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What would you recommend to companies on how to handle their shift to digital?

GE: How an Industrial Leviathan
became a Digital Giant
An interview with
Transform to the power of digital
Beth Comstock
Vice Chair of GE
Beth Comstock
Vice Chair of GE
Beth Comstock
The Journey So Far
What have been the key
milestones in your digital
transformation journey?
We started our journey about five years
ago. We were already picking up a lot
of signals between 2008 and 2011 and
understood that digital disruption was
going to impact the industry in a big
way. We started by incubating digital
expertise via our technology group. We
embedded a software analytics team at
our global research center for example.
It was around 2013 when we decided to
meld the best of our digital capabilities
with the best of our physical capabilities.
Hardware and advanced materials
science have always mattered a great
deal in our business, but we started
focusing on the intersection of the two
and began digitizing the manufacturing
process, not just the things that we
made. The vision started to coalesce
around a digital transformation, from
This is a long journey
for us. I think we are
about a third of the
way in our digital
transformation.
We have a billion dollar
run rate investments so
far into our
digital efforts.
designing to producing to shipping and
in-the-field services. Our biggest impact
today has been on our service business
because you are suddenly selling
everything as a service.
Where is GE now in its journey
towards a digital industrial
company?
This is a long journey for us. I think we
are about a third of the way in our digital
transformation. We built an industrialstrength
cloud to power all of the data
needs that our industries are going to
have. We have really great use cases,
especially in the energy sector and in
transportation.
Can you give us an idea of the
level of investments you are
making in digital across the
business?
We have a billion dollar run rate
investment so far into our digital efforts.
And our goal is get $15 billion in revenue
by 2020.
Can you share some examples
of digital initiatives you have
launched?
A great example is our “Digital Wind
Farm”1, which connects the embedded
sensors and controls in the actual
wind turbine, providing connectivity
across multiple layers. The blades
of the turbine are able to sense the
environment. Using technologies such
as radar and lidar2, they know where
the wind is coming from and motors
shift the pitch of the blade to react to
the wind. So, the whole wind farm is
orchestrating and communicating and
optimizing for that specific environment,
even for microclimates that may be
different within the wind farm. They are
then able to send information about the
cost and the quality of the energy being
generated to the utility company. This
way, the utility can plan to not use other
energy sources, such as coal or gas,
when wind is more efficient. It’s all done
with Predix, our cloud-based platform
for the Industrial Internet, which provides
a digital infrastructure for the wind farm,
enabling collection, visualization and
analysis of unit- and site-level data.
GE’s Predix Platform
– The Cornerstone Of
GE’s Digital Strategy
Predix is very much at the core of
your digital transformation. Can
you explain the concept of Predix
and why you want to become a
platform company?
If you think of the range of industries
that GE is in – energy, transportation,
healthcare – you realize that some of the
basic capabilities are similar. You want
to connect your machines, know how
they are performing and predict failure
and maintenance. That’s the vision.
We needed a platform
that would ingest,
analyze, and predict a
vertiginous volume of
industrial data with the
right kind of security
capability. It hadn’t
really been built at
industrial scale, so it
needed to be.
With Predix, we are
creating a network
effect and an
intelligence effect.
The more people you
have on the platform
contributing, the
smarter the whole
system gets.
The creation of our new
GE startup, Current,
powered by GE, is an
example
of us launching
Greenfield operations.
Beth Comstock
To do that, we needed a platform that
would ingest, analyze, and predict a
vertiginous volume of industrial data
with the right kind of security capability.
It hadn’t really been built at industrial
scale, so it needed to be.
You mentioned technology that’s
industrially scalable. How does
Predix scale up with increasing
data volumes?
We have created the concept of a
“digital twin”, where we simulate in the
cloud every piece of machine we make.
As data comes in, the cloud constantly
runs simulations to make the models
that will one day predict service needs.
They will predict things before they
become catastrophic or before it costs
a lot of money.
We have invested in startups from a
venture perspective and are also using
their technology as a part of our offering.
So, as they grow, we grow.
Why did you decide to open up
your platform?
The more people that can be building
and contributing non-confidential data
to the stack, the better the outcomes
are. This is why we have opened up our
Predix platform to our customers – and
even competitors – to enable them to
write applications on the platform. We
already have 11,000 developers at this
stage.
So you wanted to create a
network effect?
With Predix, we are creating a network
effect and an intelligence effect. The
more people you have on the platform
contributing, the smarter the whole
system gets.
Implementing The
Strategy: Building,
Acquisitions Or
Greenfield
How do you operationalize
GE’s digital strategy? Investing,
Greenfield or acquisitions?
I think we have done a little bit of all.
What we have done especially well
is investing in digital startups that we
can embed in our technical stack. An
example is Maana, which acts like a
search engine for the Industrial Internet.
The creation of our new GE startup,
Current, powered by GE – which
focuses on energy efficiency, energy
management, and on-site power – is
an example of us launching Greenfield
operations. It can be a pretty profound
shift for a 140-year-old business. Our
startup goes to market in a different way.
The measurements for the organization
are different, as is the way we drive our
commercial strategy.
In the past, GE
grew a lot through
acquisitions. Recently,
we have focused on the
organic route. When
something is new, you
have to grow it. You
can’t buy everything.
Beth Comstock
While we have focused less on
acquisitions, we recently announced
the acquisition of Daintree Networks,
which leads the market in smart building
control, sensing, and enterprise IoT
applications. Together, we will make
buildings of all sizes smarter, more
energy efficient, and be the gateway
to new services that create value for
customers both in energy and beyond it.
In the past, GE grew a lot through
acquisitions. Recently, we have focused
on the organic route. When something is
new, you have to grow it. You can’t buy
everything. We invested in technology
and innovation to grow from within – to
grow ourselves.
In the fast-moving digital
environment, how can you build
quickly enough?
Partnerships have helped us advance
our capabilities really rapidly. We
are now working with Cisco, Intel,
Pivotal and many startups. A lot more
partnerships are happening at GE and
it doesn’t always require an ownership
stage.
Partnerships have
helped us advance our
capabilities really
rapidly.
The new formula of
success is that you don’t
do it all yourself – you
have to know what you
have to be uniquely
good at.
You still need to have
a vision of where
you want to go or
understand your
differentiation. But
you have to be much
more adaptable.
We told our employees
– “We are going to hold
you accountable for
being faster”.
With technology evolving so fast, is
it still possible to have a long-term
strategy? Do you still have three- or
five-year strategy plans?
You still need to have a vision of where
you want to go or understand your
differentiation. But you have to be much
more adaptable. Maybe your vision
stays the same, but how you get there
may change faster than you could have
imagined. So, I think the three- to fiveyear
plans are more vision setting. They
are more like scenario planning that tells
you what the world might look like.
Culture
GE is well over a century old. How
did you adapt GE’s culture to the
digital world?
We had to get leaner, more agile and
react faster. We told our employees –
“We are going to hold you accountable
The new formula of success is that
you don’t do it all yourself – you have
to know what you have to be uniquely
good at. We may partner with some
companies helping us do some of the
simulation and machine learning. These
can be things that are not necessarily
core to our capabilities but which are
important for the stack.
We launched FastWorks, our lean
startup method, which is all about
launching something in a minimally
viable way. The key principle is that
you only fund what you need to get
to the next stage of development. It’s
like having our business leaders act
like venture capitalists – funding things
earlier and faster, killing things quicker.
How do you encourage people
to experiment and accept a very
iterative process?
We did a massive overhaul of GE’s
incentive structure to better reflect
what we are trying to do. We are also
changing how we fund projects –
implementing this seed/ launch/ growth
stage gate funding. Business units in the
past might have said, “I made $5 million
in five years.” Now, we would have a
series of iterative questions instead.
For example, “What can you do with
$50,000 in five weeks to validate that
this is even a need in the marketplace?”
And “What can you do with $150,000 in
three months to validate that we even
have the technology that’s going to be
required?”
We have not figured it all out but that’s
the transformation that’s happening
real-time here.
for being faster. You can try something.
It doesn’t have to be perfect every
time.” Of course, this does not apply
to everything that we do – we want a
perfect flight for a jet engine. But for
some of the other things, perfection is
not required.
Beth Comstock
Industrial Leviathan to Digital Giant
2011
when GE started its digital
transformation
(source: https://www.ge.com/digital/sites/default/files/predix-platform-brief-ge-digital.pdf)
-Beth Comstock
GE’s DIGITAL JOURNEY in NUMBERS
year old company
140
We are about a third of the way
in our digital transformation
1 billion USD run rate
investments so far into
digital efforts
Objective of
15 billion USD
in digital revenue by 2020
11,000 developers
already writing
applications on Predix
50 million data
elements of industrial
assets secured and
monitored everyday
Greenfield
GE startup “Current,
powered by GE”,
focusing on energy
efficiency
Acquisitions
Daintree Networks,
smart building
control/ enterprise
IoT
amongst others
Investing Organic Growth
MAANA
Current,
powered by GE
Daintree
Networks
Pivotal
Microsoft
Oracle
Intel
in digital startups – Cisco
Maana, a search
engine for the
Industrial Internet
Partnerships
Beth Comstock
We invested in
technology and
innovation to grow
from within
GE’S DIGITAL STRATEGY
Beth Comstock
What is the culture you would like
for GE? How would you define it?
I think the company has to be more
collaborative, more open and react
even faster. We want to instill a culture
of permanent iteration – a culture
obsessed with constant improvement; a
culture of perseverance.
We did a massive
overhaul of GE’s
incentive structure to
better reflect what we
are trying to do.
The company has to
be more collaborative,
more open and react
even faster.
Just get started – don’t
over-analyze things.
We have Chief Digital
Officers (CDOs) for
each line of business
and they are all part of
the centralized digital
unit.
Does the move of GE’s HQ to
Boston play a role in this change
of culture?
Yes, I think it’s a great manifestation of our
new culture and the acknowledgement
that we are a much more distributed
company. We have turned our
headquarters into centers of expertise
that are connected to the outside
world. The role of our headquarters
is now more about bringing in new
models from the outside and finding
ways to adapt and translate them for
our business units. Boston is also a city
where there is a lot of Industrial Internet
capability development going on.
Governance
You created GE Digital. What was
the rationale behind creating this
new unit?
We needed to get to scale fast. You
can’t have five different businesses
building five different technology stacks
and clouds. It does not make sense.
We centralized the digital capabilities
until we felt confident we had the heft
we need while at the same time creating
that connectivity to the business unit
and the market. So, it’s a tension. It’s
neither central nor distributed, and you
are constantly toggling back and forth.
Is there a dual reporting structure?
We have Chief Digital Officers (CDOs)
for each line of business and they are all
part of the centralized digital unit. They
report in to our head of digital and their
business units. We need to have that
dual oversight to make sure the business
needs are represented, but also the
digital needs are not underwhelmed.
Our CDOs have revenue numbers and
productivity numbers. Those roll up to
the business leaders’ P&L. So, they
have accountability in both places.
They’ve got to get it built, and they have
to make sure it gets rolled in a way that
the customer finds value.
The Future
How do you see GE evolving in the
next ten to twenty years?
We will still be selling hardware. You
can’t fly a plane without an engine. You
can’t create electricity without some
kind of electricity power generation.
These industries will continue to exist.
But more and more of our revenue will
be coming from new service models,
from “as a service” and not just from the
pure hardware.
Can you give us some examples of
these new service models?
Let me give you an example of a new
service we are incubating – inspection
done by drones. Drones surveying oil
rigs in the sea and wind farms. There
will be new applications, new kinds
of mash-up of the hardware and the
software. But GE will continue to remain
in its core industries, perhaps looking at
being more of a system partner than just
a machine partner.
What would you recommend to
companies on how to handle their
shift to digital?
Just get started – don’t over-analyze
things. Pick an area to get smart. The
more you do, the smarter you get. I also
think partnering with others who have
the expertise is the fastest way to get
there.
Rightshore® is a trademark belonging to Capgemini
Capgemini Consulting is the global strategy and transformation
consulting organization of the Capgemini Group, specializing
in advising and supporting enterprises in significant
transformation, from innovative strategy to execution and with
an unstinting focus on results. With the new digital economy
creating significant disruptions and opportunities, our global
team of over 3,600 talented individuals work with leading
companies and governments to master Digital Transformation,
drawing on our understanding of the digital economy and
our leadership in business transformation and organizational
change.
Find out more at:
http://www.capgemini-consulting.com/
With more than 180,000 people in over 40 countries, Capgemini
is one of the world’s foremost providers of consulting,
technology and outsourcing services. The Group reported 2015
global revenues of EUR 11.9 billion. Together with its clients,
Capgemini creates and delivers business, technology and
digital solutions that fit their needs, enabling them to achieve
innovation and competitiveness. A deeply multicultural
organization, Capgemini has developed its own way of working,
the Collaborative Business ExperienceTM, and draws on
Rightshore®, its worldwide delivery model.
Learn more about us
at www.capgemini.com.
About Capgemini
Capgemini Consulting is the strategy and transformation consulting brand of Capgemini Group. The information contained in this document is proprietary.
© 2016 Capgemini. All rights reserved.
Vice Chair of GE
Beth Comstock is the first female vice chair of GE. She leads the organization’s Business
Innovations unit, which seeks to accelerate growth from new service models. Prior
to her current role, Beth served as GE’s chief marketing and commercial officer, and
before that was President of Integrated Media at NBC Universal, where she oversaw
the company’s digital efforts, including early development of hulu.com, Peacock Equity,
and acquiring ivillage.com.
GE is a highly diverse business and a venerable 140-year-old organization that
occupies a significant place in the US’ corporate history. How did this corporate giant
take such giant strides in its digital transformation to position itself as one of the top ten
software companies globally by 2020? Capgemini Consulting spoke to Beth Comstock
to understand more about GE’s strategy for shifting from industrial leviathan to digital
giant. Incubating state-of-the-art technology, investments in startups, and strategic
partnerships are some of the ingredients GE has used to propel its digital transformation.
Beth Comstock
Contacts: Didier Bonnet, didier.bonnet@capgemini.com, Jerome Buvat, jerome.buvat@capgemini.com
Beth Comstock

How do the share arrangements in the contract work and can different share arrangements promote different behaviours?

1
Exam Preparation (QSP7CAP) for the period of Sep 2019
Week 6
Question:
It is possible to have a target price contract under the main options in the NEC ECC, but target price contracts are not possible under the JCT SBC or the FIDIC Red Book contracts.
Critically evaluate why this is the case and discuss the main effects that a target price contract will have on the role of the parties and the contract administrator when compared with a contract based on a lump sum price or a bill of quantities.
Hints:
In writing your answer for this exercise, you might like to pose the following questions to yourself:
 Is it the risk sharing nature of target contracts that employers who use traditional forms of contract avoid?
 JCT does have the provision for target contracting in its constructing excellence (CE) contract
 Will target arrangements help the parties to work together more collaboratively?
 True target contracting requires the contractor’s site accounts to be open for inspection
 Can the use of a target contract allow for earlier contractor involvement in the project?
 How do the share arrangements in the contract work and can different share arrangements promote different behaviours?
Consider various sources in your answer.
Week 7
Question:
Critically analyse the ways in which the Employer and the contract administrator, under the standard forms of contract, can engage with and influence the supply chain on a large construction project, which has been awarded to a single main contractor.
Hints:
Points to consider
In writing your answer for this exercise, you might like to pose the following questions to yourself:
 Can there be any direct contractual link from the employer to a subcontractor?
 The contract administrator’s role in approval/acceptance of subcontractors
 Named lists and nomination
 Framework agreements
Consider various sources in your answer.
2
Week 9
Question:
The assessment of extensions of time is an important aspect of the role of the contract administrator.
Critically discuss this statement, paying attention to the causes of extensions of time and how these would be assessed by the contract administrator under the NEC ECC and, either the, JCT SBC or the FIDIC Red Book form of contract.
Hints:
Points to consider
In writing your answer for this exercise, you might like to pose the following questions to yourself:
 What is the main benefit to the Contractor of an extension of time?
 What is the significance of the contract programme in assessing extensions of time?
 Can the Society of Construction Law Delay and Disruption Protocol be used to assist the assessment?
 Do the different forms of contract treat extensions of time differently?
Consider various sources in your answer.
Week 10
Question:
Critically discuss the significance of change in a construction contract and explain the distinction between voluntary change and involuntary change.
Hints:
Points to consider
In writing your answer for this exercise, you might like to ask yourself some questions which could include:
 Is change in a construction contract inevitable?
 Why are construction contracts more prone to change than contracts for factory-produced products?
 Which party is more likely to benefit from change to a construction contract?
 Is there a connection or correlation between the amount of change during the contract administration and the type of contract chosen through the procurement stage?
 Do forms of contract that actively promote a partnering relationship increase or decrease the amount of change that takes place in a construction contract?
Consider various sources in your answer.
3
Week 11
Question:
Discuss how standard forms of contract provide for the management of any changes that take place during the construction phase of contracts. Critically analyse the responsibilities of the parties and the contract administrator in managing contract change and describe any significant differences in the provisions of the different forms of contract.
Hints:
Points to consider
In writing your answer for this exercise, you might like to ask yourself some questions which include:
 Change in construction contracts is almost inevitable
 What sorts of change might take place?
 Some change is forced on the contract by events outside the control of the parties
 Other change might be imposed on the contract by a party or by mutual agreement of the parties
 What are the possible effects of different types of change?
 Who finally decides on the effects of a change?
 Do the different standard forms of contract produce different outcomes for change?
Considering various sources in your answer.
Week 12
Question:
Critically discuss the role of insurance in construction contracts. Use scenarios or examples to illustrate and support your essay.
Hints:
Points to consider
In writing your answer for this exercise, you might like to ask yourself some questions which could include:
What insurances are commonly bought for construction contracts?
Who provides the cover?
What activities are uninsurable?
What are the essential aspects of an insurance contract, and how do these apply to insurance for construction?
4
Week 13
Question:
The regular and timely payment of instalments of the contract price is a key element of the administration of a construction contract; providing funding for the Contractor’s work. However, the payment of money before the contract is completed is also a possible risk from the Employer’s point of view.
Critically assess the various administrative provisions in the standard forms of contract, which provide for timely payments to the Contractor, together with the ways in which the Employer can cover the financial risk of paying out money before the project is completed.
Hints:
Points to consider
In writing your answer for this exercise you might like ask yourself some questions, which could include:
 The importance of timely payments for cash flow and in reducing financing charges for the contractor
 In the UK, the provisions of the Construction Acts. Are there similar statutory provisions elsewhere?
 Can advance payments be made?
 What security does the employer have on the money paid before completion of the works?
 How do bonds work and do they provide extra security?
Week 14
Question:
Critically analyse how the contract administrator can anticipate and manage potential disputes between the parties under the standard forms of contract.
Hints:
Points to consider
In writing your answer for this exercise, you might like to ask yourself some questions which could include:
 The distinction in contract law between a disagreement and a dispute.
 Who are the potential disputes between?
 What is the contract administrator’s role in settling disputes?
 Are these different under the different standard forms of contract?
 What other skills are necessary in the contract administrator’s role?
 What happens if a dispute is not avoided?

What are its impacts on household assets and financial stability?  What are its intended and/or unintended consequences?

The Paradox of Wealth and Poverty

Guidelines for the Final Paper

 

We have examined a variety of different policy and programmatic responses that address widening inequality and/or the difficulties faced by many poor and working-class people in the U.S. and around the globe.  We have also discussed their strengths and weaknesses, evaluating their potential effectiveness. For this assignment, we ask that you delve deeper into an issue that you are interested in investigating further.

 

Please select one specific example of a policy or programmatic response targeting inequality (e.g., living wage, state EITC, educational initiatives, voucher programs, housing initiatives, community capacity project, asset building project, unionization campaign, etc.). Class lecture, discussions, and readings have presented a variety of possibilities for exploration, however, you are welcome to choose an alternative. Your policy/program need not be one we went over in class, but should work within the context of course themes.

 

Please construct an 8-11 page case study of your particular example. Your paper should address the following:

  • Document, describe and frame the specific problem your policy/program addresses
    • Outline your policy/programmatic response in detail and evaluate it in light of all that you have learned this semester – what does it do and how? Why is it important?
  • Establish how this initiative is an effort to assuage the problem/ inequality
  • Marshal evidence to support your claims and establish trends throughout. You may use course materials and outside sources to back up your points and suppositions.

Please consider all aspects of the question and be clear, concise, well organized. Use your classmates as a resource- you can brainstorm with each other!

 

Note that papers should be double spaced with 1 inch (top, bottom, left and right) margins, have page numbers, 12-point font and be between 8-11 pages in length (excluding bibliography) and be free of typos/spelling errors and grammatically correct. Include a bibliography/references page in addition to citations in text based on a standard and consistent format for references (Chicago, APA, MLA).

 

 

 

 

 

Final Paper Tips

Suggested Structure of Paper:

  1. Introduction (1/2 page):
    1. name and BRIEFLY describe the problem and your policy solution
    2. state your overall evaluation (remember, it can have several parts to it, e.g. the policy helps in some ways but has unintended consequences that cause harm)
    3. state the 3-4 points you are going to make about it that support your overall evaluation
  2. Problem description (1 ½-2 pages – approx. 1/5 of paper):
    1. describe the problem and how your policy seeks to address it
  3. Policy description (approx. 1 page):
    1. Describe the policy and how it works.  What is the policy supposed to do?  How is it supposed to do it?
    2. Provide context: the policy/program history, intent/goals, how it works
  4. Critical analysis (6-8 pages) Supporting Points
    1. Your evaluation using the themes from the course as a lens
    2. Is the policy doing what it is supposed to be doing?  In what ways?
    3. In light of the themes we have discussed in class, consider these questions:
  1. Is the policy an effective tool to address inequality? or to create opportunities for mobility?
  2. Does it dismantle the barriers to mobility we have discussed in class? Does it create more barriers to mobility?
    1. Use DATA to show the actual impacts of the policy!  Data can be quantitative or qualitative or both.  Your use of evidence to support your claims is the most important part of your paper.
    2. Underlying mechanisms – engage themes and concepts from the class
    3. What works/what doesn’t/how would you change the policy
  1. Conclusion (1/2 page): summarize your paper and, if you want, add in any of the following:
    1. Your idea of how to fix the policy so that it works the way it is supposed to
    2. An area of research around the policy that has not been looked at yet

 

While writing your papers, you may want to consider the following list to make sure that you have the following items covered:

 

  • Clear definition of a policy or issue or program related to inequality, poverty, etc.
  • History of the policy/issue/program
  • Goals of the policy/issue/program
  • What are its impacts on household assets and financial stability?  What are its intended and/or unintended consequences?
  • Distributive consequences (intended or unintended) – have some people been helped or hurt more than others?
  • Demonstrated understanding of themes and concepts discussed in the course.
  • Relationship between policy or issue and the main themes and concepts of the course.
  • Use of data/examples from research to support argument
  • Overall clarity and organization
  • Works cited (sufficient sources, correct use of citation style)

 

 

For Review: Engage themes and concepts of the course:

  • Major theme of class: how policy can create or address inequality
    1. Part I: Introduction
      1. Using data to measure poverty, inequality, quality of life
      2. Link between structure barriers and individual agency in driving poverty
      3. Effects of inequality
      4. Increasing inequality
    2. Part II: Ain’t No Making It
      1. Social mobility vs. reproduction
        1. Intra/intergenerational
        2. Role of the habitus
        3. Meritocracy
      2. How policy can create or perpetuate inequality
        1. Education
        2. What data do we need to answer the question?
        3. Intent v. Impact
      3. Forms of capital
        1. Social
        2. Financial
        3. Human
        4. Natural
        5. Cultural
        6. Political
      4. Structure, culture and agency
  • Part III: South Africa & Globalization
    1. How policy is used to create and redress inequality deliberately
      1. Apartheid, TRC
    2. Not if but how
      1. What kind of labor market do you want?
        1. Parking tickets example: technology vs. employment
      2. Role of policy in creating global markets and regulating them
        1. World Bank, IMF, trade agreements
      3. Part IV: Wealth, Toxic Inequality
        1. Leveraging assets as tool for social mobility
          1. Housing
        2. Legacy of racialized policy in the past – how it is implicated in present inequality
          1. Legacy of Slavery; Jim Crow
          2. Redlining
          3. Drug Policies (AKA “The New Jim Crow”)
        3. Contemporary policies and practices
          1. Residential segregation
          2. Estate tax
          3. Home mortgage interest deduction
        4. Part VI: Policy solutions
          1. Fiscal & Monetary Policy
          2. Asset policy
            1. Children’s savings accounts
            2. IDAs
          3. Minimum wage
          4. Living wage
          5. EITC

 

 

 

 

What is the meaning and significance of these proposals?

4/7/13 Black Thought and Culture
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Johnson, James Weldon, 1871-­1938, Self-­Determining Haiti. (Nation Associates, New York, NY, 1920).in Nation . [Author Information] [Bibliographic Details]
Table of Contents
Self-­Determining Haiti: I. The American Occupation Page 236
Self-­Determining Haiti: II. What the United States Has Accomplished Page 265
Self-­Determining Haiti: III. Government of, by, and for the National City Bank Page 295
Self-­Determining Haiti IV. The Haitian People Page 345
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Self-­Determining Haiti: I. The American Occupation
By JAMES WELDON JOHNSON
TO know the reasons for the present political situation in Haiti, to understand why the United States landed and has for five years maintained military forces in that country, why some
three thousand Haitian men, women, and children have been shot down by American rifles and machine guns, it is necessary, among other things, to know that the National City Bank
of New York is very much interested in Haiti. It is necessary to know that the National City Bank controls the National Bank of Haiti and is the depository for all of the Haitian national
funds that are being collected by American officials, and that Mr. R. L. Farnham, vice-­president of the National City Bank, is virtually the representative of the State Department in
matters relating to the island republic. Most Americans have the opinion -­-­ if they have any opinion at all on the subject -­-­ that the United States was forced, on purely humane grounds,
to intervene in the black republic because of the tragic coup d’etat which resulted in the overthrow and death of President Vilbrun Guillaume Sam and the execution of the political
prisoners confined at Port-­au-­Prince, July 27-­28, 1915;; and that this government has been compelled to keep a military force in Haiti since that time to pacify the country and maintain
order.
The fact is that for nearly a year before forcible intervention on the part of the United States this government was seeking to compel Haiti to submit to “peaceable” intervention. Toward
the close of 1914 the United States notified the government of Haiti that it was disposed to recognize the newly-­elected president, Theodore Davilmar, as soon as a Haitian
commission would sign at Washington “satisfactory protocols” relative to a convention with the United States on the model of the Dominican-­American Convention. On December 15,
1914, the Haitian government, through its Secretary of Foreign Affairs, replied: “The Government of the Republic of Haiti would consider itself lax in its duty to the United States and to
itself if it allowed the least doubt to exist of its irrevocable intention not to accept any control of the administration of Haitian affairs by a foreign Power.” On December 19, the United
States, through its legation at Port-­au-­Prince, replied, that in expressing its willingness to do in Haiti what had been done in Santo Domingo it “was actuated entirely by a disinterested
desire to give assistance.”
Two months later, the Theodore government was overthrown by a revolution and Vilbrun Guillaume was elected president. Immediately afterwards there arrived at Port-­au-­Prince an
American commission from Washington -­-­ the Ford mission. The commissioners were received at the National Palace and attempted to take up the discussion of the convention that
had been broken off in December, 1914. However, they lacked full powers and no negotiations were entered into. After several days, the Ford mission sailed for the United States. But
soon after, in May, the United States sent to Haiti Mr. Paul Fuller, Jr., with the title Envoy Extraordinary, on a special mission to apprise the Haitian government that the Guillaume
administration would not be recognized by the American government unless Haiti accepted and signed the project of a convention which he was authorized to present. After examining
the project the Haitian government submitted to the American commission a counter-­project, formulating the conditions under which it would be possible to accept the assistance of the
United States. To this counter-­project Mr. Fuller proposed certain modifications, some of which were accepted by the Haitian government. On June 5, 1915, Mr. Fuller acknowledged
the receipt of the Haitian communication regarding these modifications, and sailed from Port-­au-­Prince.
Before any further discussion of the Fuller project between the two governments, political incidents in Haiti led rapidly to the events of July 27 and 28. On July 27 President Guillaume
fled to the French Legation, and on the same day took place a massacre of the political prisoners in the prison at Port-­au-­Prince. On the morning of July 28 President Guillaume was
forcibly taken from French Legation and killed. On the afternoon of July 28 an American man-­of-­war dropped anchor in the harbor of Port-­au-­Prince and landed American forces. It
should be borne in mind that through all of this the life of not a single American citizen had been taken or jeopardized.
The overthrow of Guillaume and its attending consequences did not constitute the cause of American intervention in Haiti, but merely furnished the awaited opportunity. Since July 28,
1915, American military forces have been in control of Haiti. These forces have been increased until there are now somewhere near three thousand Americans under arms in the
republic. From the very first, the attitude of the Occupation has been that it was dealing with a conquered territory. Haitian forces were disarmed, military posts and barracks were
occupied, and the National Palace was taken as headquarters for the Occupation. After selecting a new and acceptable president for the country, steps were at once taken to compel
the Haitian government to sign a convention in which it virtually foreswore its independence. This was accomplished by September 16, 1915;; and although the terms of this convention
provided for the administration of the Haitian customs by American civilian officials, all the principal custom houses of the country had been seized by military force and placed in
charge of American Marine officers before the end of August. The disposition of the funds collected in duties from the time of the military seizure of the custom houses to the time of their
administration by civilian officials is still a question concerning which the established censorship in Haiti allows no discussion.
It is interesting to note the wide difference between the convention which Haiti was forced to sign and the convention which was in course of diplomatic negotiation at the moment of
intervention. The Fuller convention asked little of Haiti and gave something, the Occupation convention demands everything of Haiti and gives nothing. The Occupation convention is
really the same convention which the Haitian government peremptorily refused to discuss in
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December, 1914, except that in addition to American control of Haitian finances it also provides for American control of the Haitian military forces. The Fuller convention contained
neither of these provisions. When the United States found itself in a position to take what it had not even dared to ask, it used brute force and took it. But even a convention which
practically deprived Haiti of its independence was found not wholly adequate for the accomplishment of all that was contemplated. The Haitian constitution still offered some
embarrassments, so it was decided that Haiti must have a new constitution. It was drafted and presented to the Haitian assembly for adoption. The assembly balked -­-­ chiefly at the
article in the proposed document removing the constitutional disability which prevented aliens from owning land in Haiti. Haiti had long considered the denial of this right to aliens as
her main bulwark against overwhelming economic exploitation;; and it must be admitted that she had better reasons than the several states of the United States that have similar
provisions.
The balking of the assembly resulted in its being dissolved by actual military force and the locking of doors of the Chamber. There has been no Haitian legislative body since. The
desired constitution was submitted to a plebiscite by a decree of the President, although such a method of constitutional revision was clearly unconstitutional. Under the circumstances
of the Occupation the plebiscite was, of course, almost unanimous for the desired change, and the new constitution was promulgated on June 18, 1918. Thus Haiti was given a new
constitution by a flagrantly unconstitutional method. The new document contains several fundamental changes and includes a “Special Article” which declares:
All the acts of the Government of the United States during its military Occupation in Haiti are ratified and confirmed.
No Haitian shall be liable to civil or criminal prosecution for any act done by order of the Occupation or under its authority.
The acts of the courts martial of the Occupation, without, however, infringing on the right to pardon, shall not be subject to revision.
The acts of the Executive Power (the President) up to the promulgation of the present constitution are likewise ratified and confirmed.
The above is the chronological order of the principal steps by which the independence of a neighboring republic has been taken away, the people placed under foreign military
domination from which they have no appeal, and exposed to foreign economic exploitation against which they are defenseless. All of this has been done in the name of the
Government of the United States;; however, without any act by Congress and without any knowledge of the American people.
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The law by which Haiti is ruled today is martial law dispensed by Americans. There is a form of Haitian civil government, but it is entirely dominated by the military Occupation.
President Dartiguenave, bitterly rebellious at heart as is every good Haitian, confessed to me the powerlessness of himself and his cabinet. He told me that the American authorities
give no heed to recommendations made by him or his officers;; that they would not even discuss matters about which the Haitian officials have superior knowledge. The provisions of
both the old and the new constitutions are ignored in that there is no Haitian legislative body, and there has been none since the dissolution of the assembly in April, 1916. In its stead
there is a Council of State composed of twenty-­one members appointed by the president, which functions effectively only when carrying out the will of the Occupation. Indeed the
Occupation often overrides the civil courts. A prisoner brought before the proper court, exonerated, and discharged, is, nevertheless, frequently held by the military. All government
funds are collected by the Occupation and are dispensed at its will and pleasure. The greater part of these funds is expended for the maintenance of the military forces. There is the
strictest censorship of the press. No Haitian newspaper is allowed to publish anything in criticism of the Occupation or the Haitian government. Each newspaper in Haiti received an
order to that effect from the Occupation, and the same order carried the injunction not to print the order. Nothing that might reflect upon the Occupation administration in Haiti is allowed
to reach the newspapers of the United States.
The Haitian people justly complain that not only is the convention inimical to the best interests of their country, but that the convention, such as it is, is not being carried out in
accordance with the letter, nor in accordance with the spirit in which they were led to believe it would be carried out. Except one, all of the obligations in the convention which the
United States undertakes in favor of Haiti are contained in the first article of that document, the other fourteen articles being made up substantially of obligations to the United States
assumed by Haiti. But nowhere in those fourteen articles is there anything to indicate that Haiti would be subjected to military domination. In Article I the United States promises to “aid
the Haitian government in the proper and efficient development of its agricultural, mineral, and commercial resources and in the establishment of the finances of Haiti on a firm and
solid basis.” And the whole convention and, especially, the protestations of the United States before the signing of the instrument can be construed only to mean that that aid would be
extended through the supervision of civilian officials.
The one promise of the United States to Haiti not contained in the first article of the convention is that clause of Article XIV which says, “and, should the necessity occur, the United
States will lend an efficient aid for the preservation of Haitian independence and the maintenance of a government adequate for the protection of life, property, and individual liberty.” It
is the extreme of irony that this clause which the Haitians had a right to interpret as a guarantee to them against foreign invasion should first of all be invoked against the Haitian people
themselves, and offer the only peg on which any pretense to a right of military domination can be hung.
There are several distinct forces -­-­ financial, military, bureaucratic -­-­ at work in Haiti which, tending to aggravate the conditions they themselves have created, are largely self-­
perpetuating. The most sinister of these, the financial engulfment of Haiti by the National City Bank of New York, already alluded to, will be discussed in detail in a subsequent article.
The military Occupation has made and continues to make military Occupation necessary. The justification given is that it is necessary for the pacification of the country. Pacification
would never have been necessary had not American policies been filled with so many stupid and brutal blunders;; and it will never be effective so long as “pacification” means merely
the hunting of ragged Haitians in the hills with machine guns.
Then there is the force which the several hundred American
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civilian place-­holders constitute. They have found in Haiti the veriable promised land of “jobs for deserving democrats” and naturally do not wish to see the present status discontinued.
Most of these deserving democrats are Southerners. The head of the customs service of Haiti was a clerk of one of the parishes of Louisiana. Second in charge of the customs service
of Haiti is a man who was Deputy Collector of Customs at Pascagoula, Mississippi [population, 3,379, 1910 Census]. The Superintendent of Public Instruction was a school teacher in
Louisiana -­-­ a State which has not good schools even for white children;; the financial advisor, Mr. McIlhenny, is also from Louisiana.
Many of the Occupation officers are in the same category with the civiliai place-­holders. These men have taken their wives and families to Haiti. Those at Port-­au-­Prince live in beautiful
villas. Families that could not keep a hired girl in the United States have a half-­dozen servants. They ride in automobiles -­-­ not their own. Every American head of a department in Haiti
has an automobile furnished at the … of the Haitian Government, whereas members of the Haitian cabinet, who are theoretically above them, have no such convenience or luxury.
While I was there, the President himself was obliged to borrow an automobile from the Occupation for a trip through the interior. The Louisiana school-­teacher Superintendent of
Instruction has an automobile furnished at government expense, whereas the Haitian Minister of Public Instruction, his supposed superior officer, has none. These automobiles seem
to be chiefly employed in giving the women and children an airing each afternoon. It must be amusing, when it is not maddening to the Haitians, to see with that disdainful air these
people look upon them as they ride by.
The platform adopted by the Democratic party at San Francisco said of the Wilson policy in Mexico:
The Administration, remembering always that Mexico is an independent nation and that permanent stability in her government and her institutions could come only from the consent of
her own people to a government of her own making, has been unwilling either to profit by the misfortunes of the people of Mexico or to enfeeble their future by imposing from the
outside a rule upon their temporarily distracted councils.
Haiti has never been so distracted in its councils as Mexico. And even in its moments of greatest distraction it never slaughtered an American citizen, it never molested an American
woman, it never injured a dollar’s worth of American property. And yet, the Administration whose lofty purpose was proclaimed as above -­-­ with less justification than Austria’s invasion
of Serbia, or Germany’s rape of Belgium, without warrant other than the doctrine that “might makes right,” has conquered Haiti. It has done this through the very period when, in the
words of its chief spokesman, our sons were laying down their lives overseas “for democracy, for the rights of those who submit to authority to have a voice in their own government, for
the rights and liberties of small nations.” By command of the author of “pitiless publicity” and originator of “open covenants openly arrived at,” it has enforced by the bayonet a covenant
whose secret has been well guarded by a rigid censorship from the American nation, and kept a people enslaved by the military tyranny which it was his avowed purpose to destroy
throughout the world.
The second article of the series by James Weldon Johnson, What the United States Has Accomplished in Haiti, will appear in the next issue, dated September 4.
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Self-­Determining Haiti: II. What the United States Has Accomplished
By JAMES WELDON JOHNSON
WHEN the truth about the conquest of Haiti -­-­ the slaughter of three thousand and practically unarmed Haitians, with the incidentally needless death of a score of American boys -­-­
begins to filter through the rigid Administration censorship to the American people, the apologists will become active. Their justification of what has been done will be grouped under
two heads: one, the necessity, and two, the results. Under the first, much stress will be laid upon the “anarchy” which existed in Haiti, upon the backwardness of the Haitians and their
absolute unfitness to govern themselves. The pretext which caused the intervention was taken up in the first article of this series. The characteristics, alleged and real, of the Haitian
people will be taken up in a subsequent article. Now as to results: The apologists will attempt to show that material improvements in Haiti justify American intervention. Let us see what
they are.
Diligent inquiry reveals just three: The building of the road from Port-­au-­Prince to Cape Haitien;; the enforcement of certain sanitary regulations in the larger cities;; and the improvement
of the public hospital at Port-­au-­Prince. The enforcement of certain sanitary regulations is not so important as it may sound, for even under exclusive native rule, Haiti has been a
remarkably healthy country and had never suffered from such epidemics as used to sweep Cuba and the Panama Canal region. The regulations, moreover, were of a purely minor
character -­-­ the sort that might be issued by a board of health in any American city or town -­-­ and were in no wise fundamental, because there was no need. The same applies to the
improvement of the hospital, long before the American Occupation, an effectively conducted institution but which, it is only fair to say, benefited considerably by the regulations and
more up-­to-­date methods of American army surgeons -­-­ the best in the world. Neither of these accomplishments, however, creditable as they are, can well be put forward as a
justification for military domination. The building of the great highway from Port-­au-­Prince to Cape Haitien is a monumental piece of work, but it is doubtful whether the object in
building it was to supply the Haitians with a great highway or to construct a military road which would facilitate the transportation of troops and supplies from one end of the island to the
other. And this represents the sum total of the constructive accomplishment after five years of American Occupation.
Now, the highway, while doubtless the most important achievement of the three, involved the most brutal of all the blunders of the Occupation. The work was in charge of an officer of
Marines who stands out even in that organization for his “treat ’em rough” methods. He discovered the obsolete Haitian corvée and decided to enforce it with the most modern Marine
efficiency. The corvée, or road law, in Haiti provided that each citizen should work a certain number of days on the public roads to keep them in condition, or pay a certain sum of
money. In the days when this law was in force the Haitian government never required the men to work the roads except in their respective communities, and the number of days was
usually limited to three a year. But the Occupation seized men wherever it could find them, and no able-­bodied Haitian was safe from such raids, which most closely resembled the
African slave raids of past centuries. And slavery it was -­-­ though temporary. By day or by night, from the bosom of their families, from their little farms or while trudging peacefully on the
country roads, Haitians were seized and forcibly taken to toil for months in far sections of the country. Those who protested or resisted were beaten into submission. At night, after long
hours of unremitting labor under armed taskmasters, who swiftly discouraged any slackening of effort with boot or rifle butt, the victims were herded in compounds. Those attempting to
escape were shot. Their terror-­stricken families meanwhile were often in total ignorance of the fate of their husbands, fathers, brothers.
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It is chiefly out of these methods that arose the need for “pacification.” Many men of the rural districts became panic-­stricken and fled to the hills and mountains. Others rebelled and did
likewise, preferring death to slavery. These refugees largely make up the “caco” forces, to hunt down which has become the duty and the sport of American Marines, who were
privileged to shoot a “caco” on sight. If anyone doubts that “caco” hunting is the sport of American Marines in Haiti, let him learn the facts about the death of Charlemagne.
Charlemagne Peralte was a Haitian of education and culture and of great influence in his district. He was tried by an American courtmartial on the charge of aiding “cacos.” He was
sentenced, not to prison, however, but to five years of hard labor on the roads, and was forced to work in convict garb on the streets of Cape Haitien. He made his escape and put
himself at the head of several hundred followers in a valiant though hopeless attempt to free Haiti. The America of the Revolution, indeed the America of the Civil War, would have
regarded Charlemagne not as a criminal but a patriot. He met his death not in open fight, not in an attempt at his capture, but through a dastard deed. While standing over his camp fire,
he was shot in cold blood by an American Marine officer who stood concealed by the darkness, and who had reached the camp through bribery and trickery. This deed, which was
nothing short of assassination, has been heralded as an example of American heroism. Of this deed, Harry Franck, writing in the June Century of “The Death of Charlemagne,” says:
“Indeed it is fit to rank with any of the stirring warrior tales with which history is seasoned from the days of the Greeks down to the recent world war.” America should read “The Death of
Charlemagne” which attempts to glorify a black smirch on American arms and tradition.
There is a reason why the methods employed in road building affected the Haitian country folk in a way in which it might not have affected the people of any other Latin-­American
country. Not since the independence of the country has there been any such thing as a peon in Haiti. The revolution by which Haiti gained her independence was not merely a political
revolution, it was also a social revolution. Among the many radical changes wrought was that of cutting
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up the large slave estates into small parcels and allotting them among former slaves. And so it was that every Haitian in the rural districts lived on his own plot of land a plot on which
his family has lived for perhaps more than a hundred years. No matter how small or how large that plot is, and whether he raises much or little on it, it is his and he is an independent
farmer.
The completed highway, moreover, continued to be a barb in the Haitian wound. Automobiles on this road, running without any speed limit, are a constant inconvenience or danger to
the natives carrying their market produce to town on their heads or loaded on the backs of animals. I have seen these people scramble in terror often up the side or down the declivity
of the mountain for places of safety for themselves and their animals as the machines snorted by. I have seen a market woman’s horse take flight and scatter the produce loaded on his
back all over the road for several hundred yards. I have heard an American commercial traveler laughingly tell how on the trip from Cape Haitien to Port-­au-­Prince the automobile he
was in killed a donkey and two pigs. It had not occurred to him that the donkey might be the chief capital of the small Haitian farmer and that the loss of it might entirely bankrupt him. It
is all very humorous, of course, unless you happen to be the Haitian pedestrian.
The majority of visitors on arriving at Port-­au-­Prince and noticing the well-­paved, well-­kept streets, will at once jump to the conclusion that this work was done by the American
Occupation. The Occupation goes to no trouble to refute this conclusion, and in fact it will by implication corroborate it. If one should exclaim, “Why, I am surprised to see what a well-­
paved city Port-­au-­Prince is!” he would be almost certain to receive the answer, “Yes, but you should have seen it before the Occupation.” The implication here is that Port-­au-­Prince
was a mudhole and that the Occupation is responsible for its clean and well-­paved streets. It is true that at the time of the intervention, five years ago, there were only one or two paved
streets in the Haitian capital, but the contracts for paving the entire city had been let by the Haitian Government, and the work had already been begun. This work was completed
during the Occupation, but the Occupation did not pave, and had nothing to do with the paving of a single street in Port-­au-­Prince.
One accomplishment I did expect to find -­-­ that the American Occupation, in its five years of absolute rule, had developed and improved the Haitian system of public education. The
United States has made some efforts in this direction in other countries where it has taken control. In Porto Rico, Cuba, and the Philippines, the attempt, at least, was made to establish
modern school systems. Selected youths from these countries were taken and sent to the United States for training in order that they might return and be better teachers, and American
teachers were sent to those islands in exchange. The American Occupation in Haiti has not advanced public education a single step. No new buildings have been erected. Not a
single Haitian youth has been sent to the United States for training as a teacher, nor has a single American teacher, white or colored, been sent to Haiti. According to the general
budget of Haiti, 1919-­1920, there are teachers in the rural schools receiving as little as six dollars a month. Some of these teachers may not be worth more than six dollars a month. But
after five years of American rule, there ought not to be a single teacher in the country who is not worth more than that paltry sum.
Another source of discontent is the Gendarmerie. When the Occupation took possession of the island, it disarmed all Haitians, including the various local police forces. To remedy this
situation the Convention (Article X), provided that there should be created, -­-­
without delay, an efficient constabulary, urban and rural, composed of native Haitians. This constabulary shall be organized and officered by Americans, appointed by
the President of Haiti upon nomination by the President of the United States…. These officers shall be replaced by Haitians as they, by examination conducted under
direction of a board to be selected by the Senior American Officer of this constabulary in the presence of a representative of the Haitian Government, are found to be
qualified to assume such duties.
During the first months of the Occupation officers of the Haitian Gendarmerie were commissioned officers of the marines, but the war took all these officers to Europe. Five years have
passed and the constabulary is still officered entirely by marines, but almost without exception they are ex-­privates or non-­commissioned officers of the United States Marine Corps
commissioned in the gendarmerie. Many of these men are rough, uncouth, and uneducated, and a great number from the South, are violently steeped in color prejudice. They direct all
policing of city and town. It falls to them, ignorant of Haitian ways and language, to enforce every minor police regulation. Needless to say, this is a grave source of continued irritation.
Where the genial American “cop” could, with a wave of his hand or club, convey the full majesty of the law to the small boy transgressor or to some equally innocuous offender, the
strong-­arm tactics for which the marines are famous, are apt to the promptly evoked. The pledge in the Convention that “these officers be replaced by Haitians” who could qualify, has,
like other pledges, become a mere scrap of paper. Graduates of the famous French military academy of St. Cyr, men who have actually qualified for commissions in the French army,
are denied the opportunity to fill even a lesser commission in the Haitian Gendarmerie, although such men, in addition to their pre-­eminent qualifications of training, would, because of
their understanding of local conditions and their complete familiarity with the ways of their own country, make ideal guardians of the peace.
The American Occupation of Haiti is not only guilty of sins of omission, it is guilty of sins of commission in addition to those committed in the building of the great road across the island.
Brutalities and atrocities on the part of American marines have occurred with sufficient frequency to be the cause of deep resentment and terror. Marines talk freely of what they “did” to
some Haitians in the outlying districts. Familiar methods of tortue to make captives reveal what they often do not know are nonchalantly discussed. Just before I left Port-­au-­Prince an
American Marine had caught a Haitian boy stealing sugar off the wharf and instead of arresting him he battered his brains out with the butt of his rifle. I learned from the lips of
American Marines themselves of a number of cases of rape of Haitian women by marines. I often sat at tables in the hotels and cafes in company with marine officers and they talked
before me without restraint. I remember the description of a “caco” hunt by one of them;; he told how they finally came upon a crowd of natives engaged in the popular pastime of cock-­
fighting and how they “let them have it”
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with machine guns and rifle fire. I heard another, a captain of marines, relate how he at a fire in Port-­au-­Prince ordered a “rather dressed up Haitian,” standing on the sidewalk, to “get
in there” and take a hand at the pumps. It appeared that the Haitian merely shrugged his shoulders. The captain of marines then laughingly said: “I had on a pretty heavy pair of boots
and I let him have a kick that landed him in the middle of the street. Someone ran up and told me that the man was an ex-­member of the Haitian Assembly.” The fact that the man had
been a member of the Haitian Assembly made the whole incident more laughable to the captain of marines.
Perhaps the most serious aspect of American brutality in Haiti is not to be found in individual cases of cruelty, numerous and inexcusable though they are, but rather in the American
attitude, well illustrated by the diagnosis of an American officer discussing the situation and its difficulty: “The trouble with this whole business is that some of these people with a little
money and education think they are as good as we are,” and this is the keynote of the attitude of every American to every Haitian. Americans have carried American hatred to Haiti.
They have planted the feeling of caste and color prejudice where it never before existed.
And such are the “accomplishments” of the United States in Haiti. The Occupation has not only failed to achieve anything worth while, but has made it impossible to do so because of
the distrust and bitterness that it has engendered in the Haitian people. Through the present instrumentalities no matter how earnestly the United States may desire to be fair to Haiti
and make intervention a success, it will not succeed. An entirely new deal is necessary. This Government forced the Haitian leaders to accept the promise of American aid and
American supervision. With that American aid the Haitian Government defaulted its external and internal debt, an obligation, which under self-­government the Haitians had
scrupulously observed. And American supervision turned out to be a military tyranny supporting a program of economic exploitation. The United States had an opportunity to gain the
confidence of the Haitian people. That opportunity has been destroyed. When American troops first landed, although the Haitian people were outraged, there was a feeling
nevertheless which might well have developed into cooperation. There were those who had hopes that the United States, guided by its traditional policy of nearly a century and a half,
pursuing its fine stand in Cuba, under McKinley, Roosevelt, and Taft, would extend aid that would be mutually beneficial to both countries. Those Haitians who indulged this hope are
disappointed and bitter. Those members of the Haitian Assembly who, while acting under coercion were nevertheless hopeful of American promises, incurred unpopularity by voting
for the Convention, are today bitterly disappointed and utterly disillusioned.
If the United States should leave Haiti today, it would leave more than a thousand widows and orphans of its own making, more banditry than has existed for a century, resentment,
hatred and despair in the heart of a whole people, to say nothing of the irreparable injury to its own tradition as the defender of the rights of man.
The real reasons for the Occupation and the continued presence of American troops in Haiti, will be told in the issue of September 11, in an article entitled Government Of, By, and For
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the National City Bank.
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Self-­Determining Haiti: III. Government of, by, and for the National City Bank
By JAMES WELDON JOHNSON
FORMER articles of this series described the Military Occupation of Haiti and the crowd of civilian place holders as among the forces at work in Haiti to maintain the present status in
that country. But more powerful though less obvious, and more sinister, because of its deep and varied radications, is the force exercised by the National City Bank of New York. It
seeks more than the mere maintenance of the present status in Haiti, it is constantly working to bring about a condition more suitable and profitable to itself. Behind the Occupation,
working conjointly with the Department of State, stands this great banking institution of New York and elsewhere. The financial potentates allied with it are the ones who will profit by
the control of Haiti. The United States Marine Corps and the various office-­holding “deserving Democrats,” who help maintain the status quo there, are in reality working for great
financial interests in this country, although Uncle Sam and Haiti pay their salaries.
Mr. Roger L. Farnham, vice-­president of the National City Bank, was effectively instrumental in bringing about American intervention in Haiti. With the administration at Washington, the
word of Mr. Farnham supersedes that of anybody else on the island. While Mr. Bailly-­Blanchard, with the title of minister, is its representative in name, Mr. Farnham is its representative
in fact. His goings and comings are aboard vessels of the United States Navy. His bank, the National City, has been in charge of the Banque Nationale d’Haiti throughout the
Occupation. 1 Only a few weeks ago he was appointed receiver of the National Railroad of Haiti, controlling practically the entire railway system in the island with valuable territorial
concessions in all parts. 2 The $5,000,000 sugar plant at Port-­au-­Prince, it is commonly reported, is about to fall into his hands.
Now, of all the various responsibilities, expressed, implied, or assumed by the United States in Haiti, it would naturally be supposed that the financial obligation would be foremost.
Indeed, the sister republic of Santo Domingo was taken over by the United States Navy for no other reason than failure to pay its internal debt. But Haiti for over one hundred years
scrupulously paid its external and internal debt -­-­ a fact worth remembering when one hears of “anarchy and disorder” in that land -­-­ until five years ago when under the financial
guardianship of the United States interest on both the internal and, with one exception, external debt was defaulted;; and this in spite of the fact that specified revenues were pledged
for the payment of this interest. Apart from the distinct injury to the honor and reputation of the country, the hardship on individuals has been great. For while the foreign debt is held
particularly in France which, being under great financial obligations to the United States since the beginning of the war, has not been able to protest effectively, the interior debt is held
almost entirely by Haitian citizens. Haitian Government bonds have long been the recognized substantial investment for the well-­to-­do and middle class people, considered as are in
this country, United States, state, and municipal bonds. Non-­payment on these securities has placed many families in absolute want.
What has happened to these bonds? They are being sold for a song, for the little cash they will bring. Individuals closely connected with the National Bank of Haiti are ready
purchasers. When the new Haitian loan is floated it will of course, contain ample provisions for redeeming these old bonds at par. The profits will be more than handsome. Not that the
National Bank has not already made hay in the sunshine of American Occupation. From the beginning it has been sole depositary of all revenues collected in the name of the Haitian
Government by the American Occupation, receiving in addition to the interest rate a commission on all funds deposited. The bank is the sole agent in the transmission of these funds. It
has also the exclusive note-­issuing privilege in the republic. At the same time complaint is widespread among the Haitian business men that the Bank no longer as of old
accommodates them with credit and that its interests are now entirely in developments of its own.
Now, one of the promises that was made to the Haitian Government, partly to allay its doubts and fears as to the purpose and character of the American intervention, was that the
United States would put the country’s finances on a solid and substantial basis. A loan $30,000,000 or more was one of the features of this promised assistance. Pursuant, supposedly,
to this plan, a Financial Adviser for Haiti was appointed in the person of Mr. John Avery McIlhenny. Who is Mr. McIlhenny? That he has the cordial backing and direction of so able a
financier as Mr. Farnham is comforting when one reviews the past record and experience in finance of Haiti’s Financial Adviser as given by him in “Who’s Who in America,” for 1918-­
1919. He was born-­in Avery Island, Iberia Parish, La.;; went to Tulane University for one year;; was a private in the Louisiana State militia for five years;; trooper in the U. S. Cavalry in
1898;; promoted to second lieutenancy for gallantry in action at San Juan;; has been member of the Louisiana House of Representatives and Senate;; was a member of the U. S. Civil
Service Commission in 1906 and president of the same in 1913;; Democrat. It is under his Financial Advisership that the Haitian interest has been continued in default with the one
exception above noted, when several months ago $3,000,000 was converted into francs to meet the accumulated interest payments on the foreign debt. Dissatisfaction on the
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part of the Haitians developed over the lack of financial perspicacity in this transaction of Mr. McIlhenny because the sum was conveted into francs at the rate of nine to a dollar while
shortly after the rate of exchange on French francs dropped to fourteen to a dollar. Indeed, Mr. McIlhenny’s unfitness by training and experience for the delicate and important position
which he is filling was one of the most generally admitted facts which I gathered in Haiti.
At the present writing, however, Mr. McIlhenny has become a conspicuous figure in the history of the Occupation of Haiti as the instrument by which the National City Bank is striving to
complete the riveting, double-­locking and bolting of its financial control of the island. For although it would appear that the absolute military domination under which Haiti is held would
enable the financial powers to accomplish almost anything they desire, they are wise enough to realise that a day of reckoning, such as, for instance, a change in the Administration in
the United States, may be coming. So they are eager and anxious to have everything they want signed, sealed, and delivered. Anything, of course, that the Haitians have fully
“consented to” no one else can reasonably object to.
A little recent history: in February of the present year, the ministers of the different departments, in order to conform to the letter of the law (Article 116 of the Constitution of Haiti, which
was saddled upon her in 1918 by the Occupation’ 3 and Article 2 of the Haitian-­American Convention 4) began work on the preparation of the accounts for 1918-­1919 and the budget
for 1920-­1921. On March 22 a draft of the budget was sent to Mr. A. J. Maumus, Acting Financial Adviser, in the absence of Mr. McIlhenny who had at that time been in the United
States for seven months. Mr. Maumus replied on March 29, suggesting postponement of all discussion of the budget until Mr. McIlhenny’s return. Nevertheless, the Legislative body, in
pursuance of the law, opened on its constitutional date, Monday, April 5. Despite the great urgency of the matter in hand, the Haitian administration was obliged to mark time until June
1, when Mr. McIlhenny returned to Haiti. Several conferences with the various ministers were then undertaken. On June 12, at one of these conferences, there arrived in the place of
the Financial Adviser a note stating that he would be obliged to stop all study of the budget “until the time when certain affairs of considerable importance to the well-­being of the
country shall be finally settled according to recommendations made by me to the Haitian Government.” As he did not give in his note the slightest idea what these important affairs
were, the Haitian Secretary wrote asking for information, at the same time calling attention to the already great and embarrassing delay, and reminding Mr. McIlhenny that the
preparation of the accounts and budget was one of his legal duties as an official attached to the Haitian Government, of which he could not divest himself.
On July 19 Mr. McIlhenny supplied his previous omission in a memorandum which he transmitted to the Haitian Department of Finance, in which he said: “I had instructions from the
Department of State of the United States just before my departure for Haiti, in a part of a letter of May 20, to declare to the Haitian Government that it was necessary to give its
immediate and formal approval to:
1. A modification of the Bank Contract agreed upon by the Department of State and the National City Bank of New York.
2. Transfer of the National Bank of the Republic of Haiti to a new bank registered under the laws of Haiti, to be known as the National Bank of the Republic of Haiti.
3. The execution of Article 15 of the Contract of Withdrawal prohibiting the importation and exportation of non-­Haitian money except that which might be necessary for the needs of
commerce in the opinion of the Financial Adviser.”
Now, what is the meaning and significance of these proposals? The full details have not been given out, but it is known that they are part of a new monetary law for Haiti involving the
complete transfer of the Banque Nationale d’Haiti to the National City Bank of New York. The document embodying the agreements, with the exception of the clause prohibiting the
importation of foreign money, was signed at Washington, February 6, 1920, by Mr. McIlhenny, the Haitian Minister at Washington and the Haitian Secretary of Finance. The Haitian
Government has officially declared that the clause prohibiting the importation and exportation of foreign money, except as it may be deemed necessary in the opinion of the Financial
Adviser, was added to the original agreement by some unknown party. It is for the purpose of compelling the Haitian Government to approve the agreements, including the “prohibition
clause,” that pressure is now being applied. Efforts on the part of business interests in Haiti to learn the character and scope of what was done at Washington have been thwarted by
close secrecy. However, sufficient of its import has become known to understand the reasons for the unqualified and definite refusal of President Dartiguenave and the Government to
give their approval. Those reasons are that the agreements would give to the National Bank of Haiti, and thereby to the National City Bank of New York, exclusive monopoly upon the
right of importing and exporting American and other foreign money to and from Haiti, a monopoly which would carry unprecedented and extraordinarily lucrative privileges.
The proposal involved in this agreement has called forth a vigorous protest on the part of every important banking and business concern in Haiti with the exception, of course, of the
National Bank of Haiti. This protest was transmitted to the Haitian Minister of Finance on July 30 past. The protest is signed not only by Haitians and Europeans doing business in that
country but also by the leading American business concerns, among which are The American Foreign Banking Corporation, The Haitian-­American Sugar Company, The Panama
Railroad Steamship Line, The Clyde Steamship Line, and The West Indies Trading Company. Among the foreign signers are the Royal Bank of Canada, Le Comptoir Français, Le
Comptoir Commercial, and besides a number of business firms.
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We have now in Haiti a triangular situation with the National City Bank and our Department of State in two corners and the Haitian government in the third. Pressure is being brought
on the Haitian government to compel it to grant a monopoly which on its face appears designed to give the National City Bank a strangle hold on the financial life of that country. With
the Haitian government refusing to yield, we have the Financial Adviser who is, according to the Haitian-­American Convention, a Haitian official charged with certain duties (in this
case the
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approval of the budget and accounts), refusing to carry out those duties until the government yields to the pressure which is being brought.
Haiti is now experiencing the “third degree.” Ever since the Bank Contract was drawn and signed at Washington increasing pressure has been applied to make the Haitian government
accept the clause prohibiting the importation of foreign money. Mr. McIlhenny is now holding up the salaries of the President, ministers of departments, members of the Council of
State, and the official interpreter. [These salaries have not been paid since July 1.]* And there the matter now stands.
Several things may happen. The Administration, finding present methods insufficient, may decide to act as in Santo Domingo, to abolish the President, cabinet, and all civil government
-­-­ as they have already abolished the Haitian Assembly -­-­ and put into effect, by purely military force, what, in the face of the unflinching Haitian refusal to sign away their birthright, the
combined military, civil, and financial pressure has been unable to accomplish. Or, with an election and a probable change of Administration in this country pending, with a
Congressional investigation foreshadowed, it may be decided that matters are “too difficult” and the National City Bank may find that it can be more profitably engaged elsewhere.
Indications of such a course are not lacking. From the point of view of the National City Bank, of course, the institution has not only done nothing which is not wholly legitimate, proper,
and according to the canons of big business throughout the world, but has actually performed constructive and generous service to a backward and uncivilized people in attempting to
promote their railways, to develop their country, and to shape soundly their finance. That Mr. Farnham and those associated with him hold these views sincerely, there is no doubt. But
that the Haitians, after over one hundred years of self-­government and liberty, contemplating the slaughter of three thousand of their sons, the loss of their political and economic
freedom, without compensating advantages which they can appreciate, feel very differently, is equally true.
The next article of the series will be entitled “The Haitian People.”
-­-­ [345] -­-­
Self-­Determining Haiti IV. The Haitian People
By JAMES WELDON JOHNSON
THE first sight of Port-­au-­Prince is perhaps most startling to the experienced Latin-­American traveler. Caribbean cities are of the Spanish-­American type -­-­ buildings square and squat,
built generally around a court, with residences and business houses scarcely interdistinguishable. Port-­au-­Prince is rather a city of the French or Italian Riviera. Across the bay of
deepest blue the purple mountains of Gonave loom against the Western sky, rivaling the bay’s azure depths. Back of the business section, spreading around the bay’s great sweep and
well into the plain beyond, rise the green hills with their white residences. The residential section spreads over the slopes and into the mountain tiers. High up are the homes of the
well-­to-­do, beautiful villas set in green gardens relieved by the flaming crimson of the poinsettia. Despite the imposing mountains a man-­made edifice dominates the scene. From the
center of the city the great Gothic cathedral lifts its spires above the tranquil city. Well-­paved and clean, the city prolongs the thrill of its first unfolding. Cosmopolitan yet quaint, with an
old-­world atmosphere yet a charm of its own, one gets throughout the feeling of continental European life. In the hotels and cafes the affairs of the world are heard discussed in several
languages. The cuisine and service are not only excellent but inexpensive. At the Café Dereix, cool and scrupulously clean, dinner from hors d’oeuvres to glaces, with wine, of course,
recalling the famous antebellum hostelries of New York and Paris, may be had for six gourdes [$1.25].
A drive of two hours around Port-­au-­Prince, through the newer section of brick and concrete buildings, past the cathedral erected from 1903 to 1912, along the Champ de Mars where
the new presidential palace stands, up into the Peu de Choses section where the hundreds of beautiful villas and grounds of the well-­to-­do are situated, permanently dispels any
lingering question that the Haitians have been retrograding during the 116 years of their independence.
In the lower city, along the water’s edge, around the market and in the Rue Républicaine, is the “local color.” The long rows of wooden shanties, the curious little booths around the
market, filled with jabbering venders and with scantily clad children, magnificent in body, running in and out, are no less picturesque and no more primitive, no humbler, yet cleaner,
than similar quarters in Naples, in Lisbon, in Marseilles, and more justifiable than the great slums of civilization’s centers -­-­ London and New York,
-­-­ 346 -­-­
which are totally without aesthetic redemption. But it is only the modernists in history who are willing to look at the masses as factors in the life and development of the country, and in
its history. For Haitian history, like history the world over, has for the last century been that of cultured and educated groups. To know Haitian life one must have the privilege of being
received as a guest in the houses of these latter, and they live in beautiful houses. The majority have been educated in France;; they are cultured, brilliant conversationally, and
thoroughly enjoy their social life. The women dress well. Many are beautiful and all vivacious and chic. Cultivated people from any part of the world would feel at home in the best
Haitian society. If our guest were to enter to the Cercle Bellevue, the leading club of Port-­au-­Prince, he would find the courteous, friendly atmosphere of a men’s club;; he would hear
varying shades of opinion on public questions, and could scarcely fail to be impressed by the thorough knowledge of world affairs possessed by the intelligent Haitian. Nor would his
encounters be only with people who have culture and savoir vivre;; he would meet the Haitian intellectuals -­-­ poets, essayists, novelists, historians, critics. Take for example such a
writer as Fernand Hibbert. An English authority says of him, “His essays are worthy of the pen of Anatole France or Pierre Loti.” And there is Georges Sylvaine, poet and essayist,
conférencier at the Sorbonne, where his address was received with acclaim, author of books crowned by the French Academy, and an Officer of the Légion d’Honneur. Hibbert and
Sylvaine are only two among a dozen or more contemporary Haitian men of letters whose work may be measured by world standards. Two names that stand out preeminently in
Haitian literature are Oswald Durand, the national poet, who died a few years ago, and Damocles Vieux. These people, educated, cultured, and intellectual, are not accidental and
sporadic offshoots of the Haitian people, they are the Haitian people and they are a demonstration of its inherent potentialities.
However, Port-­au-­Prince is not all of Haiti. Other cities are smaller replicas, and fully as interesting are the people of the country districts. Perhaps the deepest impression on the
observant visitor is made by the country women. Magnificent as they file along the country roads by scores and by hundreds on their way to the town markets, with white or colored
turbaned heads, gold-­looped-­ringed ears, they stride along straight and lithe, almost haughtily, carrying themselves like so many Queens of Sheba. The Haitian country people are
kind-­hearted, hospitable, and polite, seldom stupid but rather, quick-­witted and imaginative. Fond of music, with a profound sense of beauty and harmony, they live simply but
wholesomely. Their cabins rarely consist of only one room, the humblest having two or three, with a little shed front and back, a front and rear entrance, and plenty of windows. An
aesthetic touch is never lacking -­-­ a flowering hedge or an arbor with trained vines bearing gorgeous colored blossoms. There is no comparison between the neat plastered-­wall,
thatched-­roof cabin of the Haitian peasant and the traditional log hut of the South or the shanty of the more wretched American suburbs. The most notable feature about the Haitian
cabin is its invariable cleanliness. At daylight the country people are up and about, the women begin their sweeping till the earthen or pebble-­paved floor of the cabin is clean as can
be. Then the yards around the cabin are vigorously attacked. In fact, nowhere in the country districts of Haiti does one find the filth and squalor which may be seen in any backwoods
town in our own South. Cleanliness is a habit and a dirty Haitian is a rare exception. The garments even of the men who work on the wharves, mended and patched until little of the
original cloth is visible, give evidence of periodical washing. The writer recalls a remark made by Mr. E. P. Pawley, an American, who conducts one of the largest business enterprises
in Haiti. He said that the Haitians were an exceptionally clean people, that statistics showed that Haiti imported more soap per capita than any country in the world, and added, “They
use it, too.” Three of the largest soap manufactories in the United States maintain headquarters at Port-­au-­Prince.
The masses of the Haitian people are splendid material for the building of a nation. They are not lazy;; on the contrary, they are industrious and thrifty. Some observers mistakenly
confound primitive methods with indolence. Anyone who travels Haitian roads is struck by the hundreds and even thousands of women, boys, and girls filing along mile after mile with
their farm and garden produce on their heads or loaded on the backs of animals. With modern facilities, they could market their produce much more efficiently and with far less effort.
But lacking them they are willing to walk and carry. For a woman to walk five to ten miles with a great load of produce on her head which may barely realize her a dollar is doubtless
primitive, and a wasteful expenditure of energy, but it is not a sign of laziness. Haiti’s great handicap has been not that her masses are degraded or lazy or immoral. It is that they are
ignorant, due not so much to mental limitations as to enforced illiteracy. There is a specific reason for this. Somehow the French language, in the French-­American colonial settlements
containing a Negro population, divided itself into two branches, French and Creole. This is true of Louisiana, Martinique, Guadeloupe, and also of Haiti. Creole is an Africanized
French and must not be thought of as a mere dialect. The French-­speaking person cannot understand Creole, excepting a few words, unless he learns it. Creole is a distinct tongue, a
graphic and very expressive language. Many of its constructions follow closely the African idioms. For example, in forming the superlative of greatness, one says in Creole, “He is great
among great men,” and a merchant woman, following the native idiom, will say, “You do not wish anything beautiful if you do not buy this.” The upper Haitian class, approximately
500,000, speak and know French, while the masses, probably more than 2,000,000 speak only Creole. Haitian Creole is grammatically constructed, but has not to any general extent
been reduced to writing. Therefore, these masses have no means of receiving or communicating thoughts through the written word. They have no books to read. They cannot read the
newspapers. The children of the masses study French for a few years in school, but it never becomes their every-­day language. In order to abolish Haitian illiteracy, Creole must be
made a printed as well as a spoken language. The failure to undertake this problem is the worst indictment against the Haitian Government.
This matter of language proves a handicap to Haiti in another manner. It isolates her from her sister republics. All of the Latin-­American republics except Brazil speak Spanish and
enjoy an intercourse with the outside world denied Haiti. Dramatic and musical companies from Spain, from Mexico and from the Argentine annually tour all of the Spanish-­speaking
republics. Haiti is deprived of all
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-­-­ 347 -­-­
such instruction and entertainment from the outside world because it is not profitable for French companies to visit the three or four French-­speaking islands in the Western
Hemisphere.
Much stress has been laid on the bloody history of Haiti and its numerous revolutions. Haitian history has been all too bloody, but so has that of every other country, and the bloodiness
of the Haitian revolutions has of late been unduly magnified. A writer might visit our own country and clip from our daily press accounts of murders, robberies on the principal streets of
our larger cities, strike violence, race riots, lynchings, and burnings at the stake of human beings, and write a book to prove that life is absolutely unsafe in the United States. The
seriousness of the frequent Latin-­American revolutions has been greatly over-­emphasized. The writer has been in the midst of three of these revolutions and must confess that the
treatment given them on our comic opera stage is very little farther removed from the truth than the treatment which is given in the daily newspapers. Not nearly so bloody as reported,
their interference with people not in politics is almost negligible. Nor should it be forgotten that in almost every instance the revolution is due to the plotting of foreigners backed up by
their Governments. No less an authority than Mr. John H. Allen, vice-­president of the National City Bank of New York, writing on Haiti in the May number of The Americas, the National
City Bank organ, who says, “It is no secret that the revolutions were financed by foreigners and were profitable speculations.”
In this matter of change of government by revolution, Haiti must not be compared with the United States or with England;; it must be compared with other Latin American republics.
When it is compared with our next door neighbor, Mexico, it will be found that the Government of Haiti has been more stable and that the country has experienced less bloodshed and
anarchy. And it must never be forgotten that throughout not an-­American or other foreigner has been killed, injured or, as far as can be ascertained, even molested. In Haiti’s 116 years
of independence, there have been twenty-­five presidents and twenty-­five different administrations. In Mexico, during its 99 years of independence, there have been forty-­seven rulers
and eighty-­seven administrations. “Graft” has been plentiful, shocking at times, but who in America, where the Tammany machines and the municipal rings are notorious, will dare to
point the finger of scorn at Haiti in this connection.
And this is the people whose “inferiority,” whose “retrogression,” whose “savagery,” is advanced as a justification for intervention -­-­ for the ruthless slaughter of three thousand of its
practically defenseless sons, with the death of a score of our own boys, for the utterly selfish exploitation of the country by American big finance, for the destruction of America’s most
precious heritage -­-­ her traditional fair play, her sense of justice, her aid to the oppressed. “Inferiority” always was the excuse of ruthless imperialism until the Germans invaded
Belgium, when it became “military necessity.” In the case of Haiti there is not the slightest vestige of any of the traditional justifications, unwarranted as these generally are, and no
amount of misrepresentation in an era when propaganda and censorship have had their heyday, no amount of slander, even in a country deeply prejudiced where color is involved,
will longer serve to obscure to the conscience of America the eternal shame of its last five years in Haiti. Fiat justitia, ruat coelum!
Notes
-­-­ nts -­-­
1 The National City Bank originally (about 1911) purchased 2,000 shares [return] of the stock of the Banque Nationale d’Haiti. After the Occupation it purchased 6,000 additional
shares in the hands of three New York banking firms. Since then it has been negotiating for the complete control of the stock, the balance of which is held in France. The contract for
this transfer of the Bank and the granting of a new charter under the laws of Haiti were agreed upon and signed at Washington last February. But the delay in completing these
arrangements is caused by the impasse between the State Department and the National City Bank, on the one hand, and the Haitian Government on the other, due to the fact that the
State Department and the National City Bank insisted upon including in the contract a clause prohibiting the importation and exportation of foreign money into Haiti subject only to the
control of the financial adviser. To this new power the Haitian Government refuses to consent.
2 Originally, Mr. James P. McDonald secured from the Haitian Government [return] the concession to build the railroads under the charter of the National Railways of Haiti. He
arranged with W. R. Grace & Company to finance the concession. Grace and Company formed a syndicate under the aegis of the National City Bank which issued $2,500,000 bonds,
sold in France. These bonds were guaranteed by the Haitian Government at an interest of 6 percent on $32,500 for each mile. A short while after the floating of these bonds, Mr.
Farnham became President of the company. The syndicate advanced another $2,000,000 for the completion of the railroad in accordance with the concession granted by the Haitian
Government. This money was used, but the work was not completed in accordance with the contract made by the Haitian Government in the concession. The Haitian Government then
refused any longer to pay the interest on the mileage. These happenings were prior to 1915.
3 “The general accounts and the budgets prescribed by the preceding article [return] must be submitted to the Legislative Body by the Secretary of Finance not later than eight days
after the opening of the Legislative Session.”
4 “The President of Haiti shall appoint, on the nomination of the President [return] of the United States, a Financial Adviser who shall be attached to the Ministry of Finance to whom the
Secretary (of Finance) shall lend effective aid in the prosecution of his work. The Financial Adviser shall work out a system of public accounting, shall aid in increasing the revenues
and in their adjustment to expenditures….”
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Send mail to Editor with questions or comments about this web site.
Copyright © 2013 Alexander Street Press, LLC. All rights reserved.
PhiloLogic Software, Copyright © 2013 The University of Chicago.

What do you want the child to learn from the activity? Will you be focusing on one domain? Which domain did you choose and how does your activity represent that domain?

ECE 203 Week 2 Discussion One

****ATTACHED PDF TEXT BOOK MUST BE USED AS ONE OF THE CITATION SOURCES**

Please review assignment, attachments, required resources & lecture below

 

Assignment Details:

Planning and the Domains of Development [WLOs: 1, 2] [CLOs: 3, 4]

Prior to beginning work on this discussion, review the ECE203 Case Studies  (Links to an external site.)and select one that looks interesting to you. To be an effective early childhood educator in the United States today, it is imperative that you are able to adapt curriculum and instruction to meet each and every child’s varied needs across each developmental domain, regardless of the age of the children. This discussion builds on the Week 1 discussion about creating trust with students, and further prepares you to design for each and every child’s success in your classroom, which is a component of the Final Project in Week 5.

For your discussion, you will create a developmentally appropriate activity that enhances one domain of development (cognitive, physical, effective, or language) for one of the children in the case study examples. An example activity for this discussion is located in the Week 2 Instructor Guidance.

To prepare for this discussion,

For your initial post,

  • Design an activity for your selected case study child. Your post should include the following:
    • The name and age of the child as indicated in the case study you chose.
    • A description of the setting the instruction will take place in (e.g., childcare center, classroom).
    • The goal of the activity, including which domain it is geared towards.
    • The materials necessary to support student learning for the activity.
    • The procedure for how the activity will be implemented. This section of your response must be at least one full paragraph and provide a substantial description of the procedure.
    • A description of specifically how your activity aligns with NAEYC’s article The Case of Brain Science and Guided Play: A Developing Story(Links to an external site.) and the importance of play in the early childhood learning environment.

 

Required Resources

Required Text

Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators [Electronic version]. Retrieved from https://content.ashford.edu/

  • Chapter 4: Curriculum and Development
  • Chapter 6: What Are My Responsibilities as a Planner?
  • Chapter 7: Approaches to Learning: Exploratory Play and Creative Arts

Articles

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story (Links to an external site.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

  • This resource provides information about play in early childhood and is required for your Planning for Domains of Development discussion this week.
    Accessibility Statement dos not exist.
    Privacy Policy(Links to an external site.)

NAEYC. (2009). Where we stand on professional preparation standards (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Where%20We%20Stand%20Standards%20rev%204_12.pdf

  • This article summarizes each of the six of NAEYC professional preparation standards. This resource will help you complete the Planning for Domains of Development discussion.
    Accessibility Statement does not exist.
    Privacy Policy(Links to an external site.)

Recommended Resources

Articles

Almon, J. (2013, September/October). It’s playtime: The value of play in early education, and how to get teachers on board (Links to an external site.). Retrieved from http://www.naesp.org/principal-septemberoctober-2013-early-learning/it-s-playtime

  • This resource provides information about play in early childhood and may assist you in your Planning for Domains of Development discussion this week.
    Accessibility Statement does not exist.
    Privacy Policy(Links to an external site.)

Clarke, G.-A. (2016, March 20). 20 DAP checklist questions for teachers (Links to an external site.) [Blog post]. Retrieved from http://www.naeyc.org/blogs/20-dap-checklist-questions-teachers

  • This resource provides information on planning developmentally appropriate activities in the classroom or center. This resource may support you as you complete your Developmentally Appropriate Practices Assignment this week.
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NAEYC. (n.d.). Articles for families on play (Links to an external site.). Retrieved from https://www.naeyc.org/our-work/families/play

  • This web page provides information about play in early childhood and may assist you in your Planning for Domains of Development discussion this week.
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Week 2 Overview

Discussion 1: Planning for Domains of Development  

As you have read, human development is divided into three broad domains: physical, cognitive and affective domains.  Although we study each as distinct and different, they are far from actually being distinct.  Instead, they “combine in an integrated, holistic fashion to yield the living, growing child” (Berk, 2013, p. 4).  Having a solid base in each of these domains will assist you in helping children grow to reach their potential.  “A cornerstone of quality teaching is having a firm understanding of child growth and development” (Estes & Krogh, 2012, p. 63). As an integrated set, each domain is influenced by and influences the other.  To illustrate an example of this interconnectedness, consider a baby learning to reach, crawl, sit and eventually walk (physical domain).

This new ability contributes “greatly to infants’ understanding of their surroundings” (cognitive domain) (Berk, 2013, p.4 ).  As babies begin to “think and act more competently, adults stimulate them more with games, language, and expressions of delight at their new achievements” (affective domain) (p.4).  As a result, these newly expanded encounters promote all aspects of development (p.4).  As educators and caregivers it is important for us to have this holistic view of child development.  While one domain may occasionally be more dominant than others in a given activity, children always function holistically.  That is why it is important for us to have a solid understanding of each of the domains of development!

There is a series from Help Me Grow on Youtube that you might find useful when looking at individual age ranges of children (such as you will need to do for this discussion).  Each age and stage is represented.  Below is an example of Two Year Old Child Development Stages & Milestones.

For your first discussion this week you are asked to look at case studies.  The purpose of this activity is to help you gain insight into how each of these domains of development might actually look in children, and the importance again of learning each of our students’ individual needs.  Look at each of the Case Studies in depth, and choose the one that interests you most (Trevor, Jenny, Amiee, Abby, and Bradley).

After choosing a case study from above, think about and plan an activity you could use to assist the child with his/her need.  Your activity should be developmentally appropriate and should enhance or support each of the developmental domains (i.e., cognitive, physical, and affective). Remember “researchers and curriculum specialists also emphasize that growth and learning occur as an integrated process across multiple domains (Gestwicki, 2011; Hull, Goldhaber, & Capone, 2002; Levine & Munsch, 2011, as cited in Jaruszewicz, 2019, Section 4.1). This means that you do not need to create three separate activities, per se, but rather one or more activities that address multiple domains simultaneously.  The following illustrates an example of how one might incorporate each domain into an activity (but keep in mind you must create an original activity for your discussion that includes each of the bullet points below):

To Prepare for this Discussion:

For your Initial Post:

Design an activity for your selected case study child.  Your post should include the following:

  • The name and age of the child as indicated in the case study you chose.
  • A description of the setting the instruction will take place in (e.g., childcare center, classroom).
    • Where will you be completing the lesson? What does the setting where you will be teaching look like? Will you be completing the activity on the carpet or at a table? Will other children be present or will you be doing the activity one on one?
  • The goal of the activity, including which domain it is geared towards.
    • What do you want the child to learn from the activity? Will you be focusing on one domain? Which domain did you choose and how does your activity represent that domain?
  • The materials necessary to support student learning for the activity.
    • Is it an art based activity or a writing based activity? Will you need toys to complete your activity or perhaps some gross motor equipment? What materials will you need to accomplish your goal?
  • The procedure for how the activity will be implemented. This section of your response must be at least one full paragraph and provide a substantial description of the procedure.
    • You have explained the setting of your activity, the goal of your activity, and the materials you will need. Now it’s time to put it all together. Takes us through a step by step detailed plan of how you will complete this activity. How will you start the activity? What words will you use? How will you get the child to engage in the activity?
  • A description of specifically how your activity aligns with NAEYC’s article The Case of Brain Science and Guided Play: A Developing Story(Links to an external site.) and the importance of play in the early childhood learning environment.
    • You have just read about the importance of play and the role it has in children’s learning. How does your activity incorporate the importance of play? If it did not align with the article, what could you add to your activity to incorporate play?

Guided Response: Respond to at least two of your peers’ posts. In each response, explain how your peer’s suggested activity specifically upholds any of the 6 NAEYC Standards for Early Childhood Professional Preparation, which are summarized in the Where We Stand on Professional Preparation Standards (Links to an external site.) resource.  Describe all standards your peer upheld and how, and include suggestions on how they might incorporate any that are missing.

  • NAEYC is one of the governing bodies in early childhood education. As you continue in the field of early education, NAEYC standards will become very familiar to you. Use this Guided Response as a tool to help you become more familiar with NAEYC standards.

 

What does Nakagawa suggest is the role of non-black people in the Black Lives Matter movement?

Read “Interrupting the Cycle of Oppression” by Andrea Ayvazian and “on Solidarity, “Centering Anti-Blackness” and Asian Americans” by Scot Nakagawa. What is an ally? Does Ayvazian’s use of the term provide an adequate model for people in dominant positions in the culture or people with relative power to enact social change? Why or why not? What does Nakagawa suggest is the role of non-black people in the Black Lives Matter movement? Write an essay in which you compare Ayvazian’s and Nakagawa’s articles, and the terms “ally” and “solidarity.” Where do you see their arguments as overlapping? How are they different? How can you apply these concepts to your own life and position in relation to social movements? Make sure you provide some concrete examples in your paper.

Do you believe that the fact that degrees are being pushed towards being a requirement in order to be an officer is being widely advertised to the public?

Audio: [ Public opinion on the requirement of having a degree to become a Police Officer] 01/10/19

Transcribed : 15/10/19

Robert (Interviewer) : Do you believe that the fact that degrees are being pushed towards being a requirement in order to be an officer is being widely advertised to the public? Have you been aware of this yourself?

Jack (Interviewee) : Uhm, personally no, there is nowhere on the police requirements website that it specify’s degrees will be required in 2020, people are suggesting that you need a degree by this date and now apparently the police have officially specified that that’s the case and that you will need a degree to become an officer at this date, but I don’t personally believe this is being made aware to the public enough, it’s the same with a lot of public services nowadays, few years ago you didn’t need a degree to be a paramedic and so on, although now you do.

Robert : Mhm, so what do you think about putting the requirement to have a degree to become an officer, how do you think this will affect people?

Jack: Personally I think it’s not something I can comment on yet as it will take a while for it to sink into it, the police will look better at you if you have a degree at the moment but you don’t necessarily need a degree at the moment to be a police officer, maybe to get up the ladder in ranks yeah, it will be more important although you get taught everything you need to know in training to be a special so there is no reason to need a degree, and a degree cannot prepare you for what you will be doing out there.

Robert: Okay, so what do you think are the main downsides to introducing degrees as a requirement to be a police officer?

Jack: On existing or new officers?

Robert: On both.

Jack: Oh, I believe on existing officers they’re gonna feel like theyre being replaced with people that have no life experience but got a degree and they’ll feel inexperienced even though theyre the one on the streets at the moment making everybody safer and will make them annoyed that they’ve been doing this job for such a while and then get told that to continue they need better education whilst they’ve already been doing a good job for god knows how many years without a degree but then you have a downside for somebody doing a degree having no life experience being thrown in a job where you need loads of life experience, even working at the bar or working at some sort of public service, you need it and those getting the degrees are getting high paid jobs whilst those that have been current officers but with no degrees wont get as good of a job even though they’ve been doing such a hard job, which is unfair.

Robert: Alright, thank you, and what upsides do you think there are with introducing degrees to police officers?

Jack: You’re learning how to do things without biased opinions and youre doing a job role you learnt for a long while, and a lot of these things aren’t taught in training, so it helps as far as it comes with the law aspects and such, as in training police officers are specifically trained on what to do and are not taught anything else which is what you get from degrees.

Robert: Yeah, of course, thank you. So do you think that the current police officers have insufficient education?

Jack : No, they’ve got the minimum, such as the GCSE’s and as long as theyre confident about what they do and are good with interacting with the public then I believe theyre fine as that’s the main things you need to do for the job.

Robert : Yeah of course, fair enough, so why do you think public-wise the public might want officers to have degrees?

Jack: Uhm, in my opinion I feel like the reason they want it, or the government want it is because theres some money to be made out of it, I think police officers ethically know what theyre doing, they’ve given plenty of years of their life towards the career and putting that much time into something you know theyre not in it for the bad reasons, theyre in it to help the public and not be crooked cops, and they’ve worked all this time and dedicated time to the job.

Robert: So, what, do you think that maybe some people are trying to push the degrees situation over because they believe that police officers aren’t trained enough with laws and stuff?

Jack: Well, its not been known for me personally long enough in order for me to give a proper explanation about it

Robert: Yeah of course, well, do you think that if every officer had a degree that we would end up with better officers on the streets?

Jack: Well, not necessarily, again , it all depends on what type of person they are, everywhere you get good and bad people morally, but hopefully because of the degrees they get a better understanding with doing the job and can make less mistakes and make headlines for positive reasons.

Robert: Okay, thank you, and lastly, how do you think police officers will react when this hits the news and its officially been put in? I know you’ve mentioned this earlier but do you mind just expanding on it a bit? So if you were in their position as a police officer and heard this is happening, how would you react?

Jack: I would be furious, I would think that theres no reason to get a degree for something that’s my bread and butter and I know how to do properly and I’d feel that im getting replaced for others with no life experience.

Robert: Yeah, so as far as it comes with police officers on the street currently, do you think that this coming in will be affecting the numbers of police officers out there?

Jack : Possibly yeah, its possible to be losing out on thousands of police officers and it will cause a massive downfall on the police

Robert: Mhm, yeah, alright well thank you very much!

Does your essay have a conclusion?  What makes your work original and interesting?

 

Learning Outcomes
 

This assessment task addresses the following learning outcomes from the module specification

       Knowledge and Understanding Outcomes

 

On completion of this module students will:

 

1. Critically understand the impact of the institutional environment on international business activities.

2.  Comprehend the international trade and investment activities

3. Appreciate the importance of global shift and comprehend the changes in the international business environment.

4.  Appreciate the role of emerging economies and emerging economy multinationals in the new world order

 

       Ability Outcomes

 

On completion of this module students will be able to:

 

5. Identify and critically evaluate sources of academic material in relation to international business research.

 

Assessment brief
 

Essay Topic Brief

Background:

Multinational corporations regularly review the environment for their international business activities to understand and prepare for the risks and opportunities involved. In light of the recent US-China trade war…

 

1) You are asked by a USA multinational manufacturing company General motors to develop such an analysis in preparation for their subsidiary in People’s Republic of China in 2020. The new subsidiary will engagement in both international trade and investment activities.

 

Essay topic:

identify and discuss two most important environmental factors for the above company’s new subsidiary in the host country.

Essay Structure (word limit: 3000.  Word limits for each sections below are for general guidance– you can go over or under, as long as the total word limit is respected)

1.    Introduction (500 words)

2.    Context: the US-China trade war – briefly introduce the trade war and demonstrate your understanding through evidence. (500 words)

3.    Analysis. You need to discuss with support of both relevant theory and evidence. Your analysis must address the following two issues: a) why these two factors are highly relevant to the company in light of the trade war; b) how these factors may affect the company’s new subsidiary, and why. You do not give recommendations to the company as to what to do. (1500 words)

4.    Conclusion: recap the above, and draw inference from your findings – what should  we learn from it? (500 words)

– Reference

– Appendix

 

N.B. This is an essay, not an exam question. Therefore, we expect you to present the above in a coherent manner. Use appropriate linking texts between different sections to make it flow like an article.

 

Please see reading list below

You are advised to read and follow the following guidance:

 

 

Some articles to start with

The core textbook and relevant chapters provide you with the theoretical and analytical framework; the list below provides you the initial readings on the US-China trade dispute. You need to do your own research on the company that you choose to apply the above to.

BBC (2019, September 2). A quick guide to the US-China trade war. BBC. Retrieved from https://www.bbc.co.uk/news/business-45899310

Liu, T., & Woo, W. T. (2018). Understanding the US-China trade war. China Economic Journal11(3), 319-340.

Wong, D. & Koty, A. (2019, September 5). The US-China Trade War: A Timeline. China Briefing. Retrieved from https://www.china-briefing.com/news/the-us-china-trade-war-a-timeline/

Gray, A. (2019, September 10). US retailers accelerate shift away from Chinese suppliers. Financial Times. Retrieved from https://www.ft.com/content/67796b58-d0e0-11e9-b018-ca4456540ea6

Weinland, D. (2019, September 8). China exports decline as US trade dispute takes toll. Financial Times. Retrieved from https://www.ft.com/content/1c06fd56-d212-11e9-8367-807ebd53ab77

Lockett, H. (2019, August 30). Renminbi completes biggest monthly fall in more than 25 years. Financial Times. Retrieved from https://www.ft.com/content/ac42f33a-ca41-11e9-af46-b09e8bfe60c0

 

Guidance on developing your essay

I suggest that you address the question in the following way:

Stage 1 – broad reading

To answer the essay question, you will need to read widely around the topic. You need to find and read academic articles, mainly academic journal articles, relevant to the essay question. A few references are given above to give you a direction, but this is not an exhaustive list. You need to do your own literature search and review.

Stage 2 – selecting relevant material

Having undertaken wide reading, you need to bring your ideas together. Try to make a list of the theories/concept/arguments you have identified and ensure that you understand them (this might mean doing some further work). What issues are interesting here – do all of the authors agree with one another?

Stage 3 – organising the material you have identified into an argument

This is a creative part which demonstrates that you can undertake ‘critical’ and ‘evaluative’ work. Your task is to convey that you have understood the available literature, bring in your own arguments and put them together in a meaningful and original manner (not copying other people). You need to think about the logical way of grouping different ideas and how you can best convey that.

Stage 4 – drafting your essay

Essays take a long time to construct and everybody goes about it in a different way.  It is likely that you will have to draft it and edit it a number of times.  The first attempt may look very rough.

Stage 5 – polishing your essay

Edit, edit, edit.  Check that your introduction refers to the question.  Make sure your

references are presented in the right format.  Does your essay have a conclusion?  What makes your work original and interesting?

 

Below are some general points to observe:

  • Avoid description of the content of material referred to – critical evaluation is required where specified.

·         Work should be referenced in APA 6th style.  The link below is to the library guidance on referencing and it is recommended you use these resources to ensure your references are in the correct format.

 

Read widely from textbooks, journals and authoritative commentaries in forming your views. 

  • Refer back to your tutorial work and notes where you have covered key issues and developed critical argument that is relevant to the requirement of this assessment.
  • Pay close attention to the Assessment Criteria at the end of this document – this lists general assessment criteria and specific criteria to the requirements of this assignment.  These criteria will be used to inform your electronic feedback on your marked assignment.
  • Do not exceed the word limit. A 5% mark penalty applies for work exceeding the word limit.

 

 

Marking criteria
 

1.    Please refer to the assessment task-specific criteria in Appendix 1.  These show you the issues that will guide your tutors in marking your work. You are encouraged to use these at all stages of preparing your work.  Please remember that the marking process involves academic judgement and interpretation within the marking criteria.

 

2.    In addition to the assessment task-specific criteria, generic assessment criteria are attached in Appendix 1 & 2.

 

Appendix

  Fail (0-34)

A superficial answer with only peripheral knowledge of core material and very little critical ability

Refer

Some knowledge of core material but limited critical ability

Pass

A coherent and logical answer which shows understanding of the basic principles

Merit

A coherent answer that demonstrates critical evaluation

Distinction

An exceptional answer that reflects outstanding knowledge of material and critical ability

 

  0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Structure 20% Argument not developed and may be confused and incoherent. Argument not developed and may be confused and incoherent. Argument not developed and may be confused and incoherent. Argument not fully

developed and may lack structure.

The argument is developed

but may lack fluency.

 

Argument concise and

Explicit.

 

Coherent and compelling

argument which is well presented.

 

Coherent and compelling

argument which is very well presented.

 

Coherent and compelling

argument which is exceptionally  well presented and persuasive.

Knowledge and understanding of Theory, Concepts and Methods 20% Entirely lacking in evidence of knowledge and understanding.

 

Typically only able to deal with terminology, basic facts and concepts. Knowledge of concepts falls short of prescribed range. Typically only able to deal with terminology, basic facts and concepts. Display of knowledge is marginally insufficient. There is adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment. A systematic understanding of knowledge, demonstrating critical awareness of current problems and/or new insights. Critically evaluates  current research and evaluates methodologies. Approaching excellence in some areas with evidence of the potential to undertake research. Well-developed relevant argument, good degree of accuracy and technical competence. Excellent display of knowledge. Demonstrates high levels of accuracy. Evidence of the potential to undertake research and analyse primary sources critically. Insightful display of knowledge. Demonstrates excellent research potential and flexibility of thought. Possibly of publishable quality. Striking and insightful display of knowledge of publishable quality. Demonstrates outstanding research potential, originality and independent thought.  Ability to make informed judgements is evident.
Scholarship: Evidence of Reading and Research 20% Lacking in evidence of academic research. Minimal evidence of relevant academic research. Limited evidence of relevant academic research. Evidence of relevant academic research but omits important areas. Evidence of relevant academic research covering the essential areas. Evidence of relevant academic research covering more than essential areas and includes some critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes well developed  critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes comprehensive critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes a very  well articulated comprehensive critical appraisal of evidence.
Use of Evidence: Analysis & Evaluation 20% Does not analyse or any analysis is irrelevant Does not analyse or any analysis is irrelevant Does not analyse but basic concepts are understood Does not analyse but the potential for analysis is evident. Shows potential to develop arguments. Demonstrates limited analysis with some development of argument and related evaluation (if applicable) Demonstrates good ability to analyse and evaluate (if applicable) with arguments developed coherently Demonstrates very good ability to analyse a range of topics/issues critically. Evaluation is well supported (if applicable). Arguments are well structured  and logical. Demonstrates excellent ability to analyse a range of topics/issues critically and demonstrates ability to question ‘received opinion’. Evaluation is well supported and provides convincing conclusions (if applicable). Arguments are well structured, complex and logical. Demonstrates excellent ability to analyse a range of topics/issues critically and demonstrates ability to question ‘received opinion’. Evaluation is well supported and provides convincing conclusions (if applicable). Arguments are complex, lucid and persuasive.
Referencing 10% No reference Reference wholly inappropriate to the task Reference generally inappropriate to the task Reference does not meet expectations of the task Shows sufficient awareness of required reference Demonstrates good referencing practice Demonstrates consistently good referencing Well-referenced, meets academic norm with minor flaws Well-referenced, meets academic norm with virtually no apparent flaws
Presentation 10% Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility. Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility. Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility Length requirement met and academic conventions mostly followed. Minor errors in language. Length requirement met and academic conventions mostly followed. Possibly very minor errors in language. Good standard of presentation. Length requirement met and academic conventions followed. Very good standards of presentation. Professional standards of presentation. Highest professional standards of presentation.

 

 

PGT Generic Assessment Criteria

  Fail (0-34)

A superficial answer with only peripheral knowledge of core material and very little critical ability

Refer

Some knowledge of core material but limited critical ability

Pass

A coherent and logical answer which shows understanding of the basic principles

Merit

A coherent answer that demonstrates critical evaluation

Distinction

An exceptional answer that reflects outstanding knowledge of material and critical ability

 

  0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Knowledge Entirely lacking in evidence of knowledge and understanding.

 

Typically only able to deal with terminology, basic facts and concepts. Knowledge of concepts falls short of prescribed range. Typically only able to deal with terminology, basic facts and concepts. Display of knowledge is marginally insufficient. There is adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment. A systematic understanding of knowledge, demonstrating critical awareness of current problems and/or new insights. Critically evaluates  current research and evaluates methodologies. Approaching excellence in some areas with evidence of the potential to undertake research. Well-developed relevant argument, good degree of accuracy and technical competence. Excellent display of knowledge. Demonstrates high levels of accuracy. Evidence of the potential to undertake research and analyse primary sources critically. Insightful display of knowledge. Demonstrates excellent research potential and flexibility of thought. Possibly of publishable quality. Striking and insightful display of knowledge of publishable quality. Demonstrates outstanding research potential, originality and independent thought.  Ability to make informed judgements is evident.
Presentation Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility. Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility. Length requirements may not be observed. Does not follow academic conventions. Language errors impact on intelligibility Length requirement met and academic conventions mostly followed. Minor errors in language. Length requirement met and academic conventions mostly followed. Possibly very minor errors in language. Good standard of presentation. Length requirement met and academic conventions followed. Very good standards of presentation. Professional standards of presentation. Highest professional standards of presentation.
Understanding Limited insight into the problem or topic. Limited insight into the problem or topic. Limited insight into the problem or topic. Some insight into the problem or topic. Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Independent, critical evaluation of

full range of theories with some

evidence of originality.

Authoritative, full understanding of all the issues with originality in analysis. Authoritative, full understanding of all the issues with originality in analysis leading to new insights. Authoritative, full understanding of all the issues with originality in analysis leading to new and profound insights.
Selection and Coverage Some irrelevant and/or out of date

sources.

Some irrelevant and/or out of date

Sources.

Some irrelevant and/or out of date

Sources.

Limited sources. Comprehensive understanding of techniques applicable to own research or advanced scholarship. Complex work and

concepts presented with

key texts used

effectively.

Full range of sources

used selectively to

support argument.

 

Full range of sources

used selectively to

support and enhance argument.

Full range of sources

used selectively and skilfully to

support and enhance argument.

Structure Argument not developed and may be confused and incoherent. Argument not developed and may be confused and incoherent. Argument not developed and may be confused and incoherent. Argument not fully

developed and may lack structure.

The argument is developed

but may lack fluency.

 

Argument concise and

Explicit.

 

Coherent and compelling

argument which is well presented.

 

Coherent and compelling

argument which is very well presented.

 

Coherent and compelling

argument which is exceptionally  well presented and persuasive.

Depth of Reflection Response demonstrates a lack of reflection on, or personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. Response demonstrates a lack of reflection on, or personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. Response demonstrates a lack of reflection on, or personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. Response demonstrates a minimal reflection on, and personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. Response demonstrates reflection on, and personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are generally supported. Some relevant examples, when applicable, are provided. Response demonstrates a general reflection on, and personalisation of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported.  Appropriate examples are provided, as applicable In-depth reflection on, and personalisation of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight.  Well supported by clear, detailed examples as applicable. In-depth reflection on, and insightful personalisation of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to significant  transformation of personal insight.  Well supported by clear, detailed examples as applicable. Profound reflection on, and personalisation of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to profound transformation of personal insight. Exceptionally well supported by clear, detailed examples as applicable.
Scholarship Lacking in evidence of academic research. Minimal evidence of relevant academic research. Limited evidence of relevant academic research. Evidence of relevant academic research but omits important areas. Evidence of relevant academic research covering the essential areas. Evidence of relevant academic research covering more than essential areas and includes some critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes well developed  critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes comprehensive critical appraisal of evidence. Evidence of wide academic research covering more than essential areas and includes a very  well articulated comprehensive critical appraisal of evidence.
Innovation Lacking evidence of innovative solutions. Lacking evidence of innovative solutions. Lacking evidence of feasible innovative solutions. Minimal evidence of  innovative solutions. Evidence of innovative solutions. Evidence of innovative solutions which demonstrate assessment of the situation and effectiveness of the solutions. Extensive evidence of innovative solutions which demonstrate an assessment of the situation and the effectiveness of solutions. Extensive evidence of innovative solutions which demonstrate an assessment of the situation and critical evaluation of the effectiveness of solutions. Extensive evidence of innovative solutions which demonstrate a full assessment of the situation and extensive critical evaluation of the effectiveness of solutions.
Personal perspective No evidence of any attempt or consideration of a personal perspective. Attempts to express a personal perspective lack any relevance. Attempts to express a personal perspective are only loosely relevant. Personal perspective is expressed and has some relevance. Personal perspective expressed is clearly relevant and some justification is provided. Personal perspective expressed is clearly relevant and justified with critical reasoning. Personal perspective expressed is clearly relevant and justified with critical reasoning which provides clear assumptions and strength of position in relation to others. Significant personal perspective expressed is clearly relevant and justified with critical reasoning which provides clear assumptions and strength of position in relation to others. Profound and insightful personal perspective expressed is clearly relevant and justified with critical reasoning which provides clear assumptions and strength of position in relation to others.
Self-development planning No evidence that self-development has been considered. Self-development mentioned but no evidence of any planning. Self-development mentioned and some evidence of planning. Some evidence of self-development planning and enacting. Some evidence of self-development planning, enacting and reviewing. Much evidence of self-development planning, enacting and reviewing. Extensive self-development programme developed, enacted and reviewed. Extensive and innovative self-development programme developed, enacted and reviewed with evidence of reflexivity. Extensive and innovative self-development programme developed, enacted and reviewed with extensive evidence of reflexivity.
Autonomy No evidence of any autonomous action considered or taken. Evidence of autonomous action considered but not implemented. Evidence of autonomous action uncritically or superficially implemented. Evidence of some relevant autonomous action. Demonstrates ability to implement tasks autonomously. Clearly demonstrates ability to implement tasks autonomously. Demonstrates ability to use initiative, implement tasks autonomously and sustain actions to a conclusion. Demonstrates ability to use initiative, develop creative solutions, implement tasks autonomously and sustain actions to a conclusion across different contexts. Demonstrates ability, to use initiative, develop creative solutions, implement tasks autonomously and sustain actions to a conclusion across a wide range of contexts.
Oral Communication (monologue)

Inc organisation, supporting material and delivery

Barely comprehensible and

no connection to context.

Completely inadequate,

significant lack of clarity,

inconsistent and indifferent to context.

Barely organised,

significant lack of clarity,

inconsistent and minimal

connection to context.

Poorly organised, lacking some clarity, little tailoring to context. Some significant

inadequacies, weak

expression with some systematic errors

.

Acceptably organised,

generally clear, some tailoring to context. Some flaws in expression, some systematic errors of expression. Generally engages audience.

Well organised and

clear, appropriately

tailored to context. Fluent expression with articulate delivery. Generally engages audience.

Very well organised and very persuasive,

effectively tailored to context.  Lively, articulate, persuasive delivery.  Engages audience throughout.

Extremely well organised,

very effectively tailored

to context. Very lively, eloquent, extremely persuasive delivery. Engages audience throughout.

Exceptionally well organised, highly

persuasive, sophisticated, superbly tailored to context. Exceptionally lively and, highly eloquent

. Engages audience throughout.

Teamwork and oral communication

(dialogue)

No evidence of

teamwork or

engagement with

views or learning of others.

Minimal teamwork,

conflicts evident,

negative engagement

with difference.

Marginal teamwork, conflicts

unaddressed, little

engagement with

difference.

Little teamwork or

effort to collaborate

effectively, symptoms

of lack of mutual

respect.

Worked together much of the time,

engagement

less than optimal,

some unresolved conflict but mostly respectful with evidence of listening.

Cohesive team, all

members active most

of the time, exercising mutual respect and evidence of effective dialogue most of the time. Any conflict resolved.

Excellent cohesion,

all members active, high levels of mutual respect and evidence of effective dialogue most of the time. Any conflict resolved early.

Exceptionally

cohesive team, all

members active, high

levels of mutual

respect and evidence of effective dialogue throughout. Any conflict resolved early.

Exceptionally

cohesive team, all

members consistently

active, mutually

respectful and evidence of effective dialogue throughout. Team resolves conflict early and demonstrates learning from experience.

Ethics, sustainability and responsibility

(subject area)

Not considered or no relevance. Consideration at a superficial level with minimal relevance to subject. Considered with relevant solutions identified but no detail relevant to the subject. Considered with relevant solutions identified but little detail relevant to the subject. Considered with relevant solutions identified and adequate detail relevant to the subject. Wide consideration, relevant solutions identified and appropriate detail relevant to the subject. Full consideration of implications for subject with range of solutions discussed in detail. Full consideration of implications for subject with extensive range of solutions discussed in detail. Full consideration of implications for subject with full range of solutions discussed in detail.
Ethics, sustainability & Responsibility

(professional practice)

Not considered or no relevance. Consideration at a superficial level with minimal relevance shown to professional practice. Considered with relevant solutions identified but no detail relevant to professional practice. Considered with relevant solutions identified but little detail relevant to professional practice. Considered with relevant solutions identified and adequate detail relevant to professional practice. Wide consideration, relevant solutions identified and appropriate detail relevant to professional practice. Full consideration of implications for professional practice with range of solutions discussed in detail. Full consideration of implications for professional practice with extensive range of solutions discussed in detail. Full consideration of implications for professional practice with full range of solutions discussed in detail.
  0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100

 

 

How efficient is the medical communication between patient and health care institutes?

1.Research Question:

How efficient is the medical communication between patient and health care institutes?

-Specific questions :

How long does the Conventional doctor appointment waiting time take?

How big chance does the patient’s condition get address after the first time communicate with the doctor?

How many resources (money, insurance credits, medical care cost, etc.) will be spent when onsite hospital visiting happen?

How is the result of the service like remote healthcare assistance (phone call, video chat, home visit?)

What are the common pain points for the health care faculty during the consultation

Does the patient have a good channel to access specified and trusted medical information on the Internet when sickness happens?

What are the barriers to online health care?

2.Context/Background:

-Personal experience:

When sickness appears, the fastest way to understand what is going on is to seek the similarity and solution online. However, searching for the condition online is usually not necessarily accurate and trustable. Sometimes the result is misleading and even death causing.

-Resource research

Satisfaction level about the current health care system

The current condition of the health care communication process

The average time of curing the illness beginning from the first doctor appointment

The cost comparison between hospital onsite health caring vs. online health caring

General feedback about current experience of online health caring

Doctors’ experience of communication with patients

 

3.Methodology

-Research:

Observing the conventional outpatient process

Interviews with people who encounter difficulty during onsite hospital treatment

Interviews with health care faculty about the medical communication experience with their patients

Interviews with people who have online health caring experience

Existed solutions analysis (e.g., K health app)

-Define:

organize the facts and values

define the problem

-prototype:

prototype tools for the interviewers based on the question want to ask and empathy

prepare a plan for organizing workshops

-test

interact to interviewees with the tools

ask the questions based on the findings

observation interviewees’ instinct behavior and ask the reason

 

4.Resource

-Technical resources:

prototyping tool technique support

video recording & editing support

coding technique support

 

-Human resources:

patients who can help to answer the questions above

faculty/authority of health care departments

authorities of permitting interviews

academic faculty consultation

 

5.Bibliography

Identify and discuss evidence which supports the notion that tort law is based on policy and evidence which contradicts it.

Assessment Task

‘Unsurprisingly . . . almost all aspects of tort law, above all negligence, are based on policy’.

Lord Neuberger, ‘Implications of Tort Law Decisions’ (Northern Ireland Personal Injury Bar’s Inaugural Conference, County Down, 13 may 2017)

Justify this statement making specific reference to the development of the rules governing the standard of care expected of drivers.

 

Assessment Criteria

Assessment criteria are descriptive statements designed to identify the specific properties/characteristics/aspects of your work the marker will consider when marking/grading it.  In other words assessment criteria are designed to answer the question: ‘What am I being assessed on?’

To complete the assessed task to the requisite standard students will need to:

  • Provide a definitive answer to the set question that is supported by a coherent and logical argument and by appropriate evidence;
  • Present the reader with a robustly researched and written discussion of law and policy in relation to the standard of care expected by drivers;
  • Identify and discuss evidence which supports the notion that tort law is based on policy and evidence which contradicts it;
  • Engage critically with the sources used to support the line of argument advanced in support of their answer to the set question; and

Comply with the presentation requirements (as set out in this assessment brief).

Must use case law. Use cases that HAVE developed law on policy (the outcomes were decided by policy) AND cases that were NOT decided based on policy reasons.

(Nettleship v Weston etc)

 

Find evidence that justifies the statement but also find some that contradicts it.