Hill-Burton Act Essay Example

Hill Hill-Burton Act Paper Hill-Burton Act Paper Hill-Burton Act of 1946 Hill-Burton Act of 1946 Holly M. Yager Health Care Delivery Systems November 9, 2011 Hill-Burton Act of 1946 The Hill-Burton Act of 1946 is actually called The Hill-Burton Construction Act and was signed as Public Law 79-725. The critical shortage of medical facilities at the close of World War II prompted the passage of the National Hospital Survey and Construction Act. It is called Hill-Burton after its congressional sponsors, Senator Lister Hill and Senator Harold Burton. It was designed to provide federal grants to modernize hospitals that had become obsolete due to lack of capital investment throughout the Great Depression and World War II (1929-1945). It became a major influence in the expansion of the hospital industry. This act increased the number and size of facilities substantially. The act stimulated the growth of the health care industry by providing federal aid to the states for hospital and health care updating and construction. The federal support of hospitals in construction was very important to the location in the underserved rural areas. In 1946, an amendment to the U. S. Public Health Act authorizing grants to states for surveying their hospital and public health care needs and for planning and constructing additional facilities. Subsequent amendments authorized federal funding for as much as two-thirds of the cost of construction projects and allowed legislation to include diagnostic and treatment centers, long-term treatment centers, and nursing homes. It also aided in the modernization of existing hospitals. Over 4,600 projects to expand existing hospitals or construct new ones were initiated within twenty years after the signing of the Hill-Burton Act. Since 1946, with the construction of new hospitals and the updating of existing facilities, the Public Health Service has provided national leadership in hospital planning, research, and operation. Hill-Burton Act In 1873, there were 178 hospitals in the United States. In 1909, the numbers increased to 4,300. At the close of World War II in 1946, there were 6,000 American hospitals, adequating to 3. beds for every 1,000 persons. In that year, with the signing of the Hill-Burton Act, the goal set to achieve was 4. 5 beds per 1,000 persons. Shortly thereafter, a high was reached of 7,200 acute-care hospitals. There have been $4. 6 billion in total grants and $1. 5 billion in total loans given between 1946 and 1997. There are approximately 6,800 health care facilities in more than 4,000 U. S. communities according to the hrsa. gov website. H ill-Burton hospitals were required to provide uncompensated services for twenty years after receiving funding. In 1975, Congress passed an amendment to the Hill-Burton Act, Title XVI of the Public Health Service Act. Facilities that are assisted under Title XVI are required to provide uncompensated services for an indefinite time. Title XVI also transferred the enforcement responsibilities from the states to the federal government and required more stringent investigation, monitoring and compliance standards. In 1979, regulations established compliance levels, eligibility, record maintenance, and reporting requirements.

Super Quick Easter Activities and Ideas

Super Quick Easter Activities and Ideas Easter is one of the most celebrated holidays in the world. Besides the traditional Easter egg hunt, there are a variety of ways teachers can celebrate with their students, they can sing a song, create a poem, make a craft, provide a worksheet activity, play a game, or even have an Easter party. All of these Easter activities for primary school are a great way to get your students involved in the holiday. Use these ideas in your classroom when youre short on time, or in need of a little inspiration. Quick Easter Resources When creating your Easter-themed unit its important to provide a variety of lessons. The best way to start an Easter-theme is to get prior knowledge of what the students know about Easter. Use a graphic organizer, such as a KWL chart to get this information. Once you gather this, you can begin crafting and creating your Easter unit. Easter Vocabulary Word ListEaster Acrostic Poem Lesson PlanEaster Journal Writing Prompts and Topics Easter Poems and Songs Poetry and Music is a wonderful way to explore feelings and emotions, and it provides students with a way to be creative and express themselves while celebrating the holiday. Provide students with a variety of poems and songs about Easter, then have them try to create some on their own. Easter Ready-to-Print Activities Activities dont always have to be well thought-out or planned in advance for students to learn important concepts. Here is an inexpensive way to provide some Easter fun for your class. Just simply print out any of these activities right from your computer. Easter Crafts Providing an Easter craft is a great way to get your students to express their creative side. Give students a variety of supplies to choose from when creating their craft. This will help promote self-expression and allow them to really use their creative thinking skills. With a little imagination and creativity, these Easter craft ideas can make a wonderful gift or a delightful holiday keepsake. Easter Games Easter games are a great way to get your students in the holiday spirit. They get the students up and moving while reinforcing the Easter concept. A fun idea to try is to give your students a variety of Easter-themed items and have them make up their own game. Youll be surprised by how clever they are. Easter Puzzles To help make learning about Easter fun, provide a few enjoyable puzzles. Puzzles are a great way to challenge the mind while reinforcing the Easter-theme. Challenge your students to create an Easter puzzle of their own. Provide a variety of examples so they can get ideas, then allow them to try to create one themselves. Easter Recipes These recipes are perfect to use for an Easter party or just for an everyday snack throughout the Easter season. More Easter Fun Throwing an Easter party in your classroom? Need help choosing the perfect Easter book to read to your students? These resources will give you great ideas to plan and execute the perfect Easter party.

What are the Main Criticisms of Realist Literature review

What are the Main Criticisms of Realist - Literature review Example International relations refer to the political, and sometimes economic, relations between states. Realism is an approach to the management of international relations whereby decision-makers adopt a practical rather than a moral view of issues. Essentially, realism proscribes that we see 'the world as it really is rather than how we would like it to be' (Baylis and Smith, 1997:3). Realists have a somewhat Hobbesian view of humankind and states, actors are believed to be self-interested and, in order to maintain the balance of power, often must be forced into compliance by war, which is seen as a necessary byproduct of competition. Although realism is a dominant ideology in many Western countries including the United States, it is been subject to numerous criticisms, as they are the primary focus of this essay it is to these criticisms that we now turn. Implicit within realism is a set of fundamental principles, these principles form the basis of realist ideas, yet, also generate heavy criticism. Realists reject notions of long-term cooperation with or allegiance to competing states (Baylis and Smith, 1997:141-146).   The 'everything but arms' initiative developed in the region ensures that the worlds poorest countries are permitted to export all their goods (other than arms) into Europe free of charge (Stiglitz, 2004:246). If it were as realists suggest, all nations are self-interested utility maximizers then this type of cooperation would be highly unlikely. It would probably make more economic sense for the European Union to export to these poorer nations but to leave their own markets closed to foreign materials or to command a fee for allowing access which would normally be the case. Programs like this one are genuine attempts by the international community to find a viable solution to the problems of the third world, insinuating that not all states act in self-interest and all are capable of cooperation. Further, cooperation and long-term alliances are possible. It also suggests that as constructivists have argued, it is the state itself that defines 'anarchy' and it is by no means a fixed e lement of states, rather a socially constructed ideal that only survives in states that operate under realist auspices (Bayliss and Smith, 1997:141-161).   

HR Competencies Assignment Example | Topics and Well Written Essays - 250 words

HR Competencies - Assignment Example Secondly, the competence of data interpretation skills helps to take the assessment process to a step further as it ensures that the HR professional makes decisions based on the assessment outcomes (Becker, Huselid & Ulrich, 2001). Based on the discussion above, there are several values that the competencies can be said to bring to the organization. Most importantly, the competences help in making the idea of strategic partnership feasible. Meanwhile, when the HR professional becomes a strategic partner, it can be expected that the organization’s strategy will be applied in a more efficient manner to make the achievement of the HR goals easier. Again, as part of the strategic partnership that will be created, the concepts of shared responsibility and cross-functional teams are expected to be formed. Meanwhile when these concepts are made practical in the organization, they ensure that all parties and entities within different departments of the organization are aided in the performance of their roles so that there can be a form of effectiveness that betters the value created within the organization. For future purposes, it is expected that the competence of intrinsic motivation will be developed. This c ompetence will help employees fuel their personal commitment towards organization growth in general and strategic partnership in

Data Collection Essay Example for Free

Data Collection Essay * The Rough was excluded during the calculation of the mean as the rough was a trial to indicate the general whereabouts of the end point, which is inaccurate of the exact end point. Table 2. Observations collected during the experiment. Table contains observations which were recorded during each trial of the experiment. Trials Observations Before trials * When water was added to the crystals of oxalic acid, it dissolved almost instantly with a light stirring of the beaker. Rough * When two drops phenolphthalein was added to the solution of sodium hydroxide, the solution turned pink. * After adding about 20.8dm3 of oxalic acid into the sodium hydroxide solution, while swirling the conical flask, the solution turned completely clear the oxalic acid was filled up to 21dm3 to have a rounded rough end point to work with. 1 * When two drops of phenolphthalein was added to the sodium hydroxide solution, the solution turned pink. * After adding about 20dm3 of oxalic acid solution, while swirling the conical flask gently, each drop of oxalic acid solution began to turn the pink solution slightly clear. * After about 20.6dm3 oxalic acid solution was added, the pink solution turned completely clear. 2 * Two drops of phenolphthalein was added to sodium hydroxide solution, producing a pink coloured solution. * After about 20dm3 of oxalic acid solution was added, each drop began turning the pink solution slightly clear. * After adding around 20.4dm3 of oxalic acid solution, the pink solution turned completely clear. 3 * Two drops of phenolphthalein was added to the sodium hydroxide solution, turning the solution in the conical flask pink. * After adding about 20dm3 of oxalic acid solution, each drop began turning the pink solution slightly clear. * When about 20.3dm3 of the acid was added, the pink solution turned completely clear. Data Processing 1. Write an equation for the reaction. (COOH)2 + 2NaOH 2NaCO3 + 2H2O 2. What amount (in moles) of NaOH is present in 20.0 cm3 of 0.097 mol dm-3 sodium hydroxide solution? c = n/v c = 0.097mol dm-3 à ¯Ã‚ ¿Ã‚ ½0.001 = 0.097mols à ¯Ã‚ ¿Ã‚ ½ (0.001/0.097 x 100%) = 0.097mols dm-3 à ¯Ã‚ ¿Ã‚ ½1.03% v = 20.0cm3 à ¯Ã‚ ¿Ã‚ ½0.04 = (20.0/1000) à ¯Ã‚ ¿Ã‚ ½ (0.04/20.0 x 100%) = 0.020dm3 à ¯Ã‚ ¿Ã‚ ½0.2% n = ? n = c x v n = 0.097 à ¯Ã‚ ¿Ã‚ ½1.03% x 0.020 à ¯Ã‚ ¿Ã‚ ½0.2% n = 0.00194 à ¯Ã‚ ¿Ã‚ ½ (1.03 + 0.2)% ? n = 0.00194 mols à ¯Ã‚ ¿Ã‚ ½1.23% 3. What amount of oxalic acid was present in the average volume required to react exactly with the sodium hydroxide solution? Using the molar ratio of 1:2 for acid : base respectively: 0.00194 à ¯Ã‚ ¿Ã‚ ½1.23% / 2 = 0.00097 mols ? amount of oxalic acid present = 0.00097 mols à ¯Ã‚ ¿Ã‚ ½1.23% 4. What amount of oxalic acid was present in your 250 cm3 volumetric flask? Concentration of acid in 250mL is the same as the concentration of acid in 1L. Therefore the concentration of acid in 1 dm-3 of acid solution is the same as concentration of acid in 250mL: c = n/v c = 0.0119à ¯Ã‚ ¿Ã‚ ½2.03% / 0.25 à ¯Ã‚ ¿Ã‚ ½(0.15/250 x 100%) c = 0.0476 à ¯Ã‚ ¿Ã‚ ½ (2.03+0.06)% ? c = 0.05 mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09% (concentration of acid) c = n/v 0.05à ¯Ã‚ ¿Ã‚ ½2.09% = n / 0.25 à ¯Ã‚ ¿Ã‚ ½0.06% 0.05à ¯Ã‚ ¿Ã‚ ½2.09% x 0.25à ¯Ã‚ ¿Ã‚ ½0.06% = n ? n = 0.0125 à ¯Ã‚ ¿Ã‚ ½ (2.09 + 0.06)% ? moles of oxalic acid in 250mL solution = 0.0125 mols à ¯Ã‚ ¿Ã‚ ½2.15% 5. What is the mass of one mole of oxalic acid? n = m/MM MM = m/n MM = 1.5g à ¯Ã‚ ¿Ã‚ ½0.02 / 0.0125mols à ¯Ã‚ ¿Ã‚ ½2.15% MM = 1.5 à ¯Ã‚ ¿Ã‚ ½(0.02/1.5 x100%) / 0.0125à ¯Ã‚ ¿Ã‚ ½2.15% MM = 120 à ¯Ã‚ ¿Ã‚ ½(1.33+2.15)% MM = 120 à ¯Ã‚ ¿Ã‚ ½3.48% m = n x MM m = 1 x 120à ¯Ã‚ ¿Ã‚ ½3.48% ? mass of one mole of oxalic acid = 120g à ¯Ã‚ ¿Ã‚ ½3.48% 6. How many molecules of water of crystallisation are present in one mole? MM of (COOH)2 = 2(12.01 + 32 + 1) = 90.04 MM of H2O = (2.02 + 16) = 18.02 (COOH)2.xH2O = 120g à ¯Ã‚ ¿Ã‚ ½3.48% ? 90.04 + 18.02x = 120g à ¯Ã‚ ¿Ã‚ ½3.48% ? 18.02x = 120g à ¯Ã‚ ¿Ã‚ ½3.48% 90.04 ? 18.02x = 29.96à ¯Ã‚ ¿Ã‚ ½3.48% (/18.02) ? x = 1.6626à ¯Ã‚ ¿Ã‚ ½3.48% ? Molecules of water of crystallisation = 1.66à ¯Ã‚ ¿Ã‚ ½0.06 Conclusion and Evaluation Discussion 1. Estimate the degree of uncertainty in your readings using the balance, the volumetric flask, the pipette and the burette. How accurately can you quote your answer? Balance = à ¯Ã‚ ¿Ã‚ ½0.02g Volumetric flask = à ¯Ã‚ ¿Ã‚ ½0.15mL Pipette = à ¯Ã‚ ¿Ã‚ ½0.04cm3 Burette = à ¯Ã‚ ¿Ã‚ ½0.15cm3 The equipments used were relatively accurate as the uncertainties compared to the collected values are small. 2. Compare your answer with the correct answer and work out the percentage error. Percentage error = [(experimental value actual value) / actual value] x 100% = [(1.6626 à ¯Ã‚ ¿Ã‚ ½3.48% 2) / 2] x 100% = 16.87% à ¯Ã‚ ¿Ã‚ ½1.74% 3. Suggest any other reasons for possible error. Other reasons for possible error include the uncertainty of equipments, human errors and mistakes, possibility of contaminated solutions, air bubbles and transference of solution between equipments. This experiment was conducted to find the ratio of water in hydrate oxalic acid crystals. This included calculations of the theoretical and experimental values for the ratio of water in the hydrate oxalic acid crystals and the percentage errors of values compared. The equation for the reaction between the sodium hydroxide solution (NaOH) and the oxalic acid solution ((COOH)2) was worked out, with the product being a salt (NaCO3) and water (H2O). As the oxalic acid solution is a dibasic acid solution, the reaction ratio with sodium hydroxide is 1:2. The amount of NaOH, in moles, was also calculated by multiplying the concentration of the sodium hydroxide solution and the volume of sodium hydroxide solution used. The equation c = n/v was used to calculate this. The result was 0.00194 moles of NaOH in the sodium hydroxide solution with an uncertainty of à ¯Ã‚ ¿Ã‚ ½1.23%. The amount of oxalic acid presented in the average volume required to react exactly with the sodium hydroxide solution was also calculated; by dividing the moles of NaOH (0.00194à ¯Ã‚ ¿Ã‚ ½1.23%) by 2, based on the 1:2 reaction ratio stated before. The result was 0.00097 moles with an uncertainty of à ¯Ã‚ ¿Ã‚ ½1.23%. The amount of oxalic acid present in 250cm3 was also calculated. The concentration of acid in 250mL is the same as the concentration of acid in 1L, therefore, the concentration of acid in 1dm-3 of the oxalic acid solution is the same concentration as the acid in 250mL. With this understood, the equation c = n/v was used once again. The concentration was first calculated by dividing the moles of NaOH by 0.25dm3. The result (0.05mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09), was used in further calculations to determine the moles of oxalic acid by multiplying the previous calculated concentration (0.05mols dm-3 à ¯Ã‚ ¿Ã‚ ½2.09) with 0.25dm3, resulting in the moles of oxalic acid in the 250mL solution as 0.0125mols à ¯Ã‚ ¿Ã‚ ½2.15%. This value was used in the calculation of the mass of one mole of oxalic acid. The equation n = m/MM was used in this calculation. The MM (molar mass) was first calculated, dividing the mass of oxalic acid crystals by the moles of oxalic acid (1.5 / 0.0125). The mass (m = n x MM) was calculated with the result of this (1 x 120à ¯Ã‚ ¿Ã‚ ½3.48%), resulting in the mass of one mole of oxalic acid being 120à ¯Ã‚ ¿Ã‚ ½3.48%. Finally, the molecules of water of crystallisation presented in one mole were calculated. This was done by using the mass of one mole of oxalic acid (120à ¯Ã‚ ¿Ã‚ ½3.48%), subtracting the MM of (COOH)2 (90.04) from it and dividing the result by MM of H2O (18.02). The final result of the number of molecules of water in crystallisation equalled 1.66 with an uncertainty of à ¯Ã‚ ¿Ã‚ ½3.48% or 0.06. With this final result, the percentage error was calculated, being 16.87%à ¯Ã‚ ¿Ã‚ ½1.74%. All the uncertainties within the values used were calculated into percentage through dividing the uncertainty by the value and multiplying it by 100%. The uncertainties were converted into percentages before doing calculations were done. There were several limitations found during this experiment which would have been the cause of an inaccurate final result the variation between the theoretical value of 2 and the experimental value of 1.66à ¯Ã‚ ¿Ã‚ ½0.06. These limitations include the uncertainties of the equipment, human errors and mistakes, possibility of contaminated solutions, air bubbles found in solutions and the transference of solution between equipments. The significance of these errors and the improvements are listed in the table below. Limitations Significance Improvements Uncertainty of equipments Uncertainties were obtained during the experiment through the use of equipments. The inaccurate recording of data would have affected the results in the end. Eg. The readings on the electronic scale werent fully stable and consistent at one value, it varied increasing and decreasing slightly. In the case of the electronic scale, it was suggested that the variation in weight value was due to the air-conditioning blowing down on it. The air-conditioner could be turned off to reduce the uncertainties and variations. Students could also prevent themselves from breathing heavily down onto the scale while measuring, this could have contributed to the variation as well. Human errors and mistakes Mistakes could affect the outcome and accuracy of results. Eg. While adding water into the volumetric flask to dissolve the oxalic acid crystals, a student accidentally added a little too much, over the 250cm3 that was intended. This would have over diluted the oxalic acid. This could have been avoided through patience while adding the water into the volumetric flask. This could also have been done slowly and carefully, probably using a pipette towards the end at the 250cm3 mark. Reading the measurement of the pipette, burette and volumetric flask could have been inaccurate, causing results to be inaccurate and in turn affecting the calculations. Inaccuracy could have been due to improper way of reading the measurement. Students should have bent down slightly with the measurement at eye level. Student`s heads should not be tilted but level with the equipment as well. The measurement should also be read at the parallax, not above or below it. Possibility of contaminated solutions The experiment was conducted with the use of several different solutions. These solutions could have accidentally been mixed in with each other, causing the solution to be contaminated. The results obtained due to this could have been inaccurate, affecting the final results. Being careful with the solutions used would help avoid this. Using clean equipments for each different solution, making sure the solutions that are not meant to be placed together do not get mixed with each other. After the use of some of the equipments, they were to be washed and reused for another solution. The equipments were not dried before being used again; this could have diluted the solution and contaminated it. Drying the equipment each time after it is washed/cleaned would prevent access water and dilution of solutions. Air bubbles When transferring the dissolved oxalic acid into the burette, there were some tiny air bubbles. This would have because the measurement to be inaccurate as the air bubbles would have caused the reading of the solution to be greater than it actually is. Over time when the bubbles removed itself from the solution which would have caused a decrease in solution. The inaccurate measurement reading would have affected the final results of the experiment. The burette could have been left alone for awhile to allow the bubbles to float to the top. Whatever the amount the bubbles made up for, fill the burette up again with the use of a pipette. Transference of solution between equipments When transferring solutions between two or more differing equipments would have caused an increase of decrease in measurement. An inaccurate amount of solution would have affected the results or recorded data. When using a funnel during the transference of solution into the burette, it caused some increase in the desired amount. This is due to the tip of the funnel having some drops of solution left in it and when the funnel was removed, the movement could have caused those drops to drop into the burette, causing an increase in amount of solution. This could be prevented by either slowly removing the funnel or using the funnel up to a certain mark, remove it and fill up to the desired amount with the use of a small pipette drop by drop. When using the 20mL pipette to transfer the sodium hydroxide into the conical flask, the tip of the nozzle had a drop that was tempted to drop out of the pipette. Avoid touching the sides and move the pipette over the flask slowly would reduce the chances of it dripping out and altering the volume of solution. A small amount of the solution was also stuck at the tip of the nozzle after being emptied. By touching the tip to the side of the flask would help that tiny bit of solution flow out. If possible have the nozzle flat on the side of the flask, this would allow it to flow out smoothly. To avoid or reduce these significant errors, these solutions and improvements should be taken into consideration during future repetition of this experiment. The experiment overall was invalid. Though the values in data collection may have been to a 0.10cm3 difference, the final calculation of the percentage error, 16.87%à ¯Ã‚ ¿Ã‚ ½1.74%, was much greater than the desired 1% causing the experiment to be invalid.

Book report lord of the rings :: essays research papers

Vol. III - THE RETURN OF THE KINGS: Everyone except Frodo and Sam arrives at the kingdom of Gondor, and though the people of Gondor are amazed and frightened at first by the huge army of walking trees that accompany them, everyone smiles and accepts them when Gandalf and Aragorn reveal themselves. The brothers Denethor and Boromir, however, see that Aragorn brings knowledge from the North which will give their kingship over to Faramir, the true King, and so they secretly conspire against him. And so later on, when the forces of Mordor arrive to attack Gondor, they successfully plot to have Aragorn positioned so he must face the Witch-King in single combat. The battle is too much for Aragorn, and just as he is about to die he is saved by Eowyn, a woman of Rohan who loves him, and Merry, who slays the Witch-king in single combat by using ancient hobbit-magic and so reveals himself to be the lost Thain of the Shire. Even as the forces of Mordor retreat, they are swept into the Sea by great ships brought by Faramir, the tr ue Prince of Dol Amroth, from the hidden city of Osgiliath further up the Great River. Meanwhile Sam chases the tarantula back to the lair of Ungoliant, the Queen of Spiders, and after a tense argument about the nature of good and evil she finally reveals to Sam the cure for the spider's-venom which holds Frodo in thrall. Sam thanks Ungoliant for her mercy and wisdom and revives Frodo, and they set off into Mordor to find Gollum. "Oft help will come from the weak when the Wise are foolish," Gandalf once said, and sure enough all the spiders of Mordor are willing to help Frodo and Sam in their quest. Their course leads them to Mount Doom, where just as they arrive they find Gollum claiming the Ring for himself. The Dark Lord Sauron then becomes aware of them, and leaves the Dark Tower to come forth and destroy them; but just them Frodo and Sam rush Gollum and force him backwards into the Cracks of Doom. The Ring is destroyed, and without it Sauron is destroyed by the sunlight. Frodo and Sam leave the Mountain just in time to see the great armies of Aragorn and Faramir coming across the plains of Mordor to greet them. Boromir and Denethor are driven away from Gondor forever, but mercifully spared by King Faramir, and Aragorn is revealed to be the long-lost King of Arnor, the North-Kingdom of old.

Mustafa Kemal Ataturk: Motivations, Ideas, and Impact Essay

The most attractive feature of Mustafa Kemal Ataturk’s life, one admired both in Turkey and internationally, is how he embraced modern philosophical ideals and applied them to his own country despite tremendous resistance. The life of Ataturk, in a very real way, is symbolic of the ever-present conflicts that exist between traditional values and modern evolutionary approaches to social and political forms of organization. Although he is commonly referred to both popularly and in the academic literature as the Father of Modern Turkey, it is fair to extend this characterization by designating Ataturk as one of the founding fathers of all modernizing societies facing barriers imposed by those preferring more traditional forms of political and socioeconomic organization. His actions as the first president of the modern Turkish republic, to be sure, have been emulated by other leaders around the world seeking to create modern nation-states in order to compete with the technologically-superior countries commonly referred to as the West. Any understanding of Ataturk’s impact on Turkey, and within the context of international modernization struggles and conflicts in subsequent times, demands an understanding of his fundamental beliefs regarding modernization in Turkey, how he implemented these ideas in practice, and how he thereby came to symbolize the evolutionary pattern of societies and political systems in historically traditional societies. As an initial matter, in order to understand how Ataturk developed his political philosophy, it is necessary to understand that his thought was influenced by many sources. Specifically, he was battling against the traditional political theories of the crumbling Ottoman Empire while simultaneously struggling intellectually to determine how to create a new Turkish Republic using certain political approaches favored by the West. He spent a great deal of time in France and was deeply influenced, for example, by the French Jacobins and their belief in the development of a more secular state that was independent of the Catholic church; indeed, one scholar notes that Ataturk and the Young Turk group of which he was a part â€Å"concluded that, just as the Catholic Church was said by French liberals to pose a threat to the French Third Republic, so Islam presented a threat to modern Turkey† (Candar 88). The development of a secular state was thus the most important foundational element of Ataturk’s political philosophy. This would not be easy, however, because Islam was the dominant religious influence and it was a widely held conviction. More, as the Ottoman Empire was crumbling, many foreign countries invaded and Ataturk was compelled to unify and defend what would become modern Turkey against imperial invaders. He was therefore required to fight both an internal battle designed to create a unified modern nation-state while also fighting external enemies determined to make claim to lands the Ottoman Empire could no longer protect. Ataturk succeeded in both respects. The remarkable feat about unifying the people who would become and remain the modern Turkish republic is that â€Å"there was no such thing as a Turkish ethnicity. Turkish was, if anything, a language group. The Turkish-speaking warrior hordes that poured out of Central Asia beginning a thousand years ago were of mixed blood† (Fromkin 14). He thus created a national identity from an extraordinarily diverse group of tribes and people. This national identity, moreover, evolved in sharp contrast to the dominant Islamic identity which preceded Ataturk’s reign. On assuming power as Turkey’s first president, for instance, he made the decision to delegitimize the religious role of the sultan and to completely redesign the Turkish nation-state. His rationale for this substantial departure from the past was that â€Å"After assessing the failures of the empire, Ataturk believed that the decline could be attributed, in part, to the inability to compete with the West† (Vertigans 42). Borrowing from the West, he worked tirelessly to establish a modern bureaucratic system, to remove Islam from the political system, and to prepare Turkey to compete and develop with the stronger western powers using the same basic administrative and political institutions. While much of the modern Middle East struggles with radical Islam, and some countries have political systems dominated or deeply influenced by Islam, modern Turkey remains comparatively moderate in terms of the role that Islam plays in political life. This fact can be traced directly to Ataturk and is considered one of the most enduring aspects of his leadership. Indeed, â€Å"Instead of being neutral on the question of the religious practices and beliefs of its citizenry, the Kemalist state seeks to remove all manifestations of religion from the public sphere and put them under the strict control of the state† (Yavuz 60). Modern Turkey, in sum, is an advanced Islamic country, its political system controls and moderates Islam, and it is an ally of the United States and being considered for admission to many organizations comprising the European Union. All of this was accomplished despite internal opposition from traditionalists in a diverse land and from imperial aggression from abroad. In the final analysis, though Ataturk certainly used murder and oppression as political tools, he is in the bigger picture a figure to be admired because he unified a country, he created a new national identity, and he created a secular state in a region dominated by Islam. Ataturk serves as a model for transcending religious domination of political institutions and for demonstrating that national identity and national unity do not depend on an underlying ethnic purity. Modern countries struggling with the move from traditionalist systems to modernity would be well-advised to study the leadership practices and the political philosophy of Ataturk. Works Cited Candar, Cengiz. â€Å"Ataturk’s Ambiguous Legacy. † The Wilson Quarterly Autumn 2000: 88. Questia. Web. 2 June 2010. Fromkin, David. â€Å"Ataturk’s Creation. † New Criterion Apr. 2000: 14. Questia. Web. 2 June 2010. Vertigans, Stephen. Islamic Roots and Resurgence in Turkey : Understanding and Explaining the Muslim Resurgence /. Westport, CT: Praeger, 2003. Questia. Web. 2 June 2010. Yavuz, M. Hakan. â€Å"The Case of Turkey. † Daedalus 132. 3 (2003): 59+. Questia. Web. 2 June 2010.