Australian Foreign Policy: Australia’s Foreign Wars

Australian Foreign Policy: Australia’s Foreign Wars

Question:
In the period since Federation, Australia has engaged in the Boer War, two World Wars, the Korean War, the Malayan Emergency, Confrontation with Indonesia, the Vietnam War, two wars against Iraq, and one in Afghanistan – a quite formidable list given the relatively short period of just over 112 years since Federation:
What is the evidence for, or against, the proposition that valuable lessons have been learned from these experiences?
Please note:
-The task will be to provide an essay of 1,500 words that answers the question about the key ideas from the course.
-In this assignment you are not bound by the evidentiary requirements of the normal essay in so far as providing abstracts and bibliographies, and citing sources, authors, etc., in footnotes (except when using a direct quote, or referring to data that might not be commonly known).
-The exam is not a research task – the purpose is to demonstrate your understanding of the themes of this course and link it back to the essay question.
-The question is a vehicle for you to demonstrate that you understand the key concepts that you use in your answers and that you can apply those concepts to a specific issue.
-You will need to do this by reflecting on the core themes that have been prevalent across Australian Foreign Policy: Australia’s Foreign Wars, and using them in the context of this question.
-It is not sufficient to answer the question in a way that does not utilize these themes and concepts.
-Do not write a narrative/descriptive essay. This essay needs to have underlying arguments, needs to have reasoning or evidence to back up the arguments, this essay needs to demonstrate a strong level of analysis.

Themes of Australian Foreign Policy: Australia’s Foreign Wars:
*The real purpose of these themes is to help ‘unpack’ the question. *

-National (territory, economic, social, people) Interests.
• Do these national interests change? High degree of autonomy & activism.
• Are national interests objective or subjective?
• 2009 and 2013 Defense White Paper, role of China, has there been an objective difference towards China?

-National Security.
• What wars Australia went into, the alliances Australia has, how Australia operate on an International stage?
• Security and insecurity is a major driver in Australian Foreign Policy.
-Alliance & Wars.
• Has the alliances increased security; has the Wars fought increased security?
• How has these increased Australia’s security?
• Australia’s ‘Great & Powerful friend’

-Threats.
• How has threats shaped Australia’s Foreign Policy?
• Threat perception as distinct from real threats
• How has threats fit into Australian Foreign Policy over the last century?

-National Identity
• How Australia see her place in the World?
• How does Australia see other states?
• How does Australia see the relationship with other states i.e. Asia?

-Decision making / Policy development
• Issues of accountability, e.g. Iraq War
• New emerging threats, threats towards Australia might be cyber terrorism, cyber war etc.
• National security environment has grown in the last couple of decade
• Where decisions are made, can we isolate specific development how rational and how well informed
• Does Australia have a history of making good decision?
• How well is Australia archiving national objectives?
• Cost-benefits of ANZUS treaty.

-Future / Asia
• How does Asia fit in?
• Considering the Asian Century White Paper
• Australia’s economic growth is in Asia

-Foreign vs. Defense Policy
Course Description:
This course proceeds from both the assumption and
presumption that the decision by a government to engage in foreign war –
to order its military forces to fight, to kill, and maybe to die – is the most
serious that a government can take. Inter alia, it embodies concepts of
identity, otherness, enemy, threat, punishment, vengeance, morality, selfimage,
international law, justice, sacrifice and tolerance. It therefore goes
to the heart of the state in question and presents an occasion for
examining its understandings and practices of international politics.
To this end, Australia’s international history in the twentieth, and
twenty-first centuries, which is frequently marked by decisions to wage war
of one type or another, will be examined in terms of the implications it has
for, and the insights it gives into the country’s role as a political actor.
Accordingly the focus will be on Australian policy with respect to major
conflicts – the First World War, Second World War, the Vietnam War, the
Gulf War of 1990-91, the war in Afghanistan following 9/11, the war in Iraq
since 2003, and what has become known as the Global War on Terror.
Finally, within this course’s overall perspective, particular attention will be
paid to both Australia’s system of alliances, and its concepts of peace – in
which name, presumably, the former are established, and ultimately, the
wars were fought.
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Why be a Learning Organization?

6
Why be a Learning Organization?

Subject:

Management

Can a profitable company not be a learning organization? If not, explain your answer. If so, then what is the incentive to change to become a learning organization?

1.Read Chapter 2, Learning in Action, David A. Garvin

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Learning Organizations

Learning Organizations

Subject:

Management

arch the databases in the Ashford University Library for two to three full-text scholarly sources that focus on learning organizations. Submit a two-page paper that identifies two companies that you believe are learning organizations. Provide supportive evidence of your choice.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
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Swift and Borowski

Swift and Borowski
Subject:

Literature

Instructions: The student will write a long essay on one of the following three topics: a.) Compare and contrast the two readings. Indicate how satire in the one reading becomes reality in the other reading. Be certain to give specific examples; b.) Discuss the writing techniques employed by Swift and Borowski to involve the reader in the terrible actions and consequences of the "writer’s logic"–be specific; or c.) Discuss what you find most disturbing in the two readings–be specific.

Read the assignment before going on to other activities.
Read Textbook ( N. B.: There are two authors in this Module and two reading assignments associated with those authors–the first, in Volume D and the second, in Volume F. There is also a website reading)
Read: Vol. D, 265-269; then, view and read "A Modest Proposal" on the following website: http://www.victorianweb.org/previctorian/swift/modest.html; then, read: Vol. F, 693-707.
Review the Notes and Texts from Moliere – Tartuffe and the Timeline if necessary.

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Adolph Hitler

Adolph Hitler

Subject:

Journalism

ADOLPH COMES TO POWER
What are the 2-3 single most important reasons in a sentence that Hitler came to power?

Then, keeping in mind that the Nazis received 40% of the civilized Germans’ votes for the Reichstag making them the largest party, but then before he came to power, the votes in the States for him were decreasing significantly. And the Nazis were very worried that any new general election could be disastrous. So how did hhe actually become chancellor? He was not elected. So how?

THEN Why did certain groups like business and military support him in coming to power or staying in power? What assumptions were made by some that later proved false.
PLEASE BE EXTREMELY CAREFUL ABOUT FORGETTING TO QUOTE WHEN YOU COPY and to cite when you Copy OR PARAPHRASE.

I need you to submit and write each question as though it were a mini-paper in form. That means, in a simple fashion, you have an introduction and conclusion to each essay. AND you must divide up exam with headings/divisions for subject categories for your major paragraphs or ideas. I don’t care what the categories are – but label, underline as you divide each part. IF Y OU DO NOT INCLUDE SUBJECT HEADINGS, THE ESSAY WILL BE deducted by 8 points. That means, divide by subject response, not by the components of the exam question only.

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Tartuffe

Tartuffe

Order type:

Movie Review

Name:
Tartuffe Assignment I
Instructions
This is an opportunity to evaluate the differences between the actual text of the play and a filmed production of the play.
You now have two options.
1.) View the movie. It is available at the Eissey Campus Media Center (2nd floor of the LLRC). It may also be available at the Lake Worth Campus or at selected film services such at Blockbuster or Netflix. Make note of any differences between the play in your text and the play presented in the movie version. Submit a list of any differences you noted. This is a long "essay" assignment–although, actually, your submission will be a list rather than an essay. Enjoy the movie!
OR
2.) If you do not choose Option 1, you may select five (5) different scenes from the play. These scenes should be five that you found particularly funny. Point out the scenes (Act, scene, and lines) and then write 100 well chosen and precise words on each of the scenes (500 words in all) on why that scene is funny. You must be specific and detailed.
Whichever option you choose, submit it in the usual manner–either paste it in the submission box or attach it to the submission page.

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Nuclear power plant siting and Environmental Impact Assessment

Nuclear power plant siting and Environmental Impact Assessment

Subject:

Environmental Issues

This paper should talk about nuclear power plant siting and Environmental impact assessment. It is very important talk about the impact on environment.

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Domestic Terrorism and Extremism Groups

Domestic Terrorism and Extremism Groups

Subject:

Law

The growth of Christian Identity and non-Christian political religious groups has been a direct attack on traditional religious organizations. Traditional religious organizations teach brotherhood and love of your neighbor, but both Christian Identity and non-Christian political religions reject this kind of teaching. They are churches of hate and white supremacy. For this week’s discussion topic, you are to examine the Christian Identity movement and describe how these churches have concocted their beliefs from their mystical readings and interpretations of the Bible. In other words, how do these extremists use the Bible as justification for their theology of hate? Also, you are to examine how these groups define their “ideal government.” In other words what might their established theocracy resemble? What would be some of its tenets and beliefs?
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Weapons of Mass Destruction

5
Topic: Weapons of Mass Destruction

Subject:

Law
Assess the threat of a biological attack; analyze the means by which terrorists could acquire biological weapons; and hypothesize if a biological or chemical attack would be more deadly. Why or why not?

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Reflective Log

Reflective Log

As you start to research into possible case studies, and then later as you plan your report, you should keep a reflective log. This should chart the progress of your thinking during the course of the Semester. For instance, after each lecture session you should critically reflect on how the material presented helps you to identify issues relevant to the case studies under consideration. As you come across sources and possible case studies note these down, and then outline the reasons for continuing with some of them and discarding others. Bear in mind the requirements for part 2 of the assignment when compiling your log.
The reflective log details the progress of your thinking. Here are some ideas for what to include:
? written reflections
? annotated photocopied sections of relevant documents you have researched (do not include more than 20 pages in total of researched material in your submission)
? clippings and ideas collected from lectures and other sources
? notes/jottings and diagrams

Obvious questions to start the reflective process are: Why was this case study chosen? What issues does it exemplify? How can the module materials be applied to the case study ? e.g. ideas about risk, quality, management, security, usability, and so on. How could things have been done differently?

There are no definitive answers to these questions. You need to develop your own understanding!

The real value of this part of the assignment will be shown in the way in which it informs your formal report. You may reference sections of your log in the formal report.
 
Part 2 case studies

1. Case study: Thousands of children at risk after NHS computer fault (26 Feb 2006)
As many as 3,000 babies and toddlers may have gone without crucial vaccinations because a privatized NHS computer system has failed to monitor which children are due for jabs and whether they have received them.
The study (NHS computer fault Factors: A Revisit) analyses and identifies the failure factors of IT projects in the UK NSH.
An Observer investigation has found that the child health information system, introduced last summer as part of the government’s ?7 billion IT programme, has derailed the country’s entire vaccination programme, leaving health staff resorting to slips of paper to work out who needs immunising. Several women whose babies were stillborn have received letters asking them to take their babies for their first vaccinations.
Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

Reference
http://www.guardian.co.uk/society/2006/feb/26/health.medicineandhealth1
http://www.theregister.co.uk/
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/
 
2. Case study: U.K. government hit with another large computer failure
DWP admits multiple fraud system failures 9 hours of disruption in 2010

IT system failures continued to plague the U.K. government this week, when as many as 80,000 civil servants working for the Department of Work and Pensions (DWP) had to deal with what is being described in the local press as the biggest computer crash in government history.
Microsoft Corp. and Electronic Data Systems Corp. (EDS) run the DWP’s network as part of a $3.8 billion information technology contract.
Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

Reference
http://www.theregister.co.uk/2010/04/09/fraim_downtime/
http://www.computerworld.com/s/article/97853/U.K._government_hit_with_another_large_computer_failure
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/

case studies Formal Report word limit: 3500

Using your reflective log as a resource, write a formal report aimed at an academic audience to address the following topic areas:

 Outline the two case studies that you have selected ? explain why they were chosen. Then discuss the management and quality issues that they raise, relating these issues to the module materials, and research literature and sources;

 Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

 Discuss the ways in which the issues raised by both case studies could have been addressed in a more effective manner, relating these recommendations to the module materials and relevant literature, including the materials derived from the papers for discussion. Credit will be given for illustrating your answer with examples of how concepts and techniques introduced in the module or derived from your reading could have been applied to some of the management and quality issues you have identified in part (i).

 Demonstrate knowledge and understanding of a range of advanced and contemporary approaches to information systems management and quality.

 Analyse problems and scenarios objectively using appropriate concepts and techniques.

 Identify solutions to information systems issues by applying appropriate strategies, methods and techniques.

 Review and critically evaluate current perspectives, methods and strategies in information systems management and quality enhancement, relating them to the existing knowledge base in organisations.

 Demonstrate practical skills in information systems management and in the implementation and review of quality standards.

National audit Office [NAO]

Attached is an article from The Guardian (5 January 2008) which mentions a number of UK Government IT Failures. (NB The title of the article is ?Not Fit for Purpose?.) This mentions 5 different projects. For your assignment you need to look for examples of IS systems (failures or successes) in the private or public sectors, in the UK or elsewhere, which may or may not include one or more of those referred to in the article itself. Your aim is to select 2 case studies for use in the formal report ? see below.

You will also be directed to various materials published by the National Audit Office [NAO].

As well as BBC, Newspapers and other sources here are a few others to help get you started:-

http://www.theregister.co.uk/
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/

Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

1. Case study: Thousands of children at risk after NHS computer fault (26 Feb 2006) in UK.
As many as 3,000 babies and toddlers may have gone without crucial vaccinations because a privatized NHS computer system has failed to monitor which children are due for jabs and whether they have received them.
The study (NHS computer fault Factors: A Revisit) analyses and identifies the failure factors of IT projects in the UK NSH.
An Observer investigation has found that the child health information system, introduced last summer as part of the government’s ?7 billion IT programme, has derailed the country’s entire vaccination programme, leaving health staff resorting to slips of paper to work out who needs immunising. Several women whose babies were stillborn have received letters asking them to take their babies for their first vaccinations. Please read this article online: http://www.guardian.co.uk/society/2006/feb/26/health.medicineandhealth1

2. Case study: U.K. government hit with another large computer failure – DWP admits multiple fraud system failures 9 hours of disruption in 2010.
IT system failures continued to plague the U.K. government this week, when as many as 80,000 civil servants working for the Department of Work and Pensions (DWP) had to deal with what is being described in the local press as the biggest computer crash in government history.
Microsoft Corp. and Electronic Data Systems Corp. (EDS) run the DWP’s network as part of a $3.8 billion information technology contract. Please read this article online: http://www.computerworld.com/s/article/97853/U.K._government_hit_with_another_large_computer_failure

Your report should typically be 3500 words in length and should be presented professionally.

Whilst Descriptive narrative is necessary for this type of assignment, this is PhD level and we will be looking for evidence of research and critical evaluation. You will be expected to research appropriate literature and show evidence of this within your assignment.

A professional level of presentation is expected and marks will be deducted for poor quality of presentation

Consideration will be given to the following:

You are assessed on your ability to research a given subject area and evidence that research correctly in your report.

The distinction is drawn between descriptive narrative and critical evaluation. Descriptive narrative is required for providing context and evidence of your knowledge of the subject area under investigation. Critical evaluation is required to demonstrate work at PhD level. You should be analytical in your writing to demonstrate not only your knowledge but also your understanding and insights regarding the subject area.
 
http://www.guardian.co.uk/technology/2008/jan/05/computing.egovernment
Not fit for purpose: ?2bn cost of government’s IT blunders
? Catalogue of abandoned projects over seven years
? ?1.6bn wasted by work and pensions ministry
?Bobbie Johnson and David Hencke
?The Guardian,
?Saturday January 5 2008
The cost to the taxpayer of abandoned Whitehall computer projects since 2000 has reached almost ?2bn – not including the bill for an online crime reporting site that was cancelled this week, a survey by the Guardian reveals.
The failure of the multimillion pound police site marks the latest chapter in the government’s litany of botched IT projects, with several costly schemes biting the dust. Major blunders overseen by Downing Street have included the Child Support Agency’s much-derided ?486m computer upgrade – which collapsed and forced a ?1bn claims write-off – and an adult learning programme that was subjected to extensive fraud.
Top of the ministries for wasting public money is the Department for Work and Pensions, which squandered more than ?1.6bn by abandoning three major schemes – a new benefit card which was based on outdated technology; the upgrade to the CSA’s computer which could not handle 1.2m existing claims; and ?140m on a streamlined benefit payment system that never worked properly.
The Guardian’s survey of abandoned projects is not exhaustive and the total of ?1.865bn is likely to be a considerable underestimate of the actual cost to taxpayers because neither Whitehall nor the National Audit Office, parliament’s financial watchdog, keep definitive lists of which schemes go wrong.
Neither does it include the major modifications required to fix new systems that have failed to perform as required. One example is the pilot work done on the new ?12bn NHS computer system – where outdated technology was installed at Bexley Hospital in south London, and has had to be replaced after it was found to be "unfit for purpose". Another is the huge modification required to the new computerised single payments system for farmers run by Defra’s Rural Payments Agency, where the government has had to set aside some ?300m to meet possible EU fines for wrong payments to thousands of farmers.
The abandoned police site, which was launched in 2003, allowed the public to report non-urgent crimes and provide photographic and video evidence through the internet. The system – linked to police forces around the country – then prioritised the information and distributed it to the correct forces.
It was being used to report around 30,000 crimes a year but began to falter when defence technology company, Qinetiq, was brought in to build a replacement in 2005. Costs began to spiral and the new system was deemed to be unfit for purpose, resulting in suspension of the service last March and final closure in December. The deal is now subject to a legal dispute, with Qinetiq claiming that it has completed the work it was contracted to do. The National Police Improvement Agency, which manages IT systems for the police, would not say how much money had been spent on the portal, but documents obtained under the Freedom of Information Act showed that running costs had risen above ?5m a year in 2006.
The replacement system was not fit for live use due to "a range of serious defects and delays", a spokeswoman said. "It is not possible to issue more details as it is now subject to legal proceedings." A senior Whitehall official has questioned the heavy spend and high rate of failure.
Joe Harley, programme and systems delivery officer at the Department for Work and Pensions, said that the government’s ?14bn annual spend on IT could be used to build thousands of schools every year, or to employ hundreds of thousands of nurses in the NHS. "Today only 30%, we estimate, of our projects and programmes are successful," he told a conference. "It is not sustainable for us as a government to continue to spend at these levels. We need to up the quality of what we do at a reduced cost of doing so."
The extensive list of failed projects calls into question other major government IT programmes, such as the proposed ?5bn ID cards scheme.
Price of failure: Where the money went
Benefit claims
Set up in December 2003 to streamline payment of benefits. Aimed to save ?60m by picking up new and repeat claims by phone and the internet. The system was shelved in 2006 after it failed to work. Cost: ?140m
Broadband procurement
Stephen Timms, e-commerce minister, led the 2004 project to pool public-sector buying power to get cheaper broadband deals. But after it was found the ?3.5m savings made from the scheme were far smaller than the projected ?200m cost the DTi shut the project. Cost: ?15m
Immigration casework
A computer system of 2001 meant to clear the backlog of immigration casework for the Home Office, was scrapped after missing its deadlines. Cost: ?77m
Independent learning accounts
The 2001 system offering adults ?150 for educational use was abandoned after fraudsters coined millions in fake applications. Cost: ?97m
Pathway
This project to introduce a benefits payment card in 2000 was scrapped after four years of expensive development when government experts realised the magnetic swipe technology that it was based on was already out dated. Cost: ?1bn

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