The Production Possibilities Frontier and Social Choices

CHAPTER I: INTRODUCTION I.1. Background to the study. The University of Labour and Social Affairs (ULSA) is a university which was upgraded from the College of Labour, Invalids and Social Affairs in 2005. Like other universities in Vietnam, this university is responsible for the training of skilled students to meet the demand of the society in the process of industrialization and modernization. There are faculties in the university namely Accounting, Insurance, Labour Management, and Social Affairs with about 1.200 students being trained at the moment. However, this number is increasing because of the expansion of the university. Every year, graduates from ULSA are sent to work in various economic fields such as national and local resorts, the state and joint-venture companies, enterprises located in Hanoi as well as throughout the country. With the direction of globalization in our society nowadays, foreign languages- especially English seems to be a very important condition for them to get a job. ULSA graduates are supposed to be able to use English to communicate as well as to read materials. However, a lot of ULSA graduates miss their job opportunities because of their poor English proficiency. Being aware of the problem posed to their students, ULSA authorities have implimented some specific innovations in order to raise the quality of training in their own context, among which is the change of teaching and learning English at the institution. These attempts can be seen in the curriculum of the school which allocates outnumber of periods for English among other school subjects and their encouragement to the English teaching staff to renovate their teaching methods. During their course at the university, students are given 330 class-hours of English ( each class-hour equals forty five minutes) of which 150 are spent on the course book Lifeline Elementary and divided equally in the first and the second semester of the first year ( each semester covers 75 class hours). In the rest 180 class hours, students must take English for Special Purposes (ESP) courses with the book " English for Labour and Social Affairs" compiled by the English Division of the university. In this course English learning focuses mainly on reading. However, after finishing the 1 course book Lifeline-Elementary the students still have a lot of difficulties with new words and new grammar structures which affect their learning. Our observations and our experience of teaching English at ULSA suggested us to think that English teaching at the institution tend to focus exclusively on intensive reading, concentrating on the teaching of grammar and vocabulary in relatively short texts via post- reading exercises, often ending up demanding a translation of the passage into Vietnamese word by word with extensive use of a dictionary. The pedagogical result of this approach is that students read slowly, without a communicative purpose and they have had a passive way of learning that is students only perform what their teachers The Production Possibilities Frontier and Social Choices The Production Possibilities Frontier and Social Choices By: OpenStaxCollege Just as individuals cannot have everything they want and must instead make choices, society as a whole cannot have everything it might want, either This section of the chapter will explain the constraints faced by society, using a model called the production possibilities frontier (PPF) There are more similarities than differences between individual choice and social choice As you read this section, focus on the similarities Because society has limited resources (e.g., labor, land, capital, raw materials) at any point in time, there is a limit to the quantities of goods and services it can produce Suppose a society desires two products, healthcare and education This situation is illustrated by the production possibilities frontier in [link] A Healthcare vs Education Production Possibilities Frontier This production possibilities frontier shows a tradeoff between devoting social resources to healthcare and devoting them to education At A all resources go to healthcare and at B, most go to healthcare At D most resources go to education, and at F, all go to education In [link], healthcare is shown on the vertical axis and education is shown on the horizontal axis If the society were to allocate all of its resources to healthcare, it could 1/9 The Production Possibilities Frontier and Social Choices produce at point A But it would not have any resources to produce education If it were to allocate all of its resources to education, it could produce at point F Alternatively, the society could choose to produce any combination of healthcare and education shown on the production possibilities frontier In effect, the production possibilities frontier plays the same role for society as the budget constraint plays for Alphonso Society can choose any combination of the two goods on or inside the PPF But it does not have enough resources to produce outside the PPF Most important, the production possibilities frontier clearly shows the tradeoff between healthcare and education Suppose society has chosen to operate at point B, and it is considering producing more education Because the PPF is downward sloping from left to right, the only way society can obtain more education is by giving up some healthcare That is the tradeoff society faces Suppose it considers moving from point B to point C What would the opportunity cost be for the additional education? The opportunity cost would be the healthcare society has to give up Just as with Alphonso’s budget constraint, the opportunity cost is shown by the slope of the production possibilities frontier By now you might be saying, “Hey, this PPF is sounding like the budget constraint.” If so, read the following Clear It Up feature What’s the difference between a budget constraint and a PPF? There are two major differences between a budget constraint and a production possibilities frontier The first is the fact that the budget constraint is a straight line This is because its slope is given by the relative prices of the two goods In contrast, the PPF has a curved shape because of the law of the diminishing returns The second is the absence of specific numbers on the axes of the PPF There are no specific numbers because we not know the exact amount of resources this imaginary economy has, nor we know how many resources it takes to produce healthcare and how many resources it takes to produce education If this were a real world example, that data would be available An additional reason for the lack of numbers is that there is no single way to measure levels of education and healthcare However, when you think of improvements in education, you can think of accomplishments like more years of school completed, fewer high-school dropouts, and higher scores on standardized tests When you think of improvements in healthcare, you can think of longer life expectancies, lower levels of infant mortality, and fewer outbreaks of disease Whether or not we have specific numbers, conceptually we can measure the opportunity cost of additional education as society moves from point B to point C on the PPF The additional education is measured by the horizontal distance between B and C The foregone healthcare is given by the vertical distance between B and C The slope of the PPF between B and C is (approximately) the vertical distance (the “rise”) over the horizontal distance (the “run”) This is the opportunity cost of the additional education 2/9 The Production Possibilities Frontier and Social Choices The Shape of the PPF and the Law of Diminishing Returns The budget constraints presented earlier in this chapter, showing individual choices about what quantities of goods to consume, were all straight lines The reason for these straight lines was that the slope of the budget constraint was determined by relative prices of the two goods in the consumption budget constraint ... Part A: Introduction I. Rationale In order to become competent in a foreign language, it is important for language learners not only to acquire new vocabularies and a new set of phonological and syntactic rules but also to learn what Wilson (1986) calls the rules of speaking: the patterns of sociolinguistic behavior of the target language. The rules of speaking involve us in knowing when and how it is suitable to open a conversation, what topics are appropriate to particular speech events, how speech acts are to be given and interpreted. In many cases, this interpretation goes beyond what the language learners might intend to convey and includes assessments such as “polite” and “impolite”. In Vietnam, as the economy grows and international business develops, English proficiency becomes a master tool for young people to get a job. They encounter foreigners in everyday settings where communication is necessary. In the modern society, the need for communication is increasing, especially in the process of globalization, when communication spreads beyond the boundary of a country. During the last decades, linguistic researchers have broadened their focus of their interests from the development of grammatical competence to other areas of target language development, such as discourse and pragmatic competence, common speech routines, for example, requests, apologies, complaints, compliments, refusals, and the like have been most frequently studied in cross-cultural and interlanguage pragmatics. According to Tsui (1994), there seems to be little empirical research that has been conducted in responses to questions. For a long time, question- response has been considered one of the most basic structures of conversation (Schegloff, 1974) but as Tsui (1994; p. 160) points out: “responses have been given little attention in the speech acts literature. Most of the acts characterized and listed in the various taxonomies are illocutionary acts which are often done by making the function of utterance in discourse, and as many responding acts do not have a corresponding responding performative verb, this kind of analysis inevitably neglects responses” A characterization of utterances (based on observation of real-life discourse) is not likely to neglect the importance of responses. Let’s consider an example illustrated by Tsui (1994) A: What’s the time? B: (a) Eleven (b) Time for coffee (c) I haven t got a watch, sorry’ 1 (d) How hold I know (e) Ask Jack (f) You know bloody well what time it is (g) Why do you ask? (h) What did you say? (i) What do you mean? Various possible responses from (a) to (i) shows us the complicated relationship between question and a proper answer. For the same question, the speaker A may be replied in different ways with different intentions by the addressee. Obviously, a response can be a proper answer, an indirect or implicit reply, an evasive answer, a refusal or denial, an outright lie or even a challenge to the speaker’s questioning i GL 32-1999 Adopted 1999. Revisions 2001, 2003, 2004 and 2007. Amendments 2008, 2009, 2010 and 2012. GUIDELINES FOR THE PRODUCTION, PROCESSING, LABELLING AND MARKETING OF ORGANICALLY PRODUCED FOODS GL 32–1999 PREFACE The Codex Alimentarius Commission is an intergovernmental body with over 180 members, within the framework of the Joint Food Standards Programme established by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO), with the purpose of protecting the health of consumers and ensuring fair practices in the food trade. The Commission also promotes coordination of all food standards work undertaken by international governmental and non governmental organizations. The Codex Alimentarius (Latin, meaning Food Law or Code) is the result of the Commission’s work: a collection of inter- nationally adopted food standards, guidelines, codes of practice and other recommendations. The texts in this publication are part of the Codex Alimentarius. Food labelling is the primary means of communication between the producer and seller of food on one hand, and the purchaser and consumer of the other. The Codex Alimentarius standards and guidelines on food labelling are published in a specific volume: Food Labelling – Complete Texts. In addition to the general recommendations, the Codex Committee on Food Labelling also provides guidance for certain claims commonly found in the market in order to provide clear information to the consumer. The Codex Committee on Food Labelling developed the Guidelines for the Production, Processing, Labelling and Marketing of Organically Produced Foods in view of the growing production and international trade in organically produced foods with a view to facilitating trade and preventing misleading claims. The Guidelines are intended to facilitate the harmonization of requirements for organic products at the international level, and may also provide assistance to governments wishing to establish national regulations in this area. The Guidelines include general sections describing the organic production concept and the scope of the text; description and definitions; labelling and claims (including products in transition/conversion); rules of production and preparation, including criteria for the substances allowed in organic production; inspection and certification systems; and import control. Further information on labelling texts, or any other aspect of the Codex Alimentarius Commission, may be obtained from: The Secretary, Codex Alimentarius Commission, Joint FAO/WHO Food Standards Programme, FAO, Viale delle Terme di Caracalla, 00153, Rome Italy fax: +39(06)57.05.45.93 email: codex@fao.org Internet address: http://www.codexalimentarius.net ii GL 32-1999 TABLE OF CONTENTS FOREWORD 1 SECTION 1. SCOPE 2 SECTION 2. DESCRIPTION AND DEFINITIONS 3 2.1 Description 3 2.2 Definitions 3 SECTION 3. LABELLING AND CLAIMS 4 General provisions 4 Labelling of products in transition/conversion to organic 5 Labelling of non-retail containers 5 SECTION 4. RULES OF PRODUCTION AND PREPARATION 6 SECTION 5. REQUIREMENTS FOR i GL 32-1999 Adopted 1999. Revisions 2001, 2003, 2004 and 2007. Amendments 2008, 2009, 2010 and 2012. GUIDELINES FOR THE PRODUCTION, PROCESSING, LABELLING AND MARKETING OF ORGANICALLY PRODUCED FOODS GL 32–1999 PREFACE The Codex Alimentarius Commission is an intergovernmental body with over 180 members, within the framework of the Joint Food Standards Programme established by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO), with the purpose of protecting the health of consumers and ensuring fair practices in the food trade. The Commission also promotes coordination of all food standards work undertaken by international governmental and non governmental organizations. The Codex Alimentarius (Latin, meaning Food Law or Code) is the result of the Commission’s work: a collection of inter- nationally adopted food standards, guidelines, codes of practice and other recommendations. The texts in this publication are part of the Codex Alimentarius. Food labelling is the primary means of communication between the producer and seller of food on one hand, and the purchaser and consumer of the other. The Codex Alimentarius standards and guidelines on food labelling are published in a specific volume: Food Labelling – Complete Texts. In addition to the general recommendations, the Codex Committee on Food Labelling also provides guidance for certain claims commonly found in the market in order to provide clear information to the consumer. The Codex Committee on Food Labelling developed the Guidelines for the Production, Processing, Labelling and Marketing of Organically Produced Foods in view of the growing production and international trade in organically produced foods with a view to facilitating trade and preventing misleading claims. The Guidelines are intended to facilitate the harmonization of requirements for organic products at the international level, and may also provide assistance to governments wishing to establish national regulations in this area. The Guidelines include general sections describing the organic production concept and the scope of the text; description and definitions; labelling and claims (including products in transition/conversion); rules of production and preparation, including criteria for the substances allowed in organic production; inspection and certification systems; and import control. Further information on labelling texts, or any other aspect of the Codex Alimentarius Commission, may be obtained from: The Secretary, Codex Alimentarius Commission, Joint FAO/WHO Food Standards Programme, FAO, Viale delle Terme di Caracalla, 00153, Rome Italy fax: +39(06)57.05.45.93 email: codex@fao.org Internet address: http://www.codexalimentarius.net ii GL 32-1999 TABLE OF CONTENTS FOREWORD 1 SECTION 1. SCOPE 2 SECTION 2. DESCRIPTION AND DEFINITIONS 3 2.1 Description 3 2.2 Definitions 3 SECTION 3. LABELLING AND CLAIMS 4 General provisions 4 Labelling of products in transition/conversion to organic 5 Labelling of non-retail containers 5 SECTION 4. RULES OF PRODUCTION AND PREPARATION 6 SECTION 5. REQUIREMENTS FOR POLITICS FROM THE HEART: PERSONAL CHOICES, THE WAR IN MINDANAO AND SOCIAL STRUCTURE GEORGE BAYLON RADICS B.A. (Summa Cum Laude), University of California, Los Angeles A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF SOCIOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2008 Acknowledgements My time in Singapore has been one of the most rewarding periods in my life. I am extremely grateful for the opportunity to have studied at the National University of Singapore and to have worked with the brilliant scholars of the region. This dissertation could not have been possible without the support of my previous supervisor, Habib Khondker who coached me through the difficult period of gathering data, or my current supervisor Vineeta Sinha who watched over the writing process. I am also grateful to Saroja Dorairajoo and Ananda Rajah for their help in constructing the overall project and providing useful comments on the theoretical framework. Furthermore, much of the conceptualizing for this dissertation were highly inspired by the courses I took with Goh Bang Lan, Farid Alatas and Steve Appold. I also would like to thank Hing Ai Yun and Ho Kong Chong for their support and guidance when I first entered the department. Lastly, I sincerely thank Rey Ileto for his important role in shaping my ideas on how to view history, rethink contemporary works on the Philippines and generally develop into a conscientious scholar. But to me, Singapore will never be simply about academics. Much of my ideas, thoughts and experiences were shaped by people outside of the formal academe. I sincerely thank the staff at the Archdiocese Commission for Migrant and Itinerant people for welcoming me into their projects and teaching me about the experience of migrants in Singapore. Also, many of my students, although too many to mention here, made my stay in Singapore worthwhile. And lastly, I will never forget the kind friendship and support I received from the following close friends: Nadia Pulmano, Soon Chuan Yean, Nina Raghunath, Kelly Fu, Khai Khiun Liew, Jennifer Jarman, Mercedes Planta and of course, my bestest friend in the whole world, Henrik Sperber. All of you have made my stay in Singapore unforgettable. Lastly, I would like to thank my mom, dad and sisters in Los Angeles, as well as my aunts, uncles and cousins in the Philippines. Your support has reminded me that this dissertation was important beyond its academic properties, and that it was the process that served as a tremendous personal accomplishment in itself. i G. Radics Table of Contents Table of Contents Acknowledgements i Summary iv Chapter 1: Introduction . What are Emotions? Applying Emotions to the Study of the Philippines The Macro-Elite: Chapter 3, Guilty Americans 10 The Micro-Macro Disenfranchised Elite: Chapter 4, Center vs. Periphery 12 The Micro-Subaltern, Chapter 5, Emotional Choices . 13 Two Main Intentions . 14 Structure of this Dissertation . 18 Chapter 2: Methodology . 19 How it was done 21 Personal Path . 23 Manila Interviews (July 2002-December 2002) . 26 Mindanao Interviews (June-July 2003) . 31 Participant Observation in Mindanao (July 2005-December 2005) . 43 Archival Research . 62 Chapter 3: Guilty Americans . 68 Benevolent Assimilation . 75 Official ... distance (the “rise”) over the horizontal distance (the “run”) This is the opportunity cost of the additional education 2/9 The Production Possibilities Frontier and Social Choices The Shape of the. .. efficiency and allocative efficiency [link] illustrates these ideas using a production possibilities frontier between healthcare and education 4/9 The Production Possibilities Frontier and Social Choices. .. foregone wheat production 7/9 The Production Possibilities Frontier and Social Choices The slope of the PPF gives the opportunity cost of producing an additional unit of wheat While the slope is