that require certain answer which limits their learning. This kind of questioning is only suitable for children who are achieving below average. A teacher has to be extremely talented to successfully apply the ZPD and guide the children through a task instead of telling them what to do. However the ZPD cannot be applied to every child within a class as the teacher does not have sufficient amount of time to do so (Schaffer 2004, p.217). A final criticism is that Vygotsky failed to take the emotional aspects of a child into account. He did not recognise what happens when a child cannot complete a task or gets something wrong. If a child continuously gets something wrong, does the child lose motivation or continue with the task and hope to succeed? A child goes through many forms of emotion when they are unsuccessful in a task or get something wrong however this has not been mentioned anywhere within Vygotskys theory. Likewise Piaget also failed to take the emotions of a child into account (Schaffer, 2004, p.218). Vygotskys behaviour is particularly relevant to those who are concerned with the use of language as it can be crucial and interrelated with the action. Both Vygotsky and Piaget looked at preschool children in problem solving situations. Piaget believed that the self directed behaviour is egocentric and has a minimum relevance to a childs cognitive growth however Vygotsky referred to it as private speech. Vygotsky believed that private speech grows through interactions with adults; they begin to use parents instructions to direct their own behaviour (Sà ³lrà ºn B. Kristinsdà ³ttir, 2008). Both Piaget and Vygotsky had a conflict when explaining that development theories should not be taught until the children are at the right development stage. Piaget believed that the children are the most important aspect of cognitive development which conflicted with Vygotskys zone of proximal development. However Vygotsky argued that the social environment can be of great help when it comes to cognitive development of the child. The social environment can help children adapt to new situations with ease. Both theorists had the same aim of finding out children think of ideas and translate them into speech. Piaget discovered that children like to explore for themselves the way the world works and what it has to offer however Vygotsky wrote in Thought and Language that human mental activity is the result of learning. This led to Vygotsky believing that acquisition of language has the biggest influence on a childs life. Piaget had a huge emphasis on universal cognitive change and Vygotskys theory expected to have variable development depending on the cultural experiences a child has had. Piagets theory had an emphasis on the natural line whereas Vygotsky preferred the cultural line of development (Gallagher, 1999).

Revolutionary Causes - USA Essay -- essays research papers

A number of issues raised tensions between the colonies and Great Britain. The already tense atmosphere was pushed even further with a number of taxes, acts and proclamations passed by Britain. These numerous acts usually dealt with taxes and other issues that came into conflict with the independent nature of the American colonists. No one issue was solely responsible for the eventual American Revolution. Though all of these added together raised the resentment to a boiling point and all contributed to the revolution. The harsh frontier life led to the independent and often stubborn nature of the American Colonists. This development of this unique colonial personality conflicted drastically with the norms of the British Empire. This cultural personality also led to the passionately independent and democratic political leanings of the young colonies. The end of the French Indian War left bitter tensions amongst the Native American tribes, Britain and the colonists. The Native tribes were understandably upset with the outcome of the French Indian War. The French had treated the natives fairly and in general, honestly as well. Furthermore they accepted and often adopted the dress or culture of the Natives. This was in contrast to the crooked dealings, corruption and arrogance the Native Americans encountered with the British. The British even denied the very humanity of the American Indian and were contemptuous of the Native culture. After the French were defeated the British continued to treat the Natives unfairly. The Natives were further angered when they were informed that there were now expected to be loyal subjects of a foreign king. With the French gone, even more colonist trickled into Indian lands. The colonists saw the land as a war prize and were eager to expand their settlements. More forts were consequently built to pr otect and regulate the frontier. The Native tribes were alarmed with the British domination and saw their land and culture slipping away. This tension amongst the tribes led to a resurgence of Native culture. A movement embracing the fundamentals of Native traditions that rejected the western culture gained ground. Pontiac, a chief and great orator used his influence to build alliance and untied fellow tribes against the British. The Native Americans launched a bloody war, conquering at least eight British forts. This conflict was ca... ...sidences. These acts were seen as a great intrusion to the colonists. They resented the invasiveness of the acts as well as the financial burdens. This issue was even mentioned in the Declaration of Independence as a point of contention and oppression. New York led the resistance to the Quartering acts. As the British commander?s headquarters, the New York colony argued it carried an unfair portion of the financial burden. The colony initially protested and limited the services and goods it was willing to provide. The defiance increased until December of 1766 when New York refused to honor any of the Quartering Acts. Predictably Britain retaliated. The issue was eventually settled though not to any side?s full satisfaction.   Ã‚  Ã‚  Ã‚  Ã‚  British and colonial relations were never perfect and they seriously and quickly deteriorated in the years after 1763. In the Declaration of Independence the colonists pointed to issues such as the quartering of troops and unrepresented taxation among the key issues leading to the declaration. All of these issues as well as the very nature and personality of the American colonists resulted in the eventual war with Great Britain.

Comparing and Contrasting E.L. Doctorows Billy Bathgate and William Kennedys Legs :: Comparison Compare Contrast Essays

Comparing and Contrasting E.L. Doctorow's Billy Bathgate and William Kennedy's Legs The many similarities between E.L. Doctorow's Billy Bathgate and William Kennedy's Legs suggest that Doctorow used Legs as a starting place for the creation of his own novel. Certain scenes are so similar that it seems that they did not originate independently. Marcus Gorman and Billy Bathgate had almost indistinguishable experiences while firing target practice and later when Jack Diamond and Dutch Schultz died. Doctorow did not, however, merely copy Kennedy's story; he instead used it as a building block to begin from. Billy Bathgate had many elements that Legs did not which expanded the story's significance. The pistol firing scene in Billy Bathgate palpably mimics the machine gun practice in Legs. Not only are the literal actions very similar to each other, but their impact on the characters is almost identical as well. The excitement and power gained by firing weapons lures both characters further on their descent into the criminal underworld. After shooting, Marcus thinks, "Do something new and you are new. How boring it is not to fire machine guns" (Kennedy 41). And Billy said, "I will never forget how it felt to hold a loaded gun for the first time and lift it and fire it, the scare of its animate kick up the bone of your arm, you are empowered there is no question about it, it is an investiture, like knighthood" (Doctorow 145). In the case of Marcus Gorman, the exhilaration of firing the machine gun was the benefit that would outweigh the risks of associating with Jack Diamond. Billy had already been attracted to the gang life. However, the power he gained from firing his automatic amplified his attraction. He finally understood why the other gang members had such closeness with their guns. Doctorow saw Marcus' introduction to the gang life through guns as an organic element in the story that worked properly. Therefore, he chose to borrow for Billy rather than trying to come up with something different that may not have worked as well. After their gun firing experiences, Marcus and Billy experienced many strikingly similar events. The most dramatic of these were the death scenes of Jack Diamond and Dutch Schultz. In both cases, mentor and protà ©gà © were together at the time of departure, and each protà ©gà © received a privileged transmission of information that no one else did.

Peace Journalism Is Incompatible with Achieving the Journalistic Ideal of Objectivity

In the media world we observe that the framing of narratives in conflicts plays a crucial role in politics and in lives of regular people. There is a certain manipulation on the presentation of war and peace in the media. Main question is what media ought to do and what they can do. One of the alternatives is Peace Journalism. This paper will analyse it in the light of the journalistic ideal of objectivity. George Orwell wrote that â€Å"history is written by the winners†, and that there is no universally accepted answer just because it is true – in each case there is a great number of incompatible answers and they struggle to be adopted (Orwell, 1944). This statement can be understood that there is no objective truth. Maybe especially when it comes to conflicts there is no objectivity. None the less, this essay will look at the objectivity as a possible practice, mentioning some scholars that oppose this view. On one hand arguments showing that Peace Journalism is objective will be shown, and on the other hand arguments opposing this statement will be presented. As the propaganda model is essential for understanding objectivity in the journalistic practice, one section will be devoted to short analysis of Herman and Chomsky’s theory. But first definition of Peace and War Journalism will be introduced, and a notion of objectivity examined. Peace journalism vs. War Journalism Peace Journalists claim that conflicts can be exacerbated or ameliorated with the use of media. Lynch and McGoldrick argue that a typical practice of contemporary journalists is War Journalism. According to them such way of reporting exacerbates conflicts, for that reason, they propose a revolutionary alternative to War Journalism. In order to stop violence journalists need to make innovations in the way they report conflicts. One can ask if such approach is objective, but they believe that their approach is an answer to how to be a humane observer-participant in un-humane context (McGoldrick & Lynch, 2000). War Journalism is a practice of most journalists who focus on two sides of conflict. Usually in such reporting one side wins and the other loses, there is no space for complex relations with many parties involved. War Journalists are occupied with violence. They choose one side of the conflict to be a victim and the other to be a villain (dualism). What is more, the reports are based on official sources, and that makes them highly biased – their alternative is on the other hand not dependent on official sources, hence, it is objective. Media according to some scholars are relying on both political and economic elites (see the Propaganda Model), however, also social and cultural factors contribute to the way conflicts are reported. Especially to the domination of war journalism have those factors contributed a lot. Universal practice is, however, non-critical reporting of official versions of events. In the eyes of public media generally seem to be more reliable than politicians. For this reason, they are often used by elites to broadcast the official messages, which are not necessarily objective. According to the critics of War Journalism, media’s reporting is more about military leaders than the people involved in conflict. This is the main point made by Annabel McGoldrick and Jake Lynch, who argue that non-critical reporting of official sources is often rewarded by military sources. Peace Journalism on the other hand analyses conflict including balance, impartiality and truth in reporting. Again, it is therefore more objective than War Journalism. War Journalism is the dominant discourse and it tries to be an objective form of reporting conflicts. It focuses on violent responses to conflict and undervalues non-violent ones. McGoldrick and Lynch recognise three conventions within War Journalism. Two of them have already been mentioned earlier. Those thre conventions are: a bias in favour of official sources, a bias in favour of event over process and a bias in favour of â€Å"dualism† in reporting conflicts. Because of objectivity in War Journalism, we hear little about change agents and peace-building initiatives, at least compared with official sources who take most part of conflict coverage. How we understand conflicts is depending on choices made in newsroom. In War Journalism it is safer to stick to events and report what has taken place. That is why most common practice is to report on events and not on processes. Dualism may seem to appear to the public as common sense, it is a key part of objectivity, however, it is a key element of War Journalism as well, and therefore, Peace Journalists oppose it. Hearing both sides is in fact bad practice and can be a proof of lack of journalistic skills. In this short introduction, it is visible that at the first sight War Journalism is raditionally said to be more objective than Peace Journalism, however, Peace Journalists claim that their practice is more objective. Their new way of reporting has an important influence on the audience and their understanding of conflicts. Peace Journalists’ approach to the coverage of conflict means showing compassion and understanding. It sets people’s sights on suffering, howev er, emphasizes peace initiatives at the same time. It is not glorifying one side while castigating the other; it shows falsehood on both sides. In this sense it is objective. War Journalism on the other hand, presents conflict as a battle between the good and the bad, where the result is either victory or defeat. Using non-violent perspective, explaining the background of the conflict, giving a voice to all parties should be a new practice according to the peace researchers. The link between media and military has undergone some changes, and it seems that journalists have only two choices. One is to report official statements and be part of military propaganda, for example embedded journalism, or the second choice is to become doubtful observer who struggles to explain the events that influence lives of nations. Objectivity Objectivity is â€Å"a cornerstone of the professional ideology of journalists in liberal democracies† (Lichtenberg, 1996). What is problematic with objectivity is that in fact it only gives a resemblance to the real course of events. It makes an audience passive; they are being served the news without a profound analysis or explanation. Giving just both sides of the story may be a sign that a journalist has not done a proper work with the case. When defining notion of objectivity in this way, Peace Journalism would not be compatible with achieving it. Defining objectivity is not an easy task, though. Understanding objectivity as neutrality is wrong as it is utopian ideal. For example, newspapers always need to take a standpoint when they decide what stories to feature in their editions, the same when broadcasters choose what stories to cover, whom they interview etc. Objectivity is not impartiality or fairness or balance. Objectivity is based on facts or evidence, not feelings or opinions. It requires evidence and verification more than attempt to being neutral (Sambrook, 2004). Hence, we may say that Peace Journalism can be objective. Fundamental question one needs to ask is, if there is any such thing as â€Å"truth†. Do facts in truth prove anything? Lichtenberg writes that â€Å"our most fundamental interest in objectivity is an interest in truth† (1996, p. 227). Journalists have their biases, hence, it seems that in fact ideal of objectivity is not possible to achieve. It is impossible to include all perspectives, as well as it is impossible to reject one’s bias (Bell, 1997; Lichtenberg, 1996). Journalists need to acknowledge their unfairness, so that they can fight it and realize what the accepted narratives are. However, if there is possible bias, it means that there should be unbias possible as well. To deny that objectivity is possible would mean that there is any way of getting at the truth (Lichtenberg, 1996). Propaganda model Problem with objectivity is that a notion of objectivity favours official statements and viewpoints of governments and powerful players, like corporations. Before further analysing of Peace Journalism in terms of objectivity, it is crucial to introduce the conceptual framework, which shows how media institutions work nowadays. Christiane Amanpour claims that media are getting too close to show business (1996). This claim finds confirmation in the theory of Herman and Chomsky. Herman and Chomsky's Propaganda Model of the media consists of a system where the government and dominant players are able to broadcast their message to the public and control what is becoming a news. This is possible in an American media landscape, because of money and power, according to the two scholars. The factors of money and power filter the news – depending if the news is appropriate for the media they can get to the public; one that is opposing is left aside. In Herman and Chomsky’s model there is no space for possibility of objectivity, though. In Manufacturing Consent they mention â€Å"worthy† and â€Å"unworthy† victims. With â€Å"worthy victims† they mean casualties that are harmed in enemy state, there is much coverage of â€Å"worthy victims†, because their suffering is crucial for US case. Those that are abused, but not mentioned in media coverage are â€Å"unworthy victims†. Criterion of worthy/unworthy victims is one of the examples how media report conflicts. Media are subordinated to political as well as economic powers, according to the Propaganda Model. Herman and Chomsky’s theory assumes that there are five filters that make link between governing powers and media. First one is the nature of media ownership, second, advertising and its influence on media, third is the fact that media rely on the governmental, business and involved partial sources (for example, so called â€Å"experts†), fourth factor is what they call fear of flak – a constant pressure from media institutions that you as a broadcaster may be criticised, and last factor is national religion or anti-communism, later re-phrased into ideological convergence – war on terror (Herman & Chomsky, 1988). This theory is confirmed by many practitioners. Martin Bell claims that screens are the filters. The programme editors seem to know how it is being a war correspondent, and they think that they have been there (Bell, 1997). Conflict coverage is shaped according to their view or perception of reality. It is therefore not objective. Peace Journalism vs. Objectivity Peace Journalism in a way can be called journalism of attachment; it disregards objectivity to some extent. In journalism of attachment media are embedded in international affairs. They play a part in reproducing inequalities between nations. But maybe journalism does not have to be objective? The statement that the news holds a mirror up to nature is untrue, because mirror does not affect the image, it does not change what it reflects, while television image does (Bell, 1997). This means that the media are powerful and have a direct effect, this effect can be called CNN effect, BBC effect or Al-Jazeera effect. Irrespectively of name, this effect assumes that new types of broadcasting are capable of changing policies. News is not only global/international, but also immediate or live, and most importantly continuous. US ambassador for UN said that CNN should become the 16th member of the UN Security Council (Amanpour, 1996). Seeing the sea of blood on the front pages and in TV news reports increases the pressure on political elites to do something about the conflict, as seen in case of for example Bosnia or Rwanda. Amanpour compares the role and influence of media on the society to a brain surgery – it is about feeding the brains. However, such statement does not take into account that media are controlled by professional values and organizational instructions that do not give journalists so much freedom to influence the masses to full extent. Interestingly, it is mostly politicians that claim that CNN effect has a huge influence of policy-making. They believe there is a strong CNN effect, therefore, they act as if it did. Journalists on the other hand have mixed opinions. The issue of objectivity is complex. According to Sambrook objective approach is facts, evidence, verification, independence and transparency (2004), hence, peace journalism is incompatible with achieving objectivity, because it is people-oriented, truth-oriented and solution-oriented, it may be therefore selective in the coverage. War Journalism is biased in that way that it favours violence, Peace Journalism on the other hand avoids bias, because it does not give so much importance to violence or violent parties in conflicts. Then, to some extent it is possible to say that Peace Journalism is compatible with achieving the journalistic ideal of objectivity. As of appealing to its audience, Peace Journalism promotes peace and social justice, elements that are values in the modern society. Interesting change in the reporting that has happened last decades is the fact that the cycle of news is 24 hour long, and the speed is crucial when it comes to breaking stories. Because of that it is impossible to devote time to report events objectively. Would that mean that no journalism can be in fact objective? In general Peace Journalism is more objective than War Journalism. It focuses on positive developments in peace-making and peace-building initiatives. It includes both elites and non-elites. Peace Journalism is objective, because it is focused on exposing untruths on all sides. Amanpour says that objectivity in war is important. The practice should give all sides a fair hearing, but it does not mean that journalists should treat all sides equally. Objectivity must go together with morality. Conclusions George Orwell in his essay â€Å"Historical truth† from 1944 makes an interesting point that Encyclopaedia Britannica could collect information on the campaigns during The First World War also from German sources, because data like casualty figures was neutral and unbiased. At the time when the essay was published Orwell claims that, such practice would not be possible, because Nazi and non-Nazi versions of World War II were so different from one another (Orwell, 1944). However, how Orwell puts it â€Å"[t]here is some hope (†¦) that the liberal habit of mind, which thinks of truth as something outside yourself, something to be discovered, and not as something you can make up as you go along, will survive†. Martin Bell in TV news: How far should we go? wished to be called a Peace Correspondent, however, according to the reporter unfortunately there is no such thing, like Peace Correspondent. Bell writes that sometimes it seemed to him that as a humankind we learned nothing and forgotten everything (Bell, 1997). He claims that although there is a new element – television – we are not learning much from conflicts and still are revisiting history. Yet, the way of reporting wars has changed. First of all, there are TV and satellite dishes, a technological factor. Second change is a shift of approach. Just like communication technology, people’s attitudes also have changed. Before it was objective and necessary for journalists to stay distanced and detached, nowadays the practice common in media is what Bell calls bystanders’ journalism. It is concerned with circumstances of conflict more than with people. But for Bell objectivity is a slogan, an illusion impossible to achieve. He says: â€Å"[w]hen I report from the war zones, or anywhere else, I do so with all the fairness and impartiality I can muster, and a scrupulous attention to the facts, but using my eyes and ears and mind and accumulated experience, which are surely the very essence of the subjective. † Journalism of attachments is a journalism that cares and knows, as Bell puts it. It assumes that journalists are part of the world, so they can be involved in the events they report. The journalist being a neutral observer and witness is a myth (Bell, 1997). Does it mean that Peace Journalists are not objective then? Even screens are the filters. The programme editors seem to know how it was being war correspondent, and they think that they have been there. It is a time to be passionate and a time to be dispassionate. It is simply a matter of common sense (Bell, 1997). Then, it can be said that Peace Journalism does not necessarily mean subjective reporting. Peace Journalists are not selective in their reporting, so although it is questionable if it can be called objectivity, Peace Journalism to high extent is compatible with achieving the journalistic ideal of objectivity.