Marx s Dream Of A Utopian Land - 1066 Words

According to Marx when a country adopts communism, it is beneficial for all. Marx’s dream of a utopian land is reachable when a county lives by the Communist Manifesto. His dream was for a country to live and work for the happiness and well being of fellow men. This requires a government to work for the well being of everyone as well. He believed the producers, corporations and the rich controlled the government and they did not really represent most of the people. According to Marx, a communist government would be a moral victory for everyone. Everyone is equal, all would benefit, and no one holds station or power over another person. This sense of equality and community is what Marx believes is key to happiness and harmony. The first step to achieving Marx’s vision of a utopian communist nation is ridding an area of classes. Marx quotes in his work, â€Å"And here it becomes evident that the bourgeoisie is unfit any longer to be the ruling class in society and to impose its conditions of existence upon society as an over-riding law. It is unfit to rule because it is incompetent to assure an existence to its slave within his slavery, because it cannot help letting him sink into such a state that it has to feed him instead of being fed by him. Society can no longer live under this bourgeoisie; in other words, its existence is no longer compatible with society† (467). Instead of being divided into workers and employers, rich and poor, society will be an association ofShow MoreRelated Modern Communism: Marx, Engles, Lenin, and Stalin Essay2106 Words   |  9 Pages Karl Marx never saw his ideals and beliefs, as the founding father of communist thought, implemented in the world and society because he died in 1883.1 The communist ideology did not rise to power until the beginning of the 20th century. Then it would be implemented and put into practice in the largest country in the world producing a concept that would control half of the world’s population in less than 50 years. The Manifesto of the Communist Party, written by Karl Marx and Fredrick Engels,Read MoreThe Role Of Technology And Contemporary Urbanism2383 Words   |  10 Pagessystems, whereby the â€Å"health† of the city is measured on a scale based on its metabolism. Swyngedouw posits the city as a â€Å"network of pipes and conduits.† He further imagines the city as â€Å"perpetually circulating money† echoing Adam Smith and Karl Marx in their conception of the capitalist economy as a â€Å"metabolic system of circulating money and commodities, carr ied by and structured through social interactions and relations.† The metaphors suggest an understanding of cities not only based on movementRead MoreRomanticism and Modernism as Strange Bedfellows: A Fresh Look at Jack Kerouacs On the Road12240 Words   |  49 Pages(Come in under the shadow of this rock), And I will show you something different from either Your shadow at morning striding behind you Or your shadow at evening striding to meet you; I will show you fear in a handful of dust. The Waste Land—T. S. Eliot On 2 April 1951, in a loft in New York City, Jack Kerouac fed 120 feet of Japanese drawing paper into his typewriter, and for the next 20 days or so, began typing up his â€Å"road† notes from a series of notebooks that documented hisRead MorePaul Samuelson s Erroneous Prediction Of Soviet Growth3265 Words   |  14 Pagestitle. Marxian communists, Samuelson claims, departed from their utopian socialist heritage, as well as from other socialist movements of previous decades. In 1917, the Tsarist Russian army was forced to return home by Germany in the Great War, Vladimir Lenin and Leon Trotsky led the Bolsheviks to seize power from a moderate government which had overthrown the monarchy. Promoting a communist system based in proletariat rule, peace, and land for all was not difficult when your intended audience had onlyRead More CUBA: The Great Journey in Economic Development on the United State’s Doorstep5530 Words   |  23 Pagesapproximately 90 miles from the coast of the United States. (Wriston 5) The largest island in the Caribbean, or Greater Antilles Islands, it has an area of 69,000 square miles (Rabkin 9) Cuba is known for its tropical climate, mineral resources, and land suitable to agriculture. Important about Cuban geography is it’s location relative to North America. It serves as a possible stop for goods headed towards the United States, Mexico, and other areas of Latin America before enteringRead MoreEssay on Silent Spring - Rachel Carson30092 Words   |  121 Pages...27 Chapter 9 Rivers of Death.....................................................................................29 Chapter 10 Indiscriminately from the Skies........................................................31 Chapter 11 Beyond the Dreams of the Borgias ....................................................33 Chapter 12 The Human Price ................................................................................35 Chapter 13 Through a Narrow Window...........................Read MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagespr evious epochs, Tucker focuses on how the exponential increase in human reliance on fossil fuel energy sources over the course of the long twentieth century has degraded the land, water, and air of the planetary environment. From multinational corporations to impoverished peasants burning away the rain forest for land to plant their crops or pasture their cattle, he seeks to identify the specific agents responsible for both pollution and ecological degradation. And he tracks underlying trendsRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesmanagement needs to be opened up, not closed down; it needs reconciliation among its many different tendencies, not the isolation of each. To enrich the experience of this safari, we hope to follow up with a Guidebook. We have also prepared an Instructor s Manual to facilitate the use of this rather unconventional book in the classroom. We owe many thank-yous. Bob Wallace of The Free Press must be especially singled out. In the musical chairs world of publishing these x EMBARKATION days, to beRead MoreOrganisational Theory230255 Words   |  922 Pagesmanaging, organizing and reflecting on both formal and informal structures, and in this respect you will find this book timely, interesting and valuable. Peter Holdt Christensen, Associate Professor, Copenhagen Business School, Denmark McAuley et al.’s book is thought-provoking, witty and highly relevant for understanding contemporary organizational dilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the

Coffee Culture A Beginning Of Coffee - 1136 Words

COFFEE CULTURE A beginning of coffee : The beginning of the coffee is the most famous story in the history of the coffee bean is that they were discovered by goats. Ethiopian legend, Kaldi, a goat herder one day was out with his goats and noticed that they got eating red berries and goats were dancing and excited after eating barries. He thought! this must be good stuff, he also tasted them and also felt a bit excited too. He actually went to a local sufi (Ioosely translated as Islamic Spiritual Master) and told him about the excited goats. The sufi was also bit curious about red barriers and threw the berries into a fire and was delighted by the aromatic smell that came from it ,the birth of roasted coffee At that time. The†¦show more content†¦Even when traveling, the Turks always took their coffee beans and baristas with them. In early 1600s, the first European country that began to import coffee was of course Italy. Back then in Italy, the Venetians were the traders of Europe and often went to Turkey, where they took to the beans. The Turks and Arabs were proud of the bean which back then was only cultivated back then in Yemen. In Italy their popularity spread across to Italy with many coffee houses sprouting up before the end of the 1600’s. In France, coffee was introduced by the Turkish Ambassador, keen to impress the dignitaries with â€Å"coffee† parties. However, the first cafe was opened by an Italian around 1686 in Paris. In Austria, the local Turkish Ambassador â€Å"again† was known for his hospitality in always serving the lovely black drink to guests, who took to the bean very quickly and started importing it. In the UK, again the Turks were responsible, with a refugee introducing the beautiful black drink,a cafe was opened up in London before 1670. However, they believed that coffee was the first official beverage in the UK, leading to the birth of the modern cafe culture because coffee was only really drunk at cafes and never in the home. However, once tea was discovered in Asia, it quickly replaced coffee – the reason – tea was much easier to brew at home and the English couldn’t be bothered to go through the hassle of making coffee at home. In NorthShow MoreRelatedA Study On Starbucks With Chinese Tea Culture Essay931 Words   |  4 PagesChinese tea culture Introduction As the modern generation, people lived in the world with a lot of different brands. If people don’t buy bags from Fendi, eat Shake Shack’s cheese French fries, or try that new Yves Saint Laurent lipstick then they will be consider as out of fashion person. The bosses who were sitting in the office decided our lives. Yes, Starbucks Corporation is one of the decision makers. 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What I have never contemplated was Kenya’s agriculture and how it has affected the culture and economics of Kenya. â€Å"Tea, co ffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Production is mainly on small African owned farms formed from the division of formerly European-owned estates.† Coffee in Kenya is bigRead MoreCoffee And The Effect Of Coffee1302 Words   |  6 PagesCoffee to Americans is as significant as tea is to Englishmen. As coffee is gradually becoming increasingly popular in American society, it has established to include itself as a popular drink, as well as a lifestyle choice. Lifestyle choices can be detrimental or benign. As we explicitly focus on the sources for coffee to become a lifestyle choice due to the residuum of Hollywood and the beneficial effects of coffee, we ask ourselves is coffee constructive or destructive concerning the consumer’sRead MoreCoffee Supply Chain : Part B1522 Words   |  7 PagesCoffee Supply Chain: Part B Introduction In the United States, there are over 24,000 coffee shops that are determined to provide a coffee experience that keeps customers coming back for more (Espresso Business Solutions, 2015.) With this growing statistic in mind, one can witness the need for coffee products to reach their destination and be served to these business’s loyal customers. In this paper we have conducted greater research on the coffee supply chain network. 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They are not only known for selling high quality coffee, but also providing an inviting atmosphere with good music and comfortable seats. Starbucks’ mission is, â€Å"to inspire and nurture the human spirit one person, oneRead MoreThe Coffee Pot By John Coburn931 Words   |  4 Pages The Coffee Pot The fascination that arose in Colonial America of drinking exotic beverages and the impact of silver led to the creation of one of the most popular household items of today. With the new invention of a new coffee brewing process developed in France, the coffee pot has trended over from Europe into the colonies where they were created in fine silver and ceramic designs. This trend that started quickly spread as colonist tastes for imported luxuries started to create the AmericanRead MoreImproving an Existing Business: Starbucks Case Study1364 Words   |  6 PagesImproving an existing business: Starbucks Introduction Everyone is familiar with Starbucks coffee perhaps too familiar. 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Multiculturalism And School Music Education Education Essay Free Essays

Before get downing to discourse about Macaus music instruction, the general history background should be introduced ab initio. Macau lies on the western side of the Pearl River Delta across from Hong Kong, which is to the E, surrounding Guangdong state to the North and confronting the South China Sea to the E and South. The entire country of Macau is about 29. We will write a custom essay sample on Multiculturalism And School Music Education Education Essay or any similar topic only for you Order Now 5 kilometers and the population is about 544,000. ( Macau Yearbook 2007, 475 ) The history of Macau can be traced back to the Qin Dynasty ( 221-206 BC ) , Macau was under the legal power of Panyu county at the clip. Between the old ages 1368 and 1644, under the Ming Dynasty, fishermen moved to Macau from Guangdong and Fujian states. Therefore, Macau was a normal fishing small town before the reaching of Portuguese. Macau was a former Portuguese settlement, and was both the first and last European settlement in China every bit good. Since the Portuguese arrived in the sixteenth Century, Macau started to be developed as a major colony. In 1535, Lusitanian bargainers obtained the rights to ground ships in Macau ‘s seaports and to transport out trading activities, though non the right to remain onshore. ( Fung, 1999 ) In 1887, Macau became a settlement of the Portuguese imperium and its sovereignty transferred to the Portuguese. Macau became one of two particular administrative parts of the People ‘s Republic of China ( the other being Hong Kong ) in 1999. Under the policy of â€Å" one state, two systems † , the Chinese authorities is responsible for the district ‘s defence and foreign personal businesss, while Macau maintains its ain legal system, constabulary force, pecuniary system, imposts policy, and in-migration policy.The Sino-Portuguese Joint Declaration and the Basic Law of Macau stipulate that Macau operates with a high grade of liberty until at least 2049, fifty old ages after the handover. Macau participates in many international organisations and events that do non necessitate members to possess national sovereignty. Macau ‘s economic system is dependent mostly on touristry and chancing which make up about 50 % of the economic system. In peculiar, chancing in Macau was legalized by the Lusitanian authorities from the 1850s, and Macau has been known as the â€Å" Monte Carlo of the Orient † since so. It is worthwhile to see that most of the visitants come from Mainland China and Hong Kong. Therefore, it can be concluded that the Macau ‘s economic system to a great extent depends on Mainland China and Hong Kong. The population of Macau is consist of 95 % Chinese, includeing Cantonese and Hakka. The staying 5 % aliens which includes Portuguese, Nipponese and Philippine members. ( Result of 2011 population nose count. 11 ) Therefore, assorted cultural groups and sole history background form Macau as a multicultural society, and such phenomenon exists in anyplace. The first case is the multiple linguistic communications. The official linguistic communications are Lusitanian and Cantonese Chinese, and there are 40 % and 1.5 % of the population in Macau are able to pass on through Mandarin and English, severally. In add-on, Hokkien and the Creole Macanese linguistic communication besides exist. Furthermore, the 2nd illustration may be the festivals. Not merely should the Lunar Chinese New Year be one of the most important festivals in Macau, but besides the Christmas may be celebrated, every bit good. 2. Macau ‘s instruction in colonial period. In the sixteenth century, the authorities clung to the instruction system of Portugal and about all the educational events were supervised by the Catholic missionaries in Macau. In 1572, the Jesuit priests established a school in Macau, taking to learn kids and the grownups who were willing to be a Christian missionary ( Li A ; Choi, 2000 ) . Furthermore, in 1594, the first Western university was founded in Macau by the Jesuits, which claims the rubric of the first Western university in the Far East ( Li, 2001 ) . Such state of affairs besides happened in other settlements at the same clip. In 1599, the Jesuits transformed their school originally founded for the Indians into colleges for direction in broad humanistic disciplines ( Havighurst A ; Moreira, 1965 ) . From the 16th to 19th century, except a bantam figure of kids from rich households who could engage private instructors, a immense sum of childs were taught merely by sermonizers. For illustration, a primary degree school named the St. Rose of Lima School was established in 1692, which targeted to learn basic reading, composing, Portuguese, Latin, French and English to kids who come from destitute households. ( Silva, 1998 ) To sum up, there were really few measures of primary schools existed at that clip. In the mid of 19th century, the authorities paid more attending to Macau ‘s instruction in order to consolidate the Lusitanian position in Macau. Li A ; Choi ( 2000 ) point out that the Macau colonial authorities established the first Portuguese primary school in 1847 and managed by diocesan priests. The first Lusitanian Government secondary school was founded in the 1893 and managed by the authorities. In the twentieth century, with the dining development of Macau ‘s instruction, a series of jobs were besides exposed. The political legislative acts of Macau was alone due to the about 50 decennaries ‘ settlement by Portuguese. Such alone statues has sometimes been considered as a consequence of the contradiction between Chinese and Lusitanian authoritiess, and was besides be influenced by the sole mode in which Portuguese sovereignty had been carried out locally. Franco Nogueira, who was the Portuguese Foreign Minister, concluded the state of affairs in 1966 as follows: â€Å" aˆÂ ¦ We have ne’er been genuinely autonomous over Macau ; we have ever outlasted out of China ‘s good favour, and authorization has ever been shared with them. † ( Nogueira, 1966 ) , viz. there was restriction of Lusitanian sovereignty over Macau. Rosa ( 1990 ) besides points out that such state of affairs besides happened in local instruction system in the 1980s. The authorities ‘s policy could non follow the gait of the instruction development in Macau. Even more, there were really few pupils: merely 5 per centum of Macau ‘s pupil population, survey in the public schools. In institutional footings, on the one manus, the huge bulk instruction sectors were private Chinese watercourse schools and which held about 85 % . On the other manus, there were merely 15 % schools in Macau were government-run. In other words, the instruction in Macau had different systems, and both of the private and authorities schools were â€Å" fighting to run into the Territory ‘s demands – but hardly wining in making so. † ( Rosa, 1990 ) Due to the deficiency of proper organisation and support, the system of Macau ‘s instruction was extremely based on related states and countries, such as Hong Kong, the People ‘s Republic of China, the United Kingdom and Portugal. Such dependance can be seen from the course of study and the contents. However, the imitation and dependance may non run into the demand of Macau itself. The ground might be that the Macau ‘s alone history and civilization background may non be wholly same as other states or countries. Rosa ( 1990 ) believes that there were several defects in the country of human and physical resources. First of wholly, the absence of the available instruction material might be a serious job in Macau. For case, the teacher/student ratio was highly high at the pre-primary degree of private Chinese watercourse[ 1 ]school in 1988 ( 1/45 ) . Second, academic making of the teaching staff was unsatisfactory. There were merely 54 % of the instructors had accepted learning preparation or keep instruction grade ; on the contrary, 34 % of the instructors might merely complete secondary school. In footings of the physical resource, the private schools ever suffered from overcrowding in schoolroom and deficit of learning equipment. However, there had been some advantages in Macau ‘s instruction. Harmonizing to the research from Rosa, the age of most of the learning material in Macau was under 50 ( which was about 84 % ) ; moreover, 62 % of instructors were between 20 to 39. Obviously, th e immature instructor might be really helpful to get the better of the quandary at that clip. In add-on, in the 1980s, the private schools, which occupied a immense sum of the schools in the Territory, deficiency of proper intercession and support from the authorities, taking to a batch of Macau ‘s households being unable to pay fees for school and the increased rate of dropout. Hence, the authorities approved the Law No. 11/77/M on October 22 1977 and so some fiscal aids was set out based on it. The donees of such aid included the privately-owned school, their teaching staff and the pupils. First of wholly, the fiscal aid helped the instruction establishments to regenerate equipment and renovate plants. Second, instructors received authorities excess subvention in order to promote them through the Government Order No. 199/85 in 1985. Third and the most significantly, tonss of the pupils, even non all of them, received subsidies from the authorities, which non merely lightened the household finances load, but besides reduced the dropout rate which was highly high. Howev er, the fiscal aid might non enough to run into the demand of the development of Macau ‘s instruction. For illustration, the pupils ‘ allowance merely occupied about 40 % of mean schooling fees, viz. Macau did non hold free general instruction at that clip and might non accomplish the end of equity of instruction. Furthermore, harmonizing to Rosa ( 1990 ) , there was a Chinese watercourse instructors developing class sponsored by Macau Education Department since 1987. Rosa besides shows that in the academic twelvemonth 1988/89, there were 106 local instructors who took portion in the instructors developing class. To sum up, there were several issues exist in footings of Macau ‘s instruction during the colonial period. Initially, deficiency of organisation and systematized construction resulted in heavy dependance on other counties ‘ systems. However, it was happenstance with the cultural and societal world of Macau in a little grade. The 2nd job might be the restriction and deficiency of resource, including in human, infinite and fiscal facets. On the one manus, the deficit of eligible teaching staff and equal infinite may take hapless quality of instruction ; on the other manus, deficiency of instruction financess would be the ground of the high rate of bead off, and doubtless, such a high schooling fees no uncertainty increase the fiscal load of many hapless households. About all the jobs in Macau ‘s instruction could be partially attributed to the softness of local authorities supervising and direction. Even more, there were no exact official counsel and ordinance in footings of instruction country. Therefore, the authorities since handover has already changed their attitude to such facet and improved relevant policies and systems. For case, the most of import and necessary action is to implement and vouch free schooling, particularly in the first six old ages of primary school. And so, the mainframe Law on Macau ‘s Education System has been approved desperately in order to suit the Macau ‘s world of the development of society and civilization. 3. Macau ‘s instruction since handover 3.1 General instruction in Macau Macau enjoy a high grade of liberty harmonizing to the â€Å" one state, two systems † policy since handover on 20 December 1999. In footings of instruction, as prescribed by the Basic Law of Macau Chapter VI Article 121, the Government of Macau â€Å" shall, on its ain, formulate policies on instruction, including policies sing the educational system and its disposal, the linguistic communication of direction, the allotment of financess, the scrutiny system, the acknowledgment of educational makings and the system of academic awards so as to advance educational development † and â€Å" bit by bit establish a compulsory instruction system † ( Basic Law of Macau ) . And it besides provided that Macau ‘s general instruction is charged by the Education and Youth Affairs Bureau ( the DSEJ ) . In institutional footings, the construction of Macau ‘s instruction sector rests chiefly on private-owned establishments. As Table 1 ( DSEJ, 2012 ) shows that approximately 85 % of local schools are private. Alternatively, merely 15 % schools are government-run. Even though the rates in 2011/2012 academic twelvemonth are really near to which in colonial period, this state of affairs has changed. From the academic twelvemonth 2007/2008, a 15-years free instruction is offered to the pupils who have been enrolled in the schools that are belonging to the free instruction school system, viz. it is free of charge from kindergarten to secondary in all public schools and great bulk of private schools. Meanwhile, pupils of non-free school would afford allowance from the SAR authorities every twelvemonth. For illustration, pupils of non-free kindergarten and primary received 10,000 MOP ( Macanese pataca, about 800 British Pounds ) , and the pupils from these secondary schools acquired 12 ,000 MOP in the academic twelvemonth 2009/2010. Table 1. Number of General School in Macau 2011/2012 ( DESJ, 2012 ) Free instruction school system* Public schools 2 — 3 5 — — 1 11 Private Schools 1 2 2 15 4 26 3 53 Private schools of non-free instruction school system 3 — — — 3 5 — 11 Entire 6 2 5 20 7 31 4 75 Auxiliary reading: – There are wholly 35 schools supplying inclusive instruction. Among which, there are 8 public schools, 22 private schools of the free instruction school system and 5 private schools of the non-free instruction school system. Harmonizing to the TABLE 2 we can deduce that the figure of pupils decreased continuously in these 10 old ages. The ground might be the sustained decrease of birth rate from 1989 ( statistics from DSCE, 2012 ) . But it is worthwhile to see that the figure of instructor increased endlessly, in other words, the teacher-student ratio have became more sensible than in the colonial period times which was 45 pupils per instructor. And the ratio, which was about on tierce of colonial period, was 13 pupils per instructor. Table 2 Figures of General pupil Numberss in recent 10 academic old ages ( DESJ, 2012 ) 2002/2003 49,215 46,610 95,825 2,404 3,951 2003/2004 48,842 45,970 94,812 2,454 4,181 2004/2005 47,603 44,777 92,380 2,441 4,275 2005/2006 45,953 43,246 89,199 2,414 4,363 2006/2007 44,005 41,301 85,306 2,418 4,445 2007/2008 41,771 39,052 80,823 2,418 4,610 2008/2009 39,481 36,928 76,409 2,425 4,711 2009/2010 38,273 35,553 73,826 2,417 4,831 2010/2011 37,577 34,787 72,364 2,404 5,104 2011/2012 36,794 33,925 70,719 2,415 5,134 Not merely the sum of instructors is wrinkling, but besides the quality of learning material in Macau is bettering, every bit good. From the Table 3 ( DESJ, 2012 ) we can deduce that most of the learning material in Macau are possessing pedagogical preparation: more than 90 % of instructor of kindergarten possessing pedagogical preparation, and more than 80 % and 70 % of the instructors from primary and secondary schools received teacher developing class from 2008 to 2012 academic old ages. Furthermore, there are huge bulk of the instructors developing class are organized by DESJ, and other are supported by public university ( see the TABLE 4, ) , in other words, it sponsored by the authorities. In add-on, the Numberss of trainees are continuously grow these old ages. Therefore, the sufficient attending paid by the authorities is good to better the degree of instructors ‘ specialisation and learning ability. TABLE 3 Rate of instructors possessing pedagogical preparation ( for in-service instructors merely ) in recent 4 academic old ages ( DSEJ, 2012 ) Education degree Academic Year 2008/2009 Academic Year 2009/2010 Academic Year 2010/2011 Academic Year 2011/2012 Baby 95.3 % 94.6 % 92.1 % 93.2 % Primary 86.1 % 84.7 % 85.8 % 87.9 % Secondary 70.8 % 71.2 % 72.1 % 74.3 % Table 4 Figures of instructors developing ( including normal instruction ) in recent 3 academic old ages ( DESJ, 2012 ) Forming establishments Number of trainees ( by frequence ) 2008/2009 2009/2010 2010/2011 Education and Youth Affairs Bureau 17,964 23,950 32,340 University of Macau 677 754 805 Macau Polytechnic Institute 24 54 122 Colegio Diocesano de Sao 37 59 60 Entire 18,720 24,817 33,327 In footings of fiscal resource of Macau, harmonizing to the TABLE 5 we can deduce that investing from the authorities addition steadily. In 2007, the per centum of public instruction outgo to gross domestic merchandise is 2.1 % , and which was 0.2 % lower than 2008. After so, the rate arrived the extremum at 2009, which occupied about 2.6 % of the GDP. Table 5. Public instruction outgo and gross domestic merchandise ( DESJ, 2012 ) Unit of measurement: million Pataca Type Year 2007 Year 2008 Year 2009 Gross domestic merchandise 141,934 161,669 165,457 Public instruction outgo 3,028 3,704 4,372 Rate 2.1 % 2.3 % 2.6 % However, the rate of public instruction outgo to GDP of Macau was much less compared with whether western or about states. For case, harmonizing to the statistics from the World Bank ( see the TABLE 6 ) , the rates of both the United Kingdom and the United States held steady from 5.4 % to 5.6 % , and which was about twice more than Macau. On the other manus, the rates of Hong Kong and Japan, both of those are Asiatic states and shut to Macau, were besides much higher than Macau and floated between 3.0 % and 4.5 % . Therefore, the proportion of Macau ‘s instruction outgo to GDP was still at a low degree. Table 6. The per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. State Year 2007 Year 2008 Year 2009 United Kingdom 5.5 % 5.4 % 5.6 % United States 5.5 % 5.5 % 5.4 % Hong Kong 3.5 % 3.3 % 4.5 % Japan 3.5 % 3.4 % — Macao 2.1 % 2.3 % 2.6 % In brave, harmonizing to the day of the months above, it can be concluded that: First, the 15-years free instruction system might be the most impressive facets of Macau ‘s instruction, which brings several benefits ; for illustration, it would helpful to accomplish the end of the instruction equality. And besides, it lightened the fiscal load on family. The most of import is that it would hold profound consequence on the development of the society. Second, the teacher-student ratio became more acceptable compared with the period times. Furthermore, due to the turning figure of free instructor train class, the overall quality of the instruction might better in some extent. Third, the authorities increased fiscal input to instruction, and the proportion of public instruction outgo to GDP raised. However, it might still lie at lower degree compared with western and some close states. 3.2 General Music Education in Macau The development of Macau ‘s music instruction may non be balanced in different facets. Social music instruction has shown it tendency of vigorous development: more and more private and extracurricular music categories organized by the authorities, the mission and civil groups appeared and â€Å" plays one of the most of import function in Macau ‘s music instruction † . ( Dai, 2004a ) On the other facet, third music instruction grew rapid since handover: foremost, in 2009, the Macau Conservatory united the affiliated in-between school of China Central Conservatory of Music to form a music secondary school ; secondly, the new class – music public presentation – is added in to the School of Art, Macau proficient Institute, which expand the field of third music instruction. However, the development of general music instruction seems to dawdle behind compared with societal and third music instruction. Harmonizing to a study in 2003, Dai ( 2004b ) points out that Macau ‘s general music instruction is â€Å" free and self-generated, alternatively of regular and normative † , and â€Å" the instruction quality is unevenaˆÂ ¦ there are series issues and may impede the development of music instruction, which keep the degree downaˆÂ ¦ ( It may ) non presume its responsibility and duty † . Dai ( 2009a ) introduces some basic information of Macau ‘s general music instruction. Initially, in most instances, the primary and junior secondary schools offer one music lesson per hebdomad. What ‘s more, it is frequent to offer music extracurricular activities in the schools[ 2 ]. In add-on, the music instruction equipment is comparatively complete. Furthermore, an overpowering 89 proportions of the schools ain music schoolroom. In footings of learning stuffs, which are multiple and about all of them are imported from Hong Kong and Mainland China. Because there is no expressed ordinance or counsel from the local authorities, instructors should take learning stuffs by themselves. The deficient figure of instructor can be one of the most note worthy characters of Macau ‘s general music instruction and it may increase the instructors ‘ work load in some extent. It is besides worthwhile to see the instructor ‘s quality is different, some of them may non have music background or instruction degrees are lower than expect. On the other manus, although the authorities intercession in schools is restricted, it may take to a growing of music instruction via to keep a series music activity. For illustration, Macau Education and Youth Bureau ( DSEJ ) organizes interscholastic singing competition every twelvemonth, which may advance development of general music instruction via communicating of music public presentation among the schools. In add-on, the DSEJ holds series of activities to popularise art music and some music groups are invited in order to execute to the secondary school pupils. The purpose of the activity is to give a opportunity to the pupils to travel to music concert hall every twelvemonth because the organisers believe it may elicit pupils ‘ involvement of music grasp. What ‘s more, the one-year Macau Young Musicians Competition, held by Cultural Affairs Bureau of the Macau S. A. R, aims to progress the musical humanistic disciplines in the district and heighten the preparation and public presentation abilities of immature local instrumentalists. For good over two decennaries, the competition has given 1000s of immature people the chance to derive cherished phase experience, and therefore has played a critical function in the betterment of the musical accomplishments of Macau ‘ young person. To sum up, the character of Macau ‘s music instruction can be concluded as: rapid development of societal music instruction and imperfect general music instruction. The latter includes 3 facets: issues on learning stuffs, authorities and instructor resource. III. Issues and Challenges in Macau Teaching stuffs Datas analysis Current state of affairs of learning stuffs can be described by two questionnaire studies in 2003 and 2009. Both of them are completed by music instruction professors of Macau Polytechnic Institute. ( Dai, 2004b A ; Dai, 2009a ) Table 7. Resource of the instruction stuffs of Macau* Beginning of learning stuffs Quality Rate Macao 2 3.1 % Mainland of China 18 28.5 % Hong Kong 47 74.6 % Mission 2 3.1 % Complied by the schools themselves 23 36.5 % Entire 60 100 % * Multiple picks Most of schools selected learning stuffs that are imported from Hong Kong ; and so comes to the instruction stuffs that complied by the schools themselves and Mainland China, and those occupied 74.6 % , 36.5 % and 28.5 % individually ( multiple picks ) . Furthermore, merely 4 per centum schools use Macau and Mission editions. In add-on, the figure of schools whose teaching stuffs are determined by principals occupied about 15 per centums ; learning stuffs of the remainder 85 % schools are decided by their ain music instructors. Furthermore, those studies besides illustrate instructors ‘ attitudes towards learning stuffs. An overpowering 93 % of the instructors consider that the qualities of learning stuffs are tolerable but still have room for betterment, 7.4 % of them think the stuffs are disused, 3.7 % of instructors regard that pupils may non fulfill with the instruction stuffs and more than 20 % of them do non believe the instruction stuffs reflect local conditions or are suited to local demands ( multiple picks ) . Issues and challenges of instruction stuffs Harmonizing to the questionnaire study shows above we can deduce that the deficiency of incorporate and proper learning stuff could be a serious job of Macau ‘s music instruction. Fifteen ( 2008 ) indicates in her research that the current state of affairs of Macau ‘s music instruction stuffs is complicated. Assorted different editions are applied in both primary and secondary schools, including the stuffs exposed from Hong Kong and Mainland of China, complied by schools themselves, mention from songbooks and music instruments stuffs. In add-on, the unsure applications of those learning stuffs make the state of affairs more complex. At the first glimpse, it seems benefit to the instruction generation because of the variegation of learning stuffs. However, it may besides hold several disadvantages. First of wholly, there is strong subjectiveness and random in the choice of learning stuffs, it may take the inadequacy of criterion. Second, the patched quality of the instruct ion stuffs may harmful to the instruction equality. Such instruction stuffs system may because of the alone political, cultural and economical state of affairs in Macau. Before handover, the Portuguese-run colonial authorities took a mostly laisser-faire and negative attitude towards Macau ‘s civilization and instruction, and this led to miss of standardisation and considerable variegation of the educational system. ( Huang A ; Chen, 2007 ) Furthermore, the policy of Macau ‘s learning stuff has non been stipulated by jurisprudence explicitly, whether the Proposta de Lei do Sistema Educativo district attorney RAEM ( Proposal for the Education Law Special Administrative Region ) legislated by Portuguese-run colonial authorities in 1991 or the Lei de Bases do Sistema Educativo Nao SuperioriNon-Higher Education System Outline Methodi?†°legislated by Macau authorities in 2006. However, Hong Kong where has a similar colonial history as Macau implements much more positive criterions and policies imposed from British authori ties. On the other manus, due to Macau ‘s economic system that concentrates on chancing and touristry and relies well Mainland of China and Hong Kong, its instruction and civilization signifier a characteristic that is regarded as dependance. Consequently, such grounds underlie several characteristics of Macau ‘s instruction stuffs – variegation, liberalisation and dependance ( Huang A ; Chen, 2007 ) The systems of music instruction stuffs in nearby countries, like Mainland of China, Taiwan and Hong Kong, are dissimilar from Macau. For illustration, from 2001, Mainland China patterns scrutiny and blessing system for learning stuffs. That is, the publishing houses should roll up music text editions observed by the New Music Curriculums Standards, and so those books need to be examined by the Examination Committee. ( MOE, 2006 ) several sorts of text editions arose after the policy of â€Å" One Principle, More Textbooks † issued by the Department of Education. Taiwan has similar learning stuffs system with Mainland China. ( Huang A ; Chen, 2007 ) In footings of Hong Kong, Huang ( 2000 ) indicates that the Hong Kong Education Bureau issues the Recommended Textbook List to schools every twelvemonth. There are many assortments of music text editions on the list. For case, there are 7 sorts of music text editions in the junior secondary school list. ( Hong Kong, EDB ) Unlike the system of Hong Kong, Macau ‘s authorities dose non recommends any text editions to schools. And besides, there is no expressed criterion and counsel presented by the authorities of Macau, and which is different from Mainland China and Taiwan. Furthermore, there is no music learning stuff was compiled or published the local instruction section. Although some schools may roll up learning stuffs themselves, the quality and the character of localism may be weaken due to the restriction of local instructors ‘ professional degree. In summarized, the degree of Macau ‘s learning stuff system may still far behind the which in nearby countries. In brief, the deficiency of unitarity, the lack of ordinance and the jobs left over from history could be three major grounds which cause the current state of affairs of learning stuffs in Macau. And such issue has been widely concerned by local music pedagogues. For case, the Dai ‘s study ( Dai, 2009a ) shows that about all the music instructors agree that it is necessary to roll up a series of music instruction stuffs with in order to run into the local demand. And besides, a instructor suggests that local characters should be added into text edition. Such research reflects the demand from music instructors of local music instruction stuffs. To turn to the issues mentioned above, specific suggestions and recommendations will be given in Chapter IV. Teachers and instructor preparation Date Analysis The researches from Dingcheng Dai A ; Baisheng Dai ( Dai, 2004b A ; Dai, 2009a ) in 50 primary and secondary schools, the position quo of music instructors lists below: Table 8 Number of music instruction material Number Percentage Full-time 24 28.9 % Part-time 54 65 % Guest Teacher 5 6.1 % Entire 83 100 % The studies indicate that the entire sum of music instructor in the primary and secondary schools is 83 ( 1.66 per school ) . There are 24 full-time instructors and occupied 28.9 proportions. It is worthwhile to see that the sum to parttime music instructor which hold overpowering 65 per centum. In footings of instruction background of the instructors, merely 13 of them hold bachelor grade or above, which account for 15 % . 21 of them graduated from junior college. The remainder of the instructors may have enfranchisement of secondary school. The state of affairs of academic activities is besides contained in the research. There are 10 documents published in diaries ( 0.2 per school ) . Furthermore, 17 text editions are complied by the instructors ( 0.34 per school ) and 48 vocals are composed by them ( 0.96 per school ) , every bit good. The DSEJ ( Macau Education and Youth Affairs Bureau ) issued a Music Syllabus in 1999[ 3 ], 22 % of the instructors select the option that â€Å" I am familiar with it and will implement it purely † ; 56 % of them express their attitude that â€Å" I know it but can non implement it purely † ; and remainder of the instructors ( about 22 % ) may non be cognizant of such authorities paperss at all. 2.2 Issues and challenges of instructors and instructor preparation By the day of the months and researches shows above we can deduce that a batch of lacks exist in the Macau ‘s music instructor resource. Initially, insufficient of sum of instructor can be one of serious jobs. Dai ( 2009 ) indicates that it may increase the instructors ‘ work load, and underlines inability to farther preparation and development. A research by Beijing Normal University ( 2007 ) besides points out that it is about cosmopolitan that the learning material in Macau is suffered from long working hr and heavy work loads. In footings of music instructors, on the one manus, because a instructor may learn a batch of different classs, who may endure from endemic force per unit area to fix lessons and frequently be exhausted. For illustration, the studies show that there is a instructor should learn 8 different classs. On the other manus, due to some music instructors should learn non merely music, but besides other topics like Chinese and English, they have no suffi cient clip and attempt to go to learning preparation and farther perusal. Second, the low quality of the instructors can be a terrible job of Macau ‘s music instruction. Harmonizing to the informations above we can deduce that an overpowering 85 per centum of the instructors may non keep unmarried man grade. And more notably, most of the instructors are parttime and may non have professional music instruction or preparation of all time. For case, a instructor surveies mathematics in undergraduate and who may be both mathematics and parttime music instructor. Therefore, purely talking, the instruction background of the instructor is unwanted, every bit good. Therefore, merely a really few of the instructors ‘ professional background can run into the demand of eligible music instructor. Furthermore, the studies besides indicate that non merely the consciousness of academic research is deficient, but besides the theoretical idea of music instruction is bare. The history of third music instruction can be traced back to 16 century. Li ( 2001 ) mentioned that the Saint Paul College, which founded by Portuguese and claimed the rubric of the first Western University in the Far East, offered music class since 1594. It is too bad that the development of Macau ‘s third music instruction was dead since 1726 when the college closed. There was a space of third music instruction that was about 250 old ages until 1997 when the music class was established by the Macau Polytechnic Institute. Hence, the historical space of Macau ‘s third music instruction non merely suspended the first-class tradition, but besides had left harmful influence to its development until today. For case, more than half ( 54 % ) of Macau ‘s music instructors are received music preparation or instruction outside of Macau ( Dai, 2009a ) . At the first glimpse, it indicates variegation of endowment, but the lake of local music instructor instruction was emerged, every bit good. There are two universities in Macau that offered the class related to music instruction. The first 1 is the module of Education, University of Macau that offer music instruction as an optional class to primary and pre-primary instruction in the first or 2nd semester of year-2. However, such short-run preparation ( one semester merely ) may non fulfill the demand as a music instructor. The 2nd is Macau Polytechnic Institute that offers a 4-year professional music instruction class, which brings a great possibility for the development of third music instruction. However, some jobs still exist. Initially, little graduated table and pupil beginning limited could be a major hindrance to the development of third music instruction. Due to the little figure of registrations ( 15 – 20 per twelvemonth ) and the cost of instruction input, seldom of optional classs can be offered, which may non run into the demand of the pupils. In add-on, the beginnings of pupils are restricted because the sum of occupant decreases continuously ; and besides, it seems less attractive to the pupils from Mainland China even though the school accept them since 1996. Furthermore, the university can non form external class due to local authorities ordinances, therefore the demand of farther preparation from the local music instructors may non be satisfied. Furthermore, it has less internsh ip chances than expect, therefore some of the pupils can non develop experience cognition from internship, and the university may get feedback from the pupils about the current state of affairs of general music instruction which may helpful to set its course of study. In add-on, although farther instructor preparation classs are offered in several organisations[ 4 ], seldom of them are focal points on music or its teaching methods. It should be a serious issue in Macau ‘s instructor resource. Government Datas analysis The TABLE 9 shows public and non-tertiary instruction outgo between 2007 and 2010. The per centums of those to entire authorities outgo in the four old ages are besides listed. The sums of public instruction outgo are addition from 2007 to 2010. The per centum of which to entire authorities outgo is 16.2 % in 2007 ; However, over the following two old ages, the proportions decreased to 14 % and 13 % . But in 2010, the per centum rose to 14.9 % . Although the existent figure of public outgo of non-tertiary instruction grows from 2007 to 2010, the per centums of which remain the downward tendency between the 4 old ages. The proportion was 10.2 % in 2007, and autumn to 8.9 % and 8.2 % in 2008 and 2009. It hit a new depression in 2010 and which was 7.5 % . Table 9 Education Finance Indicators of Macau ( DESJ, 2012 ) Indexs Year 2007 Year 2008 Year 2009 Year 2010 Public instruction outgo ( Unit: 10 million Patacas ) 3,028 3,704 4,372 5,776 The per centum of public instruction outgo to entire authorities outgo 16.2 % 14.0 % 13.0 % 14.9 % Public outgo of non-tertiary instruction 1,912 2,347 2,763 2,896 The per centum of public outgo of non-tertiary instruction to entire authorities outgo 10.2 % 8.9 % 8.2 % 7.5 % Issues and Challenges The insufficient of investing of the local authorities for public instruction should be a one of the most primary factors curtailing the development of public, particularly non-tertiary instruction. Harmonizing to the TABLE 9 we can deduce that although the existent input is addition, the per centum of public non-tertiary instruction disbursement is decrease continuously. The ground of such state of affairs might be that the rise of non-tertiary instruction outgo can non maintain up with the entire authorities outgo. Because the entire authorities outgo remains increase in the four old ages due to the rapid economic growing of Macau[ 5 ]. It besides suggests that the velocity of Macau ‘s instruction development is slower than the rapid economic growing of Macau. The TABLE 6 shows the per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. Harmonizing to the statistics we can deduce that the grade of public instruction outgo lags far behind the Western states. Even more, it remains far less that the per centum of Hong Kong which is such similar to Macau, no affair the history background or the current economic state of affairs. The local instruction section deficiency of valid paperss and steps which could steer or direct the development of general music instruction could be the other drawback. Because the Lusitanian authorities took laissez-faire attack to Macau ‘s private schools, that system of the schools and course of study are diverse. Such attack may besides take the school instruction deficiency of incorporate criterion. ( Feng, 1999 ) Furthermore, Macau Education System ( 1991 ) provides that the authorities does non hold the right to interfere learning plans of the schools, every bit good. However, Education and Youth Affairs Bureau, which is in charge of Macau instruction, has an duty to steer, manage and measure the non-tertiary instruction, and therefore the DSEJ establishes Education Commission, Youth Commission and educational supervising system. But it is too bad that music instruction seems rarely involved in the educational supervising system. And besides, the committees may chiefly concentrate on the extracurricular music activities, such as the interschool singing competition. Even though the activities promote growing of general music instruction in some extent, and flourish activity of general music instruction apparently, those may non wholly stand for the state of affairs of Macau ‘s school music instruction. The ground may be that, foremost, those are non everyday, viz. it is timeliness. Attention will be attracted merely if few months before it stars, and schools may fix it without attempt. Second, merely seldom of pupils can participant of the ac tivities, and it may non profit to all the pupils. Therefore it is unjust to the pupils who do non go to the activities. Third, the study of Dai ( 2009a ) indicates that some of the instructors consider that music category may replace by such activities[ 6 ]. However, music category is the lone manner to accomplish the end for comprehensive, equal and consecutive general music instruction. The DSEJ may disregard such phenomenon and importance of general music instruction at some extent. Furthermore, some school leaders may attach excessively much importance to ensue and ranking of the activities, and put unusual force per unit area on the music instructor. For illustration, consequence of the singing competition may act upon fillip and rating of the music instructors. Hence, the music instructors concentrate on preparing of the competition alternatively of general music category, and which can non offer benefits to the pupils ‘ music survey. In brief, even though the DSEJ and the Cultural Affairs Bureau make a great attempt to form music competitions, the right counsel for the activities is absent, and the basic map of music instruction is non achieved. It is besides worthwhile to see that the authorities paperss for general music instruction might be dawdling. The Macau Education and Youth Affairs Bureau issued a Music Syllabus in 1999 and which is available on the official web site ( DSEJ 1999 ) . The papers contains 3 parts and focal point pupils on different degree, including junior primary, upper primary and junior secondary. The web site besides offers two other links, including the Music Curriculum Standard of Mainland China and the Music Curriculum Outline of Hong Kong. Nevertheless, those two official paperss are issued in 2001 and 2003 individually, and which may propose that Macau ‘s official papers is far behind the Hong Kong and Mainland China. To sum up, the issues of the local authorities exist in three facets: the underfunding on public non-tertiary instruction, the deficiency of right counsel and the obsolescence of official usher paperss for general music instruction. In the first facet, on the one manus, the local authorities investing for instruction is non merely much less than the Western states, but besides smaller nearby countries ; on the other manus, the growing of the investing may non maintain up with the rapid development of Macau ‘s economic and society. Furthermore, the instruction and civilization sections of Macau lack proper counsel, therefore the extracurricular music activities hold by them may non accomplish the end for music instruction. In footings of the authorities paperss, which may be outdated comparison with the nearby countries. Need to suit cultural diverseness Teaching stuffs and cultural diverseness Presents, multicultural music instruction has become a tendency of music instruction throughout the universe. Meanwhile, local music besides be more emphatic because which plays a great of import function in multicultural music instruction. Dai ( 2009b ) insists that as an unalienable portion of history and civilization, local music represents non lone tradition and plants, but besides a sort of communicating between single and group. The instruction of local music may assist pupils and instructors to understand themselves ‘ universe via a series of comprehensive and related ways. Hence, local music should be a important attack to associate people, society and civilization. Music instruction may be isolated from the civilization and the societal environment when without local music. As one of the most of import parts of music instruction, learning stuffs should suit local music facet, every bit good. Fan ( 1990 ) insists a successful music learning stuffs should assist pupil to non merely research the civilizations of foreign states, but besides understand their ain music bequest. However, as I discuss before, the music learning stuffs of Macau might be in bad crisp. Local schools either borrow music learning stuffs from nearby countries, such as Hong Kong and Mainland China, or roll up their music instruction stuffs by themselves for each classs. On the one manus, Chang ( 1994 ) points out that there are two disadvantages of the deficiency of local instruction stuffs. The first 1 should be that the pupils might lose the opportunity to pass on with the outside universe at some extent. Second, he realizes that the pupils may non to update newest cognition. On the other manus, a study made by Wang ( 2010 ) indicated that the music textbooks used in Macau are chiefly emphasized on international common people vocals, like Nipponese, Korean and African Children ‘s nursery vocals ; and besides, the common people vocals from different territories of Mainland China are besides included in those teaching stuffs. However, seldom of Macau local music may be referred in those text editions. Therefore, he believes that the application of text editions imported from Hong Kong and Mainland China could ensue the fact that â€Å" non merely ca n’t the local Macau pupils enjoy efficient music acquisition experienced in neighbouring parts, but the pupils besides lack the chances to larn their ain cultural and musical heritage from their ain music text edition † . On the contrast, Wang ( 2003 ) considers that the locally published instruction stuffs could â€Å" unite pupil ‘s learning competence in the part † and may give opportunities to the pupils to appreciate their ain music and cultural heritage more wholly. And besides, it can supply pupils the acknowledgment of their ain alone national features. Consequently, we can deduce that the lake of local music learning stuffs should be one of the most serious jobs in Macau ‘s multicultural music instruction. 4.2 Teachers, teacher preparation and the authorities Music instructors play one of the most of import functions in multicultural music instruction. The instructors should non merely learn music cognition to the pupils, but besides introduce the civilization which related to the music. Anderson ( 1991 ) considers that â€Å" music instructors must fix to make more than add stray choices of non-European musics to the course of study † , and they must assist pupils to understand the relationship between people and their music. Music instructors ‘ attitude and point of position in multicultural music instruction is highly of import, because it may act upon both instructors ‘ schemes and program, even the schoolroom ambiance ( Young, 1996 ) . The music instructor ‘s attitude in Macau can be acquired through Dai ‘s ( 2004 ) study. There is a inquiry in the probe about which sort of music accomplishment the instructors want to larn ( multiple pick ) . There are 70 % and 52 % of them want to larn more about â€Å" choir conducting † and â€Å" music teaching methods † ; â€Å" music grasp † and â€Å" eurythmies † occupied 44 % and 37 % individually[ 7 ]. There are merely 26 % and 18 % of the instructors interested in â€Å" universe musics † and â€Å" Chinese traditional music † . However, those two topics are the most of import facets in multicultural music instruction, and therefore we can deduce that merely a few of the instructors may invol vement and pay attending to multicultural music instruction. Such attitude in multicultural music instruction may impede its development at some extent. Current instructor preparation in Macau may non much aid to multicultural music instruction. As I mentioned above, the University of Macau offer music instruction as an optional class for primary and pre-primary instruction. But the topics related to multicultural music instruction, such as Ethnomusicology, Chinese traditional music are non available in the music instruction class in the University of Macau[ 8 ]. Furthermore, due to seldom of music instructor developing organized by the local authorities[ 9 ], multicultural music preparation might be a clean country in it. It is worthwhile sing that the ESA ( School of Art ) of Macau Polytechnic Institution may be the lone university refers subjects comparative to multicultural music instruction[ 10 ]. However, because the figure of pupils is little and the history of the university is short, it may non act upon Macau ‘s multicultural music instruction so much. As I discussed earlier, the local authorities deficiencies of criterion and ordinance to instruction, and which besides should be a ground of imperfectness of music instructors, learning stuffs and even more, multicultural music instruction. The fact that there is small policy should another failing in multicultural music instruction. Other states ‘ authorities, such as England, issues much more paperss in relation to multiculturalism than do authorities in Macau. For illustration, the Music Syllabus of Macau stipulates every twelvemonth ‘s instruction content and mark. In the primary degree, neither the instruction content or the mark reference multicultural music instruction. On the contrary, the section for instruction in the United Kingdom stipulates multicultural music instruction in every Key Stage. The State Curriculum ( for England, Wales and Northern Ireland ) for general music instruction at Key Stage 1 and 2 stipulates â€Å" students should be taught the cognition, accomplishments and understanding throughaˆÂ ¦ a scope of unrecorded and recorded music from different times and civilization † . ( National Curriculum ) Furthermore, it should be another failing that the Music Syllabus of Macau chiefly focuses on music cognition and accomplishment, alternatively of civilization. For case, the instruction content in grade 4 includes five parts: vocalizing, listening preparation, rhythm preparation, reading tonss and music grasp. In the last portion, the demands are: 1 ) listening vocal and instrumental pieces ; 2 ) separating genera of vocal and instrumental pieces ; 3 ) retrieving music kineticss ; 4 ) separating AB and ABA signifier ; 5 ) separating duple, three-base hit and quadruplicate metre. All of the demands are technique and seldom of them referred to civilization. Such state of affairs may non profit to multicultural music instruction. IV. Suggestions from other states theoretical accounts Harmonizing to the treatment before, the issues of Macau ‘s music instruction can be concluded in four facets. First, instructors and instructor preparation could be a portion of the issues: the figure of instructor is inadequacy, and the quality of the instructors may be lower than anticipate. Furthermore, the failing of third music instruction and the deficiency of farther learning preparation, may besides impact Macau ‘s music instruction profoundly. Second, lack of learning stuffs ordinance and local text edition should besides be a job in Macau ‘s music instruction. Third, in footings of the authorities, there are some issues on the authorities investing. Furthermore, the deficiency of valid counsel and the obsolescence of official usher paperss for general music instruction may be harmful, every bit good. Fourthly, civilization diverseness should be accommodated in order to develop Macau ‘s music instruction. In order to better and decide the issues, some first-class experience and theoretical account for general and multicultural music instruction can be learned from other states. However, Kennedy ( 2009 ) insists that a specific theoretical account of multiculturalism can non be transported straight from one state to another, because every theoretical account has its ain characters. Therefore, three states, including the United States, Hong Kong and Mainland China, are selected to demo their successful theoretical accounts and experiences. The ground why the states are chosen may be that, ab initio, the United States is the topographic point to implement the construct of multicultural music instruction most successfully around the universe. In footings of Hong Kong, the state of affairs of which is really similar to Macau: both of them were settlement, and so handover to China in the 1990s ; even more, civilizations of these two topographic point are similar due to the geographical prop inquity. However, the state of affairs of instruction in Hong Kong is better than Macau due to the different colonial authorities policy. Finally, Mainland China portion the same civilization with Macau, and its multicultural instruction developed really good in recent old ages. Multicultural instruction in by and large in the United States, Hong Kong and Mainland China by and large. The history roots of multicultural instruction should be traced to the Civil Rights Movement in 1960s. The Civil Rights Movement in the United States is the societal action of African American and other people of colour aimed at disputing racial favoritism, subjugation and inequality ( Banks, 1989 ) . The motion focuses on equity and emancipation from white domination in both political and educational facets ( Blum, 1997 ) . They demanded for curricular reform in order to consistent with the racial diverseness in the state. Such motion besides inspired other groups to seek acknowledgment and equality in instruction, such as adult females, the handicapped and lingual minorities. The jobs received considerable attending in the educational establishments and organisations in the United States. Therefore, a host of plans, patterns and policies emerged and chiefly concentrate on little alterations or add-ons to traditional course of study. During 1970s, a figure of professional organisations encourage the integrating of cultural content and the course of study via issued policies and publications. For case, the National Council for the Social Study ( NCSS ) published the Curriculum Guidelines for Multiethnic Education in 1976[ 11 ]. And besides, the criterions for teacher instruction are issued in 1977, by the National Council for the Accreditation of Teacher Education ( NCATE ) , which require that the multicultural instruction content should be added to classs. From 1980s, the bookmans chiefly focus on developing new attack and theoretical accounts for multicultural instruction. ( Gorski, 1999 ) He besides consists that multicultural instruction must be understood comparative to the societal facet and political construction. Nowadays, the construct of multicultural instruction was applied in a figure of topics, such as history, mathematics ( Sleeter, 1997 ) , ocular art and music. In footings of Mainland China, Wang ( 2007 ) believes that chiefly emphasizes on â€Å" local diverseness † , that is, the cultural diverseness of Chinese minority groups should be the most of import facet of Mainland China ‘s multicultural instruction. He insists that the multicultural instruction in the western states may concentrate on civilization ‘s maintain and development. But in China, the endurance and development of the minority groups should be more important to multicultural instruction. There are 55 minority groups in China and all of them have their ain civilizations. Even more, 24 of them have their ain linguistic communications. The Chinese authorities issues several policies in order to develop and protect multicultural instruction. First, bilingual instruction is applied in the topographic point of abode of cultural minorities, which proposed in 1950 ab initio in the Plan for Cadre Cultivating in Minority Groups. Second, the civilization heritage of the cultural minorities was included in the course of study. The policy â€Å" Strengthening the Cultural Minorities Education † issued in 1980, which provides that the development of course of study and the compilation of learning stuffs should utilize their ain linguistic communication, and related to their ain history, civilization and humanistic disciplines. As a Particular Administrative Region of the People ‘s Republic of China, Hong Kong has alone position and ever see as runing pot of western and eastern civilizations. The authorities of Hong Kong attach much importance to multicultural instruction, and they believes that reformed instruction can advance the development of multicultural instruction even which is a comparatively new experience for the schools of the HKSAR ( Ho A ; Law, 2009 ) . The planetary citizenship became a constituent of civil instruction for secondary school, and a figure of lesson in the course of study intended to assist pupil appreciate the diverse heritage of the universe ( Law, 2004 A ; Curriculum Development Council, 1998 ) . The authorities besides insists that pupils should be educated to see and believe profoundly on â€Å" different values to their ain, their relationships with others, the community, the state and the universe at big graduated table † ( Ho A ; Law, 2009 ) . Furthermore, the authorities believes it is necessary that the pupils should hold ability to appreciate multicultural diverseness in the humanistic disciplines, and understand the values and the traditions of universe musics. ( Curriculum Development Council, 2003 ) Brief Introduction of Multicultural Music Education in the United States, Hong Kong and Mainland China. The United States is a innovator and a microcosm of international multicultural music instruction. The federal authorities wage attending to the development in humanistic disciplines instruction and issued the Goal 2000: Educate America Act in 1994 and set frontward the clear mark for American pupils: â€Å" All pupils will go forth classs 4, 8, and 12 holding demonstrated competence over disputing capable affair including English, mathematics, scientific discipline, foreign linguistic communications, civics an authorities, economic sciences, the humanistic disciplines, history, and geographics † . On the one manus, the authorities offers support in support facet, for illustration, $ 86.5 million available to provinces in 1994 to get down developing school betterment programs and an extra $ 5 million was made available to develop programs to utilize state-of-the-art engineering to heighten instruction and acquisition. On the other manus, the first National Standards for Arts E ducation is created with the transition of Goal 2000. The music course of study in the United States is developed on the National Standards for Arts Education. The standard requires the pupil to â€Å" understand music in relation to history and civilization † and to â€Å" place an appreciate music from different civilizations, manners and periods for all class † . There is no uncertainty that the publication of the criterion non merely go a milepost, but besides symbolizes the mature phase of the multicultural music instruction in the United States. In add-on, multiculturalism draws attending to music instructor instruction in colleges and universities. The multicultural constituents are added in the class. Furthermore, The National Association of School of Music ( NASM ) stipulates â€Å" all ( music ) undergraduate course of study shouldaˆÂ ¦ provideaˆÂ ¦ a repertory for survey that includes assorted civilizations and historical periods † . Furthermore, some provinces in the United States â€Å" have enfranchisement demands that specify that ( music instruction ) pupils should have music literature experiences that draw on a assortment of music civilizations from throughout the worldaˆÂ ¦ ( Including ) African and Asiatic musics. † ( Anderson, 1992 ) Furthermore, multicultural instruction is one of the contents in the scrutiny of learning enfranchisement in some provinces. For illustration, Colorado, New Hampshire, Vermont and Virginia have multicultural music demands ; Michigan, Nebraska, New Hampshire, New Jersey, Pennsylvania, South Dakota and Oregon have multicultural demands in professional instruction for music enfranchisement. ( Ma, 2009 ) Multiculturalism refers to non merely musics from other states, but besides minority cultural musics. The New Music Curriculum Standards requires pupils to â€Å" develop and spread out † minority cultural traditional musics, and understand musics from other states. What ‘s more, the demand and rule of the instruction stuffs ‘ compilation are besides listed in the criterion. In footings of multiculturalism, the criterion requires the content of music text editions should maintain the balance between the Chinese traditional music and universe musics. It is besides worthwhile sing that the standard stipules that the text edition that is based on it should busy 80 % – 85 % in the entire sum, the remainder 15 % – 20 % should be local learning stuffs. Fan ( 2009 ) points out that the characters of music instruction stuffs in China are â€Å" diverseness of the content and big of the scope † . Take the music text edition published by People ‘s Music Publication House[ 12 ]as an illustration, which contains six units and involves western art music ( The Plant Suite ) , Asiatic music ( Indian, Turkey, Thailand musics ) , movie music ( music from â€Å" Do Re Mi † ) , Chinese traditional ( yangko ) and minority cultural musics. ANNEX? ? ? How to cite Multiculturalism And School Music Education Education Essay, Essay examples

Development Stages 0-19 Years free essay sample

Unit 004 Children and Young People’s Development The table below shows at what stage’s the expected pattern of development for children will occur. The development areas cover Physical, Communication, Social, Emotional and Behavioural Development. Physical Development This is an area of development, that is often assumed will come automatically as the child grows. Although children develop many skills naturally it is important that they are given the opportunity to develop in a variety of ways in which require additional support. Communication and Intellectual developmentCommunication and Intellectual developments are closely linked together as a child requires the language in order to think and learn. If they have limited interaction and experiences from others there learning and development may be affected and slow down compared to other children. Some children have speech and language difficulties, this leading to additional help being needed. Intellectual Development depends on the opportunity given to a child from an early age. We will write a custom essay sample on Development Stages 0-19 Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is important to understand that all children learn in different stages.They are awe of there behaviour and its consequences. Is aware of right and wrong, this leading to pleasing carers. 12-16 Years They have an understanding of right and wrongs more now. They now the difference between breaking the law and its consequences if they do. Tend to talk about problems with people rather than fight it. 16-19 Years Understands about right and wrongs and the consequences of there actions. Can be confused and disappointed, state values and actual behaviours of family and friends; May be interested in sex as response to physical-emotional urges

To What Extent Did The Valois

To What Extent Did The Valois-Habsburg Conflict We Essay aken The French Monarchy During The Period Of 1519-1529To what extent did the Valois Habsberg conflict, weaken the French monarchy during the period of 1519-1529?In 1515 Francis I inherited the throne of France. His kingdom covered 459,000 square kilometres with the majority of its population in widely spread towns and cities. The population was about 15million, recovering from the ravages of the Hundred Years war and the Black Death. This had stimulated a recovery of French agriculture. The mining industry was also receiving official encouragement, if only to remedy an acute shortage of silver and German miners were being encouraged to settle in France. The French economy was in good shape with trade booming. . Frances relative prosperity allowed the monarchy to effectively collect tax revenues by employing tax collectors. France was also largely self-sufficient so it didnt spend much on imports from other countries. Frances oversees trade was expanding as it had regular trade from the Levant, Netherlands, Scandinavia and England. As a result the crown achieved 1300 livres alone from harbour dues each year. But these factors alone did not make the monarchy strong so therefore I must examine the strengths of the monarchy. We will write a custom essay on To What Extent Did The Valois-Habsburg Conflict We specifically for you for only $16.38 $13.9/page Order now Many factors combined to give the impression that the monarchy was in a strong position. Firstly, we have the leadership Francis I who saw himself as a contemporary monarch. He was a Renaissance Prince and took an interest in the arts and new learning. This is how he wanted people to see him. He considered himself as a first amongst equals. It can also be said that there was no opposition towards his accession to the throne even though Mary Tudor (who married Louis XII just before he died) could have had a son who would make his claim void. Louis XIIs second wife did have children but they were all female therefore they were debarred from succession by Salic law. Francis was intelligent, well built and quick-witted which made him a good figurehead. He had also learnt the art of being a king and was popular amongst the nobility because of his character. Politically, the position of the monarchy was very strong not only in France but also in Western Europe. The monarchy enjoyed many features of absolute control over the realm and its dominions. A sign of this strength can be shown by the fact that the Estates General, which was the French national representative assembly like the English parliament, was never called during the reign of Francis I. The French parlements were only required to ratify laws, pass papal bulls and perform limited administrative tasks. The monarchy had some control over the church. All papal bulls had to go through parlement before becoming effective in France and the monarchy had some influence in appointing bishops and other leading officials. The kingdom had thousands of paid officials owing their position to the king and his patronage. Much of the power and influence of the Kings council and Grand council had been reduced. In fact the judicial role of the kings council had been moved to the Grand council by 1519. To add further insult these two councils were expected to follow the king around the country. The nobles had no real control over central government but they were powerful in regions. These groups, such as the Bourbon faction (mentioned later), could seek more power if the monarchy was ever weakened and as such they were a potential threat to the monarchy. The French monarchy was in a strong financial position probably the biggest reason for this is that the crown could levy taxes without having to call the Estates-General. The tax that brought in the most money for Francis and the only direct tax was the taille, which brought in 2.4 million livres out of a total revenue of 4.9 million at the start of Francis reign. However, in 1519, Francis had to spend a large amount of money to the sum of 400,000 crowns on bribing the imperial electors to back him instead of Charles. However, because Francis could not raise enough loans from bankers he lost the election and was left out of pocket because of it. Frances military strength was also a force to be reckoned with. The military was built up of a nucleus of French gendarmerie, which made up a standing army. This army was also highly experienced from the campaigns in Italy during the previous 30 years. The French army was also confident after defeating the Swiss at Marignano. The Swiss were the most formidable fighting forces at that time. French confidence and experience had also increased after they successfully defended Milan against imperial troops. Because of Frances wealth, and the Perpetual Peace of Fribourg of 1516, the king could always hire Swiss mercenaries if he needed to. The military generals of France were also very competent in particular Charles de Bourbon, who became Constable of France. It was the diplomatic front, which allowed Francis to project not only his power and prestige but also Frances. This is probably best seen by his spectacular show at the Field of the Cloth of Gold. This wonderful event was staged to secure a treaty with Henry VIII of England. The monarchys relationship with the Pope was also good as Francis held the title of Most Catholic King. The Concordat of Bologna signed by the pope in December 1515 also legalised and enlarged royal control over the Church in France. In 1516 the Treaty of Noyon was signed between Charles I of Spain and Francis. Charles was to marry Francis daughter and pay a tribute for Naples as recognition of the French claim. This allowed Charles to establish his authority in Spain without a challenge from France. Another treaty between France and Spain in 1517 at Cambrai meant a state of peace existed between the two. This peace was, in fact, designed for Francis, Charles and Maximillian in the event of an attack by the Turk s, to join in a Christian crusade. This peace was recognised by the Pope in 1518 to further strengthen the monarchys diplomatic position. Overall, the monarchy appeared in a sound and secure position diplomatically by 1519. Unfortunately, Francis did suffer a personal and strategic set back after Charles was elected as Holy Roman emperor in 1519. Despite these features which made the French monarchy appear strong, there were potential challenges to its authority and prestige. Perhaps the biggest threat to the French monarchy would come from the aristocracy. There are many reasons why the aristocracy could have come to challenge the monarchys position. One reason could be because the Kings personal council was made to follow him around the country instead of having a permanent seat in Paris. This would mean that the council was always under close scrutiny by the King and was given little or no opportunity for courtiers to work on their own. The King also held the right to appoint his closest friend s onto the conseil secret. This was just an extension of the Kings council but it was a prestigious position. This could lead to rivalry between the nobles and possible resentment towards the King. The influence of the old aristocracy was also in decline as educated people were being used in these offices instead such as Chancery. H ostility could have also come from subjects of provinces and the Governors themselves as the Governors were often expected to be at court or fighting for the King. An example of the absenteeism of Governors can be found examining the career of Odet de Foix who was Marshall of France. He was often away from his province as he was expected to lead the Kings armies. These nobles were also expected to provide funds and gendamerie for the campaigns the King undertook. Perhaps the biggest threat to the monarchy from the aristocracy was that of Charles de Bourbon whom Charles appointed Constable of France in 1515. This was the highest military office under the King himself and he was an effective commander of the French army during peacetime. However, the first signs of discontent were found in 1521 when Francis gave command of the Vanguard to Alencon. Usually, the Constable commanded the vanguard and Charles clearly took offence but concealed his feelings. The final insult was when Charle s wife, Suzanne, died and Louise of Savoy contested the inheritance of the Bourbon lands, as she was the closest relative. Both claims had to go through Parlement but since Francis supported his mothers claim he started to divide up the lands of Bourbon between himself and his mother without Parlements verdict. Charles de Bourbons reaction could not have been more defiant when in 1523 he joined Charles becoming one of his most able commanders. .ue3350d1d4d12a5289ce3ae44ead5aeb4 , .ue3350d1d4d12a5289ce3ae44ead5aeb4 .postImageUrl , .ue3350d1d4d12a5289ce3ae44ead5aeb4 .centered-text-area { min-height: 80px; position: relative; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 , .ue3350d1d4d12a5289ce3ae44ead5aeb4:hover , .ue3350d1d4d12a5289ce3ae44ead5aeb4:visited , .ue3350d1d4d12a5289ce3ae44ead5aeb4:active { border:0!important; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .clearfix:after { content: ""; display: table; clear: both; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue3350d1d4d12a5289ce3ae44ead5aeb4:active , .ue3350d1d4d12a5289ce3ae44ead5aeb4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .centered-text-area { width: 100%; position: relative ; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue3350d1d4d12a5289ce3ae44ead5aeb4:hover .ctaButton { background-color: #34495E!important; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue3350d1d4d12a5289ce3ae44ead5aeb4 .ue3350d1d4d12a5289ce3ae44ead5aeb4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue3350d1d4d12a5289ce3ae44ead5aeb4:after { content: ""; display: block; clear: both; } READ: Beloved And Toni Morrison EssayAnother potential challenge for the monarchy could have come from the Parlements. Francis tended to be very short with the Parlements when he dealt with them. Francis disliked the way Parlements magistrates who compared themselves to senators of ancient Rome. Furthermore, Francis even threatened to make Parlements follow him around the country if they didnt comply with his wishes. Francis also alienated crown lands by gift or sale to pay off debts or raise money. Since Parlement saw itself as the defender of the French crown against the personal actions of a particular monarch they thought that this was a breach of Fundamental Law. Parlement was often asked to raise money for the King. An example of this can be found when examining Francis reaction to the hostage situation involving his sons. He expected Parlement to raise the funds to pay for the ransom of his sons or to pay for an army to fight Charles in the event of Charles refusal to release his captives. It could also be said that because Louise of Savoy relied on the Parlement of Paris so heavily that they might have got a taste of power and wanted to keep it. Not only did Louise need the Parlement of Paris to make sure there was a steady supply of grain and food into Paris but she also needed it to fund the defence the north against a possible Anglo-Imperial invasion while Louise was in the south. Conflict with the papacy could develop due to the monarchys influence over the Church. Francis set up commissions to see if the Church was acquiring lands without paying its dues. These commissions were set up in 1520 and were called nouveau acquits and droit damortissement. These were designed to stop churchmen acquiring gifts without paying the correct dues. The monarchy also had a lot of influence over the appointment of the clergy as the bishops appointed could of received their position because of their relationship with the King rather than what they did within the Church. The Church was also taxed heavily in relation to raising funds for the ransom, which again could lead to discontent. The Church was also burdened with having to deal with heresy within the state leaving it with little time to influence politics. Normally, relations between the King of France and the Popes were good after all the French King did hold the title of Most Catholic King. However, when the pope saw the lands that Charles had acquired he decided that it would be a better idea to sign a treaty between the Emperor and the papacy. Francis took offence at this and stopped all revenues from the French church going to the papacy. The pope could also resent the concordat of Bologna in 1516. This was signed to stop the French invading the Papal States to get to Naples. This meant that Francis was more or less without allies in Western Europe leaving him vulnerable to attack. Other potential external threats included Charles V (now Holy Roman emperor since 1519), Henry VIII of England. Charles Vs reasons for being a threat were not his own doing. From Charles perspective Francis, perhaps out of jealousy, was the instigator for armed conflict. This is probably because Charles was not only King of Spain and the Holy Roman Emperor but that he also had a strong influence in Italy. Nevertheless, Charles was aggressive, as he did want the lands of Navarre to be given back to Spain and wanted the lands of Burgundy returned and the French to renounce its claim to Milan. Henry VIII, on the other hand, also saw himself as a Renaissance Prince and also saw France as the old enemy. Henry VIII always wanted to restore the English empire and continue the campaigns into France like he and indeed Henry V had done years before. Henry VIII had also signed a secret treaty in 1521to attack France in May 1523. Henry could have also taken offence not only to losing to the King of France during a wrestling match at the Field of the Cloth of Gold but also in having his ambassadors kept wa iting when he offered arbitration between Francis and Charles. Henry VIII could also have been extremely jealous of Francis as they were both sporting men and Henry that he had to do better than Francis. Before looking at how the conflict affected the French monarchy I will go through the events that could have had an Impact from 1519 to 1529. After the election of Charles as Holy Roman emperor in 1519, Francis hoped to delay Charles journey to Italy to be crowned by the Pope. On the 29 May 1520 Francis also lost the support of Leo X, who signed a treaty with Charles and on the 28 June lightening struck an ammunition store killing 300 French troops. When Robert de la Marck, Lord of Sedan, invaded Luxembourg in 1521, few believed that Francis had nothing to do with it. Francis had in fact paid La Marck 100,000 ecus and twenty-five men at arms in return for serving him. Francis also took advantage of the Commeros Revolt to invade Spanish Navarre. Francis success was short lived as Imperial forces not only liberated Luxembourg but also the lordship of Sedan and threatened Frances northern border. The Calais conference in 1521 gave Francis until the following November to end hostilities or England would enter the fray. On the 23 September Seigneur de Lorges was successful in bringing supplies to the besieged town of Mecieres. On the 19 October Bonnivet captured the Key to Spain, Fuenterrabia, which meant the war was turning in favour of Francis. These victories had an impact on the talks in Calais, which meant that Wolsey was more reluctant to back Charles and Francis was even less interested in a truce. On the 23 October, Francis missed a unique opportunity to end the war quickly. The two armies met near Bouchain but because of bad weather Francis was unable to see the exact strength of the imperial army and did not risk an attack. The Imperial army was in fact a lot smaller that that of Francis and could have been easily routed but the opportunity was missed. Milan fell on the 19 November after Lautrec could not afford to maintain the troops there. Francis would not rest until Milan was recaptured and ordered 16,000 troops from Switzerland. The price was high. When his troops were received by Lautrec, he attempted to besiege Milan but found it too well defended and so he retreated. Francis was not happy with this and ordered Lautrec into battle. The battle of La Bicocca was a foregone conclusion with the loss of some 3,000 Swiss troops and many captains. The defeat in Italy brought England into the war but lack of money and supplies limited any real impact. In July, Francis prepared to invade Italy but soon found out about his Constables treachery. This threw Francis plans into disarray, which meant Francis had to stay in France. The invasion into Italy was then to be led by Admiral Bonnivet who was defeated by the Viceroy of Naples in April 1524. In July, an Imperial invasion led by Bourbon made ground in Provence. Francis took one last chance that year and crossed the Alps in record time to take Milan. Francis then decided to besiege Pavia, which meant his troops would have to suffer the harsh winter. The new Pope was beginning to favour Francis because of his successes in Italy but neither side wanted peace. On the 24 February 1525 the battle of Pavia started with the French camp being taken by surprise and ended with the capture of Francis himself. Amongst the dead were a number of Francis closes t friends and nobles. The only important noble to escape was the Kings brother in law, Charles dAlencon. The King was finally released from imprisonment by promising the duchy of Burgundy and his two sons as hostages to Charles in the treaty of Madrid. Meanwhile, Louise of Savoy, acting as regent, was successful in defending the Kingdom against an English invasion by detaching Henry from his alliance with Charles in the Treaty of More. As soon as Francis had regained his freedom he refused to honour the Treaty of Madrid. Instead of giving up the lands of Burgundy he offered the Emperor a cash settlement. Things once again turned in Francis favour when the papacy and other Italian states joined with Francis in the Holy League of Cambrai in 1526. This however, didnt avert the Sack of Rome by Imperial troops in May 1527. The Treaty of Amiens was signed on August 1527, as the Pope was practically the prisoner of the emperor. This also gave Francis an excuse to commit himself to an armed intervention into Italy commanded by Marshall Lautrec; the army crossed the Alps and took over the whole of Lombardy excluding Milan. As a result, Charles refused to release Francis sons as long as the French army remained in Italy. The French army besieged Naples but after the blockade was lifted an outbreak of plague or cholera in the French camp carried off Lautrec and a large proportion of the army lifting the siege. Peace talks commenced after Charles was promised to be crowned as Emperor by the Pope. Louise of Savoy and Margaret of Savoy negotiated the treaty of Cambrai on the 3 August 1529. .u1e04b8dc0ad301b430e4ec6d9c700ec8 , .u1e04b8dc0ad301b430e4ec6d9c700ec8 .postImageUrl , .u1e04b8dc0ad301b430e4ec6d9c700ec8 .centered-text-area { min-height: 80px; position: relative; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 , .u1e04b8dc0ad301b430e4ec6d9c700ec8:hover , .u1e04b8dc0ad301b430e4ec6d9c700ec8:visited , .u1e04b8dc0ad301b430e4ec6d9c700ec8:active { border:0!important; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .clearfix:after { content: ""; display: table; clear: both; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1e04b8dc0ad301b430e4ec6d9c700ec8:active , .u1e04b8dc0ad301b430e4ec6d9c700ec8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .centered-text-area { width: 100%; position: relative ; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1e04b8dc0ad301b430e4ec6d9c700ec8:hover .ctaButton { background-color: #34495E!important; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1e04b8dc0ad301b430e4ec6d9c700ec8 .u1e04b8dc0ad301b430e4ec6d9c700ec8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1e04b8dc0ad301b430e4ec6d9c700ec8:after { content: ""; display: block; clear: both; } READ: The Beyond Budgeting Debate Criticisms Of Budget Accounting EssaySo was the French monarchy weakened by these events of 1519 to 1529? It is true that financially the whole affair was very costly. It cost Francis 2 million gold crowns to pay Charles his ransom. Francis constantly needed money from somewhere. Francis would alienate crown lands to find the money he needed. He also got the support of the public and the church to raise funds. He also looked more closely at his financial administration in an attempt to reduce corruption. Before 1523 the financial administration was more or less the same as it was for Charles VII (1422-1461). It had to kinds of administrations, o ne for Ordinary revenues and the other for extraordinary revenues. The former was called the Tresor and was headed by four Tresoriers de France. Their job was to supervise collection and disbursement of revenues but the actual handling was done by Receveurs ordinaires. The Extraordinary revenues were looked after by four Generaux des Finances. Responsible for all revenues was the Receiver-General with the title Changeur du Tresor. He was based in Paris but little revenue actually got to him as many debts were settled by means of warrants (decharges) at a local level. This saved the expense of carting large amounts of money across the dangerous countryside of France. These two administrations were expected to come to court when they could and also to draw up a sort of budget based on the accounts from each district. The French monarch was virtually bankrupt in 1523 so to solve the problem Francis reformed his treasury and increased his revenues. Francis created a new office, the Tres orier de lEparge who reported only to the King. This new position destroyed the influence of the Tresoriers and Generaux and also eliminated most of the corruption. Revenues came in from the sale of annuities. These rentes de lhotel de ville were like loans for Francis. The French crown had to deal with the growing problem of inflation. The campaigning in 1523 had cost Francis 50 per cent of his annual income. So financially the monarchy was not permanently damaged by the war although it was a set back he was able to obtain money from nobility and the church to pay for his sons ransom. In fact the war had helped to develop a more financially secure system. The campaigns had also been costly on the military strength. Not only did Francis end up losing 16,000 Swiss troops after La Bicocca but at Pavia, it is thought that some 10,000 men were taken prisoner or killed. However, since tactics had changed after the first Italian campaigns, commanders no longer relied on their heavy cavalry. Instead, they would use infantry. Because the armies used were so large it was impossible a monarch to fund a standing army of that size. Francis was forced to use foreign mercenaries especially the Swiss and Germans. It would be these mercenaries that tended to take the heaviest losses. So there is no evidence that after the war, France was weakened militarily or that it could not re -supply its gendarmee. It had however lost some of its best commanders and closest advisors most notably Charles de Bourbon in battle or in treachery. Administantivly, the monarchy also kept its strength. Even without the King, Louise of Savoy was able to keep a disgruntled Parlement in check and gave it a warning not to trespass on the Kings authority. It is true that some people did not like the idea of a female monarch and thought that Charles de Bourbon should be regent. However, this was overcome and Parlement assured the King of its loyalty. This is probably down to the way Louise dealt with Parlement. She was more tactful with it and tended to flatter it. Nevertheless, there were no significant uprisings or political changes during this period to weaken the position of the monarchy. If anything, Francis captivity meant that the country could be run effectively without him being there. This can also be attributed to Chancery, which was responsible for the drawing up of laws. It was headed by the Chancellor and contained 119 notaries and secretaries. As the load of government business increased, the notaries or secretaries wer e allowed to sign the concilliar decisions to make them valid. The diplomatic position of the French monarchy ended more or less as it started. England and the Empire became enemies of France by the treaty of Bruges in 1521, as did the pope when he saw how powerful Charles was becoming. However, Louise was successful in prising Henry away from his alliance with Charles in the Treaty of More. France also joined the Holy League of Cambrai with the pope. So once again France was in a strong diplomatic position with both England and the Papacy at his side. Francis did lose Milan, which was a serious set back for him not only strategically but also personally. He had also lost his influence over Genoa by 1529 but there were new potential allies outside of Christendom in the form of the Turks to redress the balance. If the image of the monarchy had been seriously damaged then Francis wouldnt have been able to extend his grip on power as well as he did so. Surely, there would have been opposition to proposals he put forward or even for his continuing campaigns into Italy. The fact that there was only one notable act of treason is more proof that Francis still had the support of his political elite. No doubt his capture was a personal embarrassment but it didnt have a serious effect on the position of the monarchy. Another sign of its strength is the acceptance of a woman as regent so it is my opinion that the image of the monarchy was not substantially damaged either. It is true that the treaty of Cambrai was an embarrassment for Francis, however studying the decade it is my judgement that the conflict did not weaken the French monarchy. The areas of French society, which provided strength to the monarchy, were affected individually and French finances were seriously weakened. However, these weaknesses were only temporary and the French monarchy, probably, because it was so strong to start off with was able to recover and continue to develop in a similar way to the manner in which it had been changing since the mid 15th Century. However, recognition of the collapse of Royal power later in the 16th century, after the death of Henri II, could be linked to weaknesses already apparent in this period. European History Essays