Watchman. A spiritual discipline that guides christians lives Essay

Guard. A profound order that guides christians lives - Essay Example Today, most adherents get baffled as they attempt to look for the profound way experience. They end up not getting the most suitable way for this situation. This leads them into obscurity, waiting in the intersection during the time There is along these lines requirement for clear direction for the adherents to take the correct way. As indicated by Watchman (1998), each one of the individuals who go out to look for God with a legit heart move venture to step in the correct way. Each heathen moves from their situation to a bit by bit pace towards the right otherworldly life top. There are a few inquiries in regards to otherworldly life, which the adherents might want to appreciate in spite of the way that the appropriate responses are not given straightforwardly. Some hard issues including becoming aware of the voice of God just as understanding his will are a few issues that are not obviously given to each Christian.The significant issues concerning Christian life include: salvation, purification, denying oneself, recovery, absolution of the soul, the Essence of God filling and the force, supplication, association, book of scriptures study recognizable proof, extraordinary experience, supernatural occurrences, the acumen of valid and bogus talking, the feeling, the soulish life, talking in tongues, the still, small voice, Gods disclosure, otherworldly work, Satan's war charge and the restoration of the mind.According to Watchman (1998) binds to focus on God practically all the time would not be a potential action. However, a closer connection with God can be accomplished by taking some time each day to peruse the good book, converse with God and subsequently consider Him. In this methodology God would convey in an incredible wave which makes the Christians to have a sentiment of God's adoration and different occasions tested by the methodology they should open up sacred texts. Along these lines the Christians would put generous time into their relationship with God in this manner gets back a responding relationship of affection with Him. Developing profoundly in otherworldly world requests putting aside calm occasions with God that has no interferences just as interruptions thus tuning their ears to hear the God's voice. Gatekeeper (1998) demonstrates that the otherworldly states of Christians are normally differing as their level of profound life. Each adherent's profound experience has some secret. So as to be driven by the master into a more profound otherworldly life, the Christian devotee needs to get a sample of the blueprint of that degree of otherworldly life before truly getting into it. On experiencing a specific degree of otherworldliness, most devotees accept that they have gotten into that level. In any case, in the genuine sense, this is simply however the start of crafted by the ruler driving them into such issues. This suggests a devotee experiencing a specific level doesn't really mean completely going into that level. Guard (1998) further attests that seeing God's light methods getting the information on ourselves and along these lines not losing our broadness in the Lord else one will be in their own musings just as sentiments. Including in such self-sentiments would thwart one from increasing one's self in the Lord. Otherworldly self-investigation and reluctance are normally hurtful to the adherents' profound life. Along these lines realizing the vital otherworldly direction calls for unwavering comprehension of the correct way and profound lessons by the ruler would assist one with having a superior individual relationship with God. It is very imperative to comprehend just as recollect God's method of reclamation. His definitive objective is to have all devotees conveyed by means of another life that offers adherents the hour of recovery from our characteristic things (nature), otherworldly things and sin; all these three includes the

Public admin as an art or science free essay sample

I think open organization is a science since it includes the investigation of government dynamic and strategies, which can assist with delivering more arrangements. Science is likewise characterized as the investigation of something or the quest for information on open organization. http://en. wikipedia. organization/wiki/Public_administration has more subtleties on open organization. Open organization isn't a science or a craftsmanship. Open organization is known as a specialty for some reasons. It isn't science on the grounds that there isnt an altogether right method of doing it, there are no conditions that will establish productivity or viability without a doubt. Science is about realities, The Study of Administration Woodrow Wilson November 1, 1886 An Essay I guess that no down to earth science is ever contemplated where there is no compelling reason to know it. The very actuality, consequently, that the famously pragmatic study of organization is discovering its way into school courses in this nation would Top of Form Bottom of Form MSGManagement Basics At a first look it appears to be simpler to acknowledge open organization as a workmanship. We will compose a custom exposition test on Open administrator as a workmanship or science or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page It is only the organization of Government issues and for most part it doesn't observe the laws of Science like nonattendance of regulating esteem, consistency of conduct and all inclusive application. Things being what they are, does that mean we can't show it into a good classification of logical subjects? There are numerous creators who savagely protected it and contended that open organization as a territory of study is in fact a Science. The most punctual of them was Lorenz von Stein a 1855, a German teacher from Vienna who said that open organization is an incorporated Science and survey it similarly as authoritative laws was a prohibitive definition. In present day times, classifying open organization as Science discovered kindness with many, the most significant one being the dad of American open organization, President Woodrow Wilson. We will peruse progressively about the Wilsonian perspective on open organization in the following article, anyway he chiefly underscored that the target of regulatory examination is to find what government can appropriately and effectively do and how it can do those things with most extreme effectiveness with least conceivable expense of cash or vitality. After Wilson another significant contention originated from Frederick Taylor who composed a book called The Principles of Scientific Management (1911) in which he proposed to find one most ideal method of getting things done/activity and consequently save money on cost on schedule and vitality. Luther Gulick and L Urvick all things considered distributed, Papers on the Science of Administration which reaffirmed its status as a Science. W F Willoughby expressed that open organization like Science has certain key standards which can be commonly applied and in this way it is a Science. Nonetheless, there still stay certain angles to be set up before open organization can be really and in genuine terms, be delegated a Science. The spots of regulating esteems in open organization ought to be plainly characterized. More endeavors ought to be placed in to understanding the human instinct and elements at play in open organization. Ultimately, the standards of open organization ought to get references from over the universes, societies, sort of states and so on to make them progressively all inclusive and liberated from social, strict and political predispositions. The coming of the advanced government assistance state itself has included, to the changing way to deal with open organization. The sort of exercises and circle of works have never been progressively changed and dynamic and there has been an at no other time enthusiasm for really improving the productivity of the legislature. Topic specialists like Frederick Taylor have opened approaches to investigation, experimentation, perception, assortment of information and examination dependent on which standards and laws can be made. There are expanding number of writers like Metcalfe, Fayol, Emerson, Follett, Mooney, and all the more as of late Drucker and so forth who have composed regarding the matters of organization. Truth be told Drucker composed a book called â€Å"The Age of Discontinuity† and one of the parts of the book called The Sickness of Government turned into the premise of the New Public Management hypothesis mainstream in 1980s which underscored the market arranged administration of the open segment. Thus, one can securely say that with the changing occasions and an ever increasing number of studies did in the field of sociologies, organization and human relations, the subject of open organization can no longer take the safe house of craftsmanship and would need to develop more grounded with important and basic standards like that of Science. I think open organization is a science since it includes the investigation of government dynamic and strategies, which can assist with creating more approaches. Science is additionally characterized as the investigation of something or the quest for information on open organization (myschoolcomm answer) Hassan Raza Lyndall Urwick (1891-1983) was a British armed force official turned scholar and advisor whose work incorporated the thoughts of logical administration with the thoughts of old style association hypothesis. Luther Gulick (1892-1970) served on President Franklin D. Roosevelts Committee on Administrative Management during the 1930s, and his significant advantages were political theory and open assistance. Urwick and Gulick altered a 1937 distribution titled Papers on the Science of Administration, Kelly Gathered these Facts Email Since the soonest long periods of bureaucratic framework, governments have utilized people on a progressive premise to do the various capacities related with taxpayer driven organizations and the usage of strategy in open life. These people are known as local officials, and the foundation to which they have a place is called open organization. Local officials, or open chairmen, have customarily been either recruited or selected, however not chose. Open chairmen are liable for completing the capacities which result from and are specified by officials at the official, administrative and legal degrees of government. To this degree, government executives incorporate government clergymen, law authorization work force, metropolitan directors and monetary investigators and specialists. These people work in government at all levels from bureaucratic to state to civil and speak to the progressive way by which open force is assigned as a way to guarantee the viability of open approach just as the productive dissemination of its advantages to those represented. As an order, open organization went to the fore in the late 1800s when scholastics including Woodrow Wilson, at that point a teacher at Wesleyan University before his climb to the U. S. administration, proposed a model of government organization that firmly followed huge organizations and partnerships as far as framework and cost adequacy. Up to this time in the late 1800s, jobs in government were accessible not really based on fitness or ability, but instead by ideals of associations, informal exchange and nepotism. The developing model of open organization empowered more noteworthy reasonableness of chance to take an interest in open organization using composed common assistance assessments. These tests would demonstrate an individual’s comprehension of the bureaucratic framework just as the hypothetical bases of open strategy usage, open account and the degree of the authority of an open administrator’s job. Such measures were first started by the Pendleton Act of 1883, necessitating that contender for jobs in the national government experience testing as an essential for being employed. In 1978, the Civil Service Reform Act found a way to guarantee decency of chance and reasonable treatment for competitors just as those presently utilized as open overseers at the government level. Between the 1880s and the mid 1900s, open organization created in the scholarly community as an interdisciplinary way to deal with the viability of open approach between the bureaucratic framework and the populace it is intended to serve. As an order, open organization further looks to change the current bureaucratic framework so it might all the more adequately adjust to the public’s evolving needs. Various schools and colleges currently offer undergrad and graduate-level qualification programs in open organization, incorporating such subjects as history, financial matters, open fund, political theory and humanism. These segment parts represent the huge number of points of view required for successfully executing open arrangement. The informed open head sees how their job varies from that of a lawmaker, the qualification among open and private undertakings and the advantages of superimposing business basics on the administration of a bureaucratic structure. The topic of whether open organization ought to be delegated a workmanship or a science has been the subject of much theory regarding its multidimensional methodology. Many accept that the successful execution of open arrangement where keeping up great relations with people in general is concerned is, all by itself, a workmanship. In any case, the job of open organization as both a calling and as a scholarly control deserving of quantifiable assessment and audit orders it unequivocally as a science. See more at: http://www. thefreeresource. com/is-open organization a-science-or-an-art#sthash. 9MGc5vtM. dpuf which remembered articles for association hypothesis and open organization. Gulick detached the duties of the CEO and specified them as per the abbreviation POSDCORB, which represents arranging, sorting out, staffing, coordinating, planning, detailing, and planning. One of his primary concerns was t

Book Recommendations for Television Characters House of Cards

Book Recommendations for Television Characters House of Cards A while ago I did book recs for the characters of New Girl and Girls. I do believe there are more television characters in need of book recs. Bang a drum, lets get them some. Bringing back this feature with a recent favorite, Netflixs House of Cards Francis Underwood Representative Frank Underwood is the House Majority Whip whom the President of the United States passed over for the position of Secretary of State. Now Underwood is out for blood. He talks like Foghorn Leghorn and maneuvers around the political world like the shark in Jaws.  Awesome I, Claudius by Robert Graves and Augustus by John Williams Not that the House Majority Whip has much time to read for fun (though he seems to slot in playing video games and using his gym rowing machine just fine), but if he were going to pick up a for-fun book, I think hed pick up one of these novels that explore the glory and depravity of ancient Rome and the complications and corruption of her political climate. Underwood is more of a Claudius than an Augustus, to be sure. Still I feel like Underwood would deeply identify with the world of Roman politics and the sacrifices both protagonists make to claw their way to the top. _________________________ Clair Underwood Underwoods wife and the woman behind Clean Water Initiative, a non-profit that is constantly getting mixed up in her husbands political machinations. As formidable as her husband Clair is Skynet Terminator in a shift dress. We discover eventually that has a heart and has a long-standing thing for a New York photographer. But shes also scary. Shes always scary. The Wife by Meg Wolitzer I was a little bit dying to put Gone Girl  as Clairs book, because I feel like she would read through Nick and Amys marriage, turn to the last page, look up, shrug her shoulders and go So? Clair was forged in the fires of Mount Doom. No, but for real, Im going to give Clair  The Wife. A razor-sharp novel about a famous painter and the women he leaves behind when he dies, I feel like Clair would deeply relate to the protagonist Joan Castleman, a woman whose role in her marriage and her husbands career is never understood by the world at large. _________________________ Peter Russo Poor Peter Russo. A US Democratic Representative from Pennsylvanias First Congressional District, Russo is forced to do Frank Underwoods bidding under the threat of having his struggles with addiction exposed to the public. Peter is also the cutest cueball head alive, he makes bald look so baller.   The Good House by Ann Leary As much as Im dying to give Russo an addiction memoir, I actually havent read many, so Im going to give him an addiction novel. The Good House  follows a New England real estate agent who is in the deepest denial about her alcoholism. Russo needs to read and recognize, son.   _________________________ Zoe Barnes Zoe is a low-level D.C. journo who skyrockets to the stratosphere when she starts getting her dirt from Frank Underwood. Shes young and hungry and she does not realize what she is sacrificing to rise until it is too late. The Lifespan of a Fact by John DAgata and Jim Fingal Zoe would deeply appreciate this innovative work of non-fiction, which explores the seven years of back and forth emails between DAgata, an essayist, and Fingal, the fact-checker assigned to check DAgatas essay for publication in The Believer. A probing examination of the boundaries of literary non-fiction. _________________________ Sign up for our newsletter to have the best of Book Riot delivered straight to your inbox every two weeks. No spam. We promise. To keep up with Book Riot on a daily basis, follow us on Twitter or like us on Facebook. So much bookish goodnessall day, every day.

Ernst Fritz Schumacher A Study Of Economics As If People...

Ernst Fritz Schumacher was a British economist, born in Germany, who lived and worked during the middle of the 20th century. His work includes the development of full-employment policies during World War 2 and the planning of Britain’s post-war welfare state. He advised Britain’s nationalized coal industry for 20 years and in 1955 he was sent as an economic adviser to Burma with the aim of raising the living standards in the country. His life experiences motivated him to write Small is Beautiful: A Study of Economics as if People Mattered, a collection of essays that discuss the problems with the Western economic model and provide an alternative one which, as suggested by the title, would focus on the welfare of the ‘small’ person rather†¦show more content†¦Small is Beautiful is structured in four parts that discuss different issues of economics with an overall theme that the current system in Western nations is not sustainable and there are many ways through which it can be improved. The topic about income and capital is introduced that describes the modern world as one that is ruining itself. The problem lies in the extensive use of natural resources and treating them as income, something that people do not have to pay for and are not concerned with it. It is argued that nature is actually a capital item which must be paid for. People should understand that and start treating it as such when using resources for production as currently in the process of economic growth, the Earth and masses of people are depleted. In that sense, it is discussed what make something economic. Developed nation’s opinion on that matter is that an economic event is one that generates profit. This view of economics disregards joys in life and creates a sense that people are only working for materialistic reasons. Labour is considered as a sacrifice people have to make and are compensated for that in the form of wages. Schumacher’s view on that matter can be described through the idea of Buddhist Economics. This concept presents a metaphysical approach where people work together in order to provide benefits to the society, the function of which is to develop each individual’s

Essay about The Salem Witch Trials - 2167 Words

A real fear feels like death, but less satisfying. These fears enthralled the minds of the naive and frightened during the most dangerous time to be alive in New England, The Salem witch trials. The fire inside the Salem Trials needs a fuel, fed to it from the spoon of the stupid, will grown until it burns everything in sight. Who knew a mere lack of knowledge could get 20 people killed and drag Puritan society through hell. Highly religious peoples had a large role in fueling the hysteria that occurred during the trials. The fear from being attacked during the Indian war also had a played a big role in why the Witch Trials kept going strong for so long. The Salem witch trials, fueled by fear and influenced by hardship of Puritan life and†¦show more content†¦The stigma surrounding witchcraft and supernatural entities has only escalated since the founding of the colonies. One of the main causes of the hysteria surrounding the trials was the hardship of Puritan life in New England. Many colonial people were struggling to survive in the ridgid New England wilderness. They were forced to cooperate with one another to solidify their weak community and were forced to interact with people they didnt necessarily like. They were exposed to constant tension and fear of starvation which caused them them to lash out at their neighbors. Weak communities cracked under pressure and caused distance between citizens. Internal squabbling, particularly about matters of faith and worship, split many Puritans into ever smaller and more remote communities with their own concepts about carrying out the true mission of God. These small settlements were susceptible to disease and many other dreadful things the wilderness had to offer. They were focused solely on survival. Women also had very little authoritative role in the colonies which is why they didn’t stop as ea rly as they could have. Women in colonial British America were called to live up to conflicting and contradictory cultural ideals: all women were to be submissive to patriarchal authority, and yet many were also expected to exercise their authority as competent household managers. Women had almost no authority in law making or pursuing, soShow MoreRelatedSalem Witch Trials And The Witch Trial1494 Words   |  6 PagesFirst of all, I wanted to talk about what Salem Witch Trial is and who are the persons involve in this event. Salem Witch Trials, according to Encyclopedia Britannica is â€Å"A series of investigations and persecutions that caused 19 convicted â€Å"witches† to be hanged and many other many suspects to be imprisoned in Salem Village in the Massachusetts Bay Colony.† There are many people involve in Salem Witch Trials and I’ll be going to describe their role in this event, followed by the different case studiesRead MoreSalem Witch Trials And The Wi tch Trial Essay2225 Words   |  9 Pagesaccused of witchcraft in Salem Village, Massachusetts, many more died in jail, and around 200 people total were accused of witchcraft during the Salem Witch Trials. Records from the event indicate that the Salem Witch Trials started when a group of young girls began acting strange, claiming they had been possessed by the Devil and bewitched by local villagers. The Salem Witch Trials is a much debated event; historians argue over the motivation and causes behind the trials and executions, not overRead MoreThe Trial Of The Salem Witch Trials905 Words   |  4 PagesI. Introduction In January 1692, when a group of juvenile girls began to display bizarre behavior, the tight-knit Puritan community of Salem, Massachusetts couldn’t explain the unusual afflictions and came to a conclusion. Witches had invaded Salem. This was the beginning of a period of mass hysteria known as The Salem Witch Trials. Hundreds of people were falsely accused of witchcraft and many paid the ultimate price of death. Nineteen people were hung, one was pressed to death, and as many asRead MoreThe Salem Witch Trials691 Words   |  3 Pageswere the Salem Witch Trials? The Trials happened in 1692 in Puritan Massachusetts, in a town called Salem. Nineteen men and women were hanged on grounds of practicing dark magic and making a pact with Satan (in other words, for being witches). Hundreds of people were imprisoned; several died there. Additionally, one man (of over seventy years!) was crushed to death with heavy stones and the lives of many were irrevocably changed. (Salem Witch Museum) IQ #2- How and why did the Salem WitchRead MoreThe Salem Witch Trials1202 Words   |  5 PagesThe Salem Witch Trials were a prime part of American history during the early 17th century. During this time, religion was the prime focus and way of life within colonies. This was especially true for the Puritan way of life. Puritans first came to America in hopes of practicing Christianity their own way, to the purest form. The Puritans were fundamentalists who believed every word transcribed in the Bible by God was to be followed exactly for what it was. The idea of the devil controlling a womanRead MoreThe Trials Of The Salem Witch Trials1866 Words   |  8 Pagessurrounding the cause of the Salem Witch Trials 1692 makes the topic captivating as many historian perspectives offer explanations for the causation of the trials, yet the personal context of each historian has determined its historic reliability. This questions the level of objectivity each historian has in their responses to the Trials. The aims and purposes of a historian, as well as their differing methodologies may alter the approach the have towards the investigation of the Trials. Many interpretationsRead MoreThe Trials Of Salem Witch Trials Essay1267 Words   |  6 PagesThe notorious witch trials in Salem began in Spring of 1692. This started after a young group of girls in Salem Village, Massachusetts, professed they were possessed by the devil. These young girls even went as far as accusing some local women of practicing witchcraft. As a frenzy spreaded throughout colonial Massachusetts, a specific court was summoned to hear cases. Bridget Bishop was the first convicted witch and she was hung in that June following her trial. Eighteen other people followed BishopRead MoreThe Trials Of Salem Witch Trials1069 Words   |  5 PagesEven though the Salem witch trials were made to seem formal, they were actually subjective and not based on fact. Since there were multiple people being accused of witchcraft, the trials were short and quick to sentence. The witch trials lasted less than a year. The first arrests were made on March 1, 1692, and the final hanging day was September 22, 1692. The Court of Oyer and Terminer was dissolved in October of 1692. The Salem Witch Trials occurred in the spring of 1692, when a groupRead MoreThe Trials Of The Salem Witch Trials1635 Words   |  7 Pagesovercome was the Salem Witch Trials. The Salem Witch Trials occurred in 1692 and 1693 in colonial Massachusetts. â€Å"More than 200 people were accused of practicing witchcraft – the Devil’s magic – and 20 were executed† as detailed by Jess Blumberg on the web article A Brief History of the Salem Witch Trials (Blumberg 2007). The trials had a major impact on the American society and the effects could be seen in colonial America as well as today. Why did the injustice of the Salam Witch Trials occur and whyRead MoreSalem Witch Trials And Trials1320 Words   |  6 PagesSalem Witch Trials was a series of hearings and prosecutions of people accused of witchcraft in the Salem Village of the 17th century New England. The trials caused executions of many people but mostly women. Salem Witch Trials exposed the different roles men and women were supposed to play during the seventeenth century. Women were supposed to take on â€Å"wifely duties† such as, be mothers and housewives. Women were thought to follow the men. The trials also revealed that there were strict religious

Creativity and Creative Learning in Young Children Free Essays

string(79) " a range of different opportunities for them to develop their physical skills\." CYPOP4 Promote Young Children’s physical activity and movement skills 1. 1 Physical activity is an essential component in children’s overall health and well being. Unfortunately some children are not as active as they should be to prevent harmful harmful short term and long term effects on their health. We will write a custom essay sample on Creativity and Creative Learning in Young Children or any similar topic only for you Order Now * Short term health Physical activity helps children to build muscle, develops the skeletal frame, develops the heart and lung function and also helps prevent obesity. Children who are active are likely to sleep better and longer and are less likely to develop infections such as colds and flu. * Long term health Physical activity in young children not only supports health in the short term but can also give children a positive attitude towards sport, playing outdoors and walking. It is important to start when the children are young as when they are older they lose interest in activity. If children are not sufficiently active they are more likely to become overweight or obese, this in turn is linked with serious diseases such as type 2 diabetes, heart disease and cancers. For girls, there is also the increased risk of developing osteoporosis later in life if they don’t take physical exercise. * Well being As well as providing short and long term benefits, physical activity is also important for children’s overall well being. If physical activity is taken outdoors, children will benefit from fresh air and a feeling of being in a free environment. Children can benefit emotionally and socially as they learn new skills and develop confidence playing with others The current guidelines for physical activity suggest that children should get a minimum of one hour a day. This can be through walking, play or structured activities. 1. 2 In order to achieve the physical skills required a mixture of movement skills need to be acquired in the right order. They include the following; * Hand – eye coordination Many activities require the hand and eye to work together. For example throwing a ball requires the brain to send the correct signal from the eyes to the hands to create the correct movements. * Foot-eye coordination Children have to learn to guide their feet. Kicking a ball or climbing stairs require this type of coordination * Balance Balance is a complicated skill. Although most of us take it for granted, the ability to balance is a skill that develops with age. These skills form and develop as part of the central nervous system in babies and young children. The Central nervous system is responsible for sending out signals from the brain to the rest of our body. Information is constantly collected from our body’s senses. The whole process is surprisingly quick allowing the body to take action against possible dangers. In babies and young children the central nervous system has to develop and mature. At first babies have to rely on the natural reflections they are born with until the central nervous system learns how to control their responses. The rate at which babies and children gain control over their bodies varies enormously. There are three key principles that underpin the gaining of this control; 1. Development follows a definite sequence Movements and control develop in a specific sequence which means babies cannot learn to walk before they can sit unsupported 2. Development starts with control of head movements and develops downwards and outwards Babies gain control over their head and top of their spine before the rest of the body. 3. Development starts with uncontrolled gross motor movements before becoming precise and refined Babies gain control over their arms before their hands and fingers. This is important to know before trying to teach a child to write. They will need to start with large letter types before learning to write letters in the correct size and form. We use our physical skills every day. The development of children’s skills gives them independence, over time they no longer need our help to feed them or get them dressed or move from one place to the next. This gives them confidence to learn because they are exploring. Children also use their new found skills to play together and play more challenging games. Physical skills also link to other aspects of children’s overall development. These are; * Emotional Development Builds children’s confidence. When they can do things for themselves they are more likely to gain confidence. They can do things how and when they want . They can also use physical skills to express themselves like paint, draw and dance. * Language Development Language develops when there are things to talk about. This is easier when children can do things themselves to explore and see things. It gives them a reason to talk. * Social Development Play with babies is active rather than language based. Children can join in when they have learned and developed their physical skills. Cognitive Development Most of children’s learning is linked to practical activities. This requires movement skills. There are links between early physical movements and brain development. 2. 3 Natural outdoor environments include, fields, woodland, moors and beaches. For children they are a wonderful playground which change with each visit according to the chan ges in the weather and the season . Children should have access to these kind of environments so they can learn about nature. These kinds of environments encourage children to learn and practise new skills such as climbing up a tree or over a wall or fence. They may also enjoy running on the sand, making footprints and pictures in it. Natural environments may also be challenging for the children as the terrain will be different. It may be uneven to walk on. There may be pools for them to jump in or avoid and things to jump over. All these encourage confidence and better coordination. 3. 1 Although many children are naturally active it is important to think about creating a range of different opportunities for them to develop their physical skills. You read "Creativity and Creative Learning in Young Children" in category "Essay examples" Planning their development is important. Observation is key to planning for young children. It needs to be the starting point so we can establish what the children enjoy doing and ensure we are planning opportunities appropriate to their development. Planning appropriately for children involves the following; * Time You need to plan sufficient time for the children’s activities. Some children learn at a slower pace so you need to allow for each individual to get enjoyment from the physical activity, while they are developing their new skills. * Balance of child initiated and adult initiated opportunities It is a requirement of the Early Years Foundation Stage that you allow enough opportunities of each during play activities. It is important as children need time to discover new skills for themselves and play in ways that interest them. * Interest Children need to be motivated in order to practise and develop their skills. It is important to look at what each child is interested in and develop from that so they are encouraged to learn and develop . Play is key for children’s development and learning so planning should be around their interests and how we can incorporate physical activity into this. * Developmentally appropriate Activities should be developmentally appropriate. So when planning you must allow for the fact some children have disabilities and special needs. Ensure you seek the correct guidance and support to enable all children to develop through physical activity. * Range of skills and movement It is important that all physical activities allow children to experience and practice a range of skills and movements. * Planning for non mobile babies Babies who are not yet mobile still need opportunities for physical activities. This might include a baby gym to encourage the baby to move their arms and legs, or grasping and shaking a rattle. Babies also need time lying on their front to encourage muscle development for when they learn to crawl. It is important to place objects where babies can reach and grab so they don’t become frustrated. We should also get on the floor and interact and play with the babies. In addition our plans also need to include actions we do ourselves which help babies enjoy movement. These include rocking, swinging, being held up high and bouncing. All these give babies a different view of the world and aid spatial awareness and rhythm. * Planning for toddlers Toddlers enjoy exploring and practising their new found skills. They will need opportunities to walk and climb. Some resources toddlers will require to aid development are; * Books * Shape sorters * Sensory equipment such as water, sand and dough * Rocking horses * Sit and ride toys * Slides * Balls * Pushchairs * Planning for 3-5 year olds Most children this age will have fairly good coordination but they will need help developing their fine motor skills. They will also need varied support with their movement skills, which should be incorporated into their play whenever possible. Some adult led activities can be used to ensure that all children develop and range of movements and skills. Some equipment 3-5 year olds will need are; * Puzzles * Construction toys * Sand and water play * Dressing up and role play toys * Small world play * Climbing frames * Slide * Tricycles and scooters * Balls, hoops and cones * Fabrics * Pushchairs 3. 2 Once you have identified opportunities that will promote physical activity in the children you need to incorporate them into your plan. Your plan must; * Meet the individual movement skills needs of the children * Include activities that promote competence in movement skills * Encourage physical play To ensure these points are covered your plan should be based on observations you have carried out on the children. You may show in your plan, details of equipment, specific adult initiated and child initiated activities. The Early Years Foundation also states you show how each child is planned for. It is also good practice to include the child’s ideas when planning activities. They may have preferences to what activity or equipment they would like to use. You need to watch children carefully when implementing planned activities. Their reactions will let you know whether it is developmentally appropriate for them or not. They will also let you know if they find it interesting and sufficiently challenging for them. You should be ready to change, adapt or even abandon the activity if necessary. Being flexible and ready to change your plan according to the needs and interests of the children is essential. Children can be very creative and they may well change or adapt your planned activity to suit them. Some children are more confident than others and may find movement skills easier or be more confident taking risks. Other children will be hesitant and will need encouragement to go that step further. 4. 1 It is important to include physical activity into daily routines in order for children to gain skills and build stamina. Getting children used to physical activity as part of their every day lives will help them later on in life. It is also good practice for their independence. Working with parents so they are keeping the children active at home also helps. Children should also have outdoor play each day so they get used to the outside environment. Sources of physical activity in every day routines are; * Washing and drying up * Sweeping the floor and outdoor area * Pouring their own drinks * Preparing snacks * Walking up and down stairs * Tidying up * Dressing and undressing * Wiping tables * Hanging up coats * Walking to and from the setting In my setting we walk to school and back in the morning and afternoon. The children take off their coats and those that can reach hang them up. They take off their shoes and put them together. We have music time each day where the children can play the instruments and dance to the music and we go to the park or visit the local green where there are lots of trees and paths to walk on and there is a woodland area where we look for different animals, insects and birds. 5. 1 It is important for us to be aware of how effective our provision and practice is in supporting children’s physical activity. To be able to assess the effectiveness in your setting you should consider the following; * Observe and assess children’s participation and developmental progress Look at the children and observe them over a number of weeks. Consider how interested they have been in opportunities of physical activity and if they have made progress. * Gain direct feedback from children Children’s reactions can be verbal or non verbal. They may tell us if they have enjoyed an activity or not. Children who cannot speak will let you know with body language and expression. A child who has enjoyed an activity may become excited at seeing a photo of them doing the activity. In my setting I have a photo album which the children can access themselves to look at. I also get it from time to time and we look at the pictures together. Gain feedback from parents, colleagues and others Other people can see more objectively and give their thoughts about our settings and provisions. Parents also experience seeing their children in other situations and may be able to guide us on sufficiently challenging activities. In my setting I have daily chats with parents, I also have a facebook page they can look at and I provide regular pare nt surveys to get feedback from them. 5. 2 Feedback and information you gain should be used to identify areas for future development. In some settings this may mean altering the physical environment while others may need to change the types of activities and play opportunities. 5. 3 It is important to reflect on your own practice in order to make any improvements necessary. Some questions you could ask yourself are; * Do you act as a good role model? * Do you join in physical activities? * Do you observe children’s physical skills regularly? * How aware are you of the children’s expected development? * How do you adapt activities and play opportunities to meet the individual needs oof the children? How do you ensure both boys and girls enjoy physical activity? * How do you plan activities to ensure the children are engaged in a range of movement skills? * How do you ensure that there is sufficient challenge for the children? * How often are children able to play in a natural outdoor environment? Being honest with yourself is key to ensuring you are meeting the children’s developmental requireme nts. It’s no good thinking you do that or being pretty sure you are good at this. You have to be sure bin order to provide the best for your children. How to cite Creativity and Creative Learning in Young Children, Essay examples

Methods Of Domination Essays - Structure, Discrimination, Behavior

Methods Of Domination Methods of Domination Power and domination are the driving forces in society. Throughout history, there have always been those in power and those that are dominated. Many tactics have been used to keep this cycle of domination in tact. Two of these tactics are described in Erika Apfelbaum's Relations of Domination and Movements for Liberation: An Analysis of Power between Groups. Through the descriptions of these methods of domination, the correlation between the methods of domination and the effect it makes on the subordinated is shown. One method described in Apfelbaum's analysis is that of grouping. In grouping individuals together, the dominator separates himself from those he wants to dominate by some physical attribute, real or imaginary to distinguish itself. power can be maximally exercised when there exists two disparate groups that have been differentiated to the point of a clear distinction between ?us' and ?them'.? (Apfelbaum 197) In finding a difference the dominating group can mark the subordinates as lower because they possess the said ?defect.? An example of this is shown in Ronald Takaki's Iron Cages. The enslaved blacks were grouped together by their dark complexions. One American, Dr. Benjamin Rush, further distinguished blacks as not only savage in their lifestyles but came to the conclusion that blacks suffered from a form of leprosy. Dr. Rush offered ?observations' intended to ?prove' that the ?color' and ?figure' of Negroes were derived from a ?modification' of leprosy.? (Takaki 30) The traits found in blacks such as the ?big lip,? ?flat nose,? and ?woolly? hair were all a part of his ?diagnosis? for their difference from that of their white ?superiors.? After hundreds of years of domination, blacks found a way to counteract the negative impact of white subjugation. As stated by Bell Hooks in Black Looks Race and Representation., blacks need to learn to cherish their blackness, and their other distinguishing figures. ?Cone calls upon whites, blacks and all other non-black groups to stand against white supremacy by choosing to value, indeed to love, blackness.? (Hooks11) By embracing their difference and relishing in it, blacks can try to over turn the vicious cycle of domination. One example of embracing ?blackness? is that during the 1960s and 1970s or even during the Reconstruction period, ?black pride? took the place of black or self -hatred. By reclaiming their views about their own beauty, blacks began the bitter struggle to gain victory over oppression. Another tactic of domination is degrouping. Apfelbaum describes degrouping as stripping the ?grouped? subordinates of their identity and anything else that provided some sort of link to one another. ?the to-be-subordinated group is plunders of its self-identity and becomes less and less able to fulfill, for the individual member, the important role of providing ?the ground on which he stands, which gives or denies him social status, gives or denies him security and help'?Paradoxically, then, the marked collectively, at the same time that it is becoming an excluded group, is having its group essence destroyed-that is, it is in the process of being degrouped.? (Apfelbaum198) By destroying the common bonds shared by the subordinate groups, the dominators keep the dominated separate from one another, thus hindering any uprisings that would lead to a disruption of the cycle of domination. Another way to ?degroup? a group is by isolating each member from another. Apfelbaum states an increasing isolation of members of the group from one another, as if partitions had come between them, blocking more and more of those communications relevant to, and functional for, the group's autonomous life.? (Apfelbaum200) By alienating the members, the dominating group disposes of the interdependency within the group, leaving the subordinates to depend on their superiors. One example of a group that has been ?degrouped? as a form of domination is that of women. Apfelbaum states that women would constitute a collectivity that is completely degrouped.? (Apfelbaum200) Women have been alienated from each other for hundreds of years. Audre Lorde shows in her piece, The Master's Tools Will Never Dismantle the Master's House, how women are degrouped. there was no examination of mutuality between women, no systems of shared support, no interdependence (Lorde 98) As long as women have no connections with each other, they cannot change

Hk History Essay

Hk History Essay Hk History Essay For a long time, the closed door policy of Qing dynasty isolated China from all the western countries. The missionaries also had the fear of going to China until 19th century. Inevitably, the first Opium War broke out. As a result, China was forced to sign the Treaty of Nanjing, which stated that Hong Kong was ceded to the United Kingdom and China had to open to the foreign trade. With missionaries coming, the Christian education was in a process of gradual development. In the beginning, the missionaries had the aim of training local missionary and spreading their ideas through natives. However, there still were some reasons which made them to hesitate. (1) They had no direct responsibility for education and they were not the proper men. (2) The supreme purpose of education was to cultivate talent, impart knowledge and promote the development of science, which did not satisfy the gospel of preach. (3) Related to money issue, the money they received from Church was supposed to be used directly in missionary work rather than educational work. (Peter, 2009, p. 44) In order to eliminate these kinds of concern, a missionary conference was held in Shanghai in 1890. According to records, Calvin Mateer proclaimed that â€Å"mission school were for evangelization†, â€Å"education was the means and tools for evangelism†. (Peter, 2009, p. 44) By more people doing so, the missionaries gradually accepted a truth that the more education the natives received, the friendlier they were to western preachers. Consequently, the missionary education turned out to enjoy a boom in Hong Kong. As time goes by, trying to achieve a better result of missionary work, missionaries enlarged the range of school subjects. â€Å"The Burton Commission Report of 1922 gave a new directive to Christian colleges, namely to be more efficient, more Christian and more Chinese.† (Peter, 2009, p. 45) As Peter states, the Christian education benefited thousands of people, enabling them to obtain advanced ideas and creative knowledge. Nevertheless, during the Anti-Japanese War, the social and national reasons became the barriers to the development of

Where the Red Fern Grows Quotes

'Where the Red Fern Grows' Quotes Where the Red Fern Grows is a famous work by Wilson Rawls. The novel is a coming of age story. It follows the protagonist Billy as he saves up for and trains two coonhounds. They have many adventures while hunting in the Ozarks. The book is however probably best known for its tragic ending. Quotes from the Novel Its strange indeed how memories can lie dormant in a mans mind for so many years. Yet those memories can be awakened and brought forth fresh and new, just by something youve seen, or something youve heard, or the sight of an old familiar face.- Wilson Rawls, Where the Red Fern Grows, Ch. 1 Lying back in the soft hay, I folded my hands behind my head, closed my eyes, and let my mind wander back over the two long years. I thought of the fishermen, the blackberry patches, and the huckleberry hills. I thought of the prayer I had said when I asked God to help me get two hound pups. I knew He had surely helped, for He had given me the heart, courage, and determination.- Wilson Rawls, Where the Red Fern Grows, Ch. 3 I wanted so much to step over and pick them up. Several times I tried to move my feet, but they seemed to be nailed to the floor. I knew the pups were mine, all mine, yet I couldnt move. My heart started aching like a drunk grasshopper. I tried to swallow and couldnt. My Adams apple wouldnt work. One pup started my way. I held my breath. On he came until I felt a scratchy little foot on mine. The other pup followed. A warm puppy tongue caressed my sore foot. I heard the station master say, They already know you. I knelt down and gathered them in my arms. I buried my face between their wiggling bodies and cried.- Wilson Rawls, Where the Red Fern Grows, Ch. 5 I had a time with this part of their training, but my persistence had no bounds.- Wilson Rawls, Where the Red Fern Grows, Ch. 7 Although they couldnt talk in my terms, they had a language of their own that was easy to understand. Sometimes I would see the answer in their eyes, and again it would be in the friendly wagging of their tails. Other times I could hear the answer in a low whine or feel it in the soft caress of a warm flicking tongue. In some way, they would always answer.- Wilson Rawls, Where the Red Fern Grows, Ch. 7 I thought about that, Papa, I said, but I made a bargain with my dogs. I told them that if they would put one in a tree, Id do the rest. Well, they fulfilled their part of the bargain. Now its up to me to do my part, and Im going to, Papa. Im going to cut it down. I dont care if it takes me a year.- Wilson Rawls, Where the Red Fern Grows, Ch. 8 I always took their kidding with a smile on my face, but it made my blood boil like the water in Mamas teakettle.- Wilson Rawls, Where the Red Fern Grows, Ch. 10 I opened my mouth to call Old Dan. I wanted to tell him to come on and wed go home as there was nothing we could do. The words just wouldnt come out. I couldnt utter a sound.- Wilson Rawls, Where the Red Fern Grows, Ch. 11 I told them I wasnt giving up until my dogs did.- Wilson Rawls, Where the Red Fern Grows, Ch. 12 As I sat there on the limb, looking at the old fellow, he cried again. Something came over me. I didnt want to kill him. I hollered down and told Rubin I didnt want to kill the ghost coon. He hollered back, Are you crazy? I told him I wasnt crazy. I just didnt want to kill him. I climbed down. Rubin was mad. He said, Whats the matter with you? Nothing, I told him. I just dont have the heart to kill the coon.- Wilson Rawls, Where the Red Fern Grows, Ch. 13 As I skipped along, it was hard for me to realize all the wonderful things that had happened to me in such a few short years. I had two of the finest little hounds that ever bawled on the trail of a ringtail coon. I had a wonderful mother and father and three little sisters. I had the best grandpa a boy ever had, and to top it all, I was going on a championship coon hunt. It was no wonder that my heart was bursting with happiness. Wasnt I the luckiest boy in the world?- Wilson Rawls, Where the Red Fern Grows, Ch. 14 As graceful as any queen, with her head high in the air, and her long red tail arched in a perfect rainbow, my little dog walked down the table. With her warm gray eyes staring straight at me, on she came. Walking up to me, she laid her head on my shoulder. As I put my arms around her, the crowd exploded.- Wilson Rawls, Where the Red Fern Grows, Ch. 15 Regardless of all the discouraging talk, the love and belief I had in my little red hounds never faltered. I could see them now and then, leaping over old logs, tearing through the underbrush, sniffing and searching for the lost trail. My heart swelled with pride. I whooped, urging them on.- Wilson Rawls, Where the Red Fern Grows, Ch. 16 Ive been out in storms like this before, all by myself. Ive never left my dogs in the woods, and Im not going to now, even if I have to look for them myself.- Wilson Rawls, Where the Red Fern Grows, Ch. 17 Men, said Mr. Kyle, people have been trying to understand dogs ever since the beginning of time. One never knows what theyll do. You can read every day where a dog saved the life of a drowning child, or lay down his life for his master. Some people call this loyalty. I dont. I may be wrong, but I call it lovethe deepest kind of love.- Wilson Rawls, Where the Red Fern Grows, Ch. 18 I knelt down and put my arms around them. I knew that if it hadnt been for their loyalty and unselfish courage I would have probably been killed by the slashing claws of the devil cat. I dont know how Ill ever pay you back for what youve done, I said, but Ill never forget it.- Wilson Rawls, Where the Red Fern Grows, Ch. 19 Im sure the red fern has grown and has completely covered the two little mounds. I know it is still there, hiding its secret beneath those long, red leaves, but it wouldnt be hidden from me for part of my life is buried there too. Yes, I know it is still there, for in my heart I believe the legend of the sacred red fern.- Wilson Rawls, Where the Red Fern Grows, Ch. 20

Evidence, argumants and evaluation on whether mergres and acquisitions Essay

Evidence, argumants and evaluation on whether mergres and acquisitions incraese shareholders wealth - Essay Example The following sections of the paper discuss the effects of Mergers and acquisitions on the shareholders’ wealth. Mergers and acquisition have led to the increase of shareholders market presence in certain industries according to Brigham and Houston (2009). This has also led to effective sales and marketing associations by the merging companies. As a result, this leads to increased wealth of the shareholders. Mergers and acquisitions often lead to greater market presence of the companies involved (Fleuriet 2008). Higher market shares that result from mergers and acquisitions often lead to increased purchasing ability and control over suppliers as suggested by Bruner (2004). When an organization buys a product in higher volumes than previously, the purchase cost becomes lower making the company become more price competitive. This has the potential of attracting greater sales and, therefore, higher value to shareholders. Mergers ad acquisitions may lead to improvements in company operations especially in the case of manufacturing companies as suggested by DePamphilis (2011). Therefore by increasing facilities through mergers and acquisitions, the company raises its capacity to manufacture more products or higher quality products. The company as well has its credibility increased which positively increases the shareholders wealth (Maddiganand and Zaima 1985). Mergers and acquisition often lead to symbiotic relationships between the two companies. As a result, the two companies tend to support one another, which in return helps the shareholders realize greater value from their investments. Mergers and acquisitions combine the operations of the two companies leading to higher sales capable of supporting their concurrent higher budgets hence raising the wealth of the shareholders (Cartwright and Schoenberg 2006). In some cases, mergers and acquisitions may not add value to shareholders’ wealth. This happens for example when management of one

Homeland Security-Policy Analysis Essay Example | Topics and Well Written Essays - 1750 words

Homeland Security-Policy Analysis - Essay Example The act pointed out the major reason for the creation of the Homeland Department as the need to prevent radical assault in the U.S. Homeland Security Presidential Directive (HSPD) 12 – Policy for a Common Identification Standard for Federal Employees and Contractors There are several policies related to homeland security. One of these policies is the Homeland Security Presidential Directive 12. This policy is a general recognition standard for federal workforce and contractors. There are broad disparities in the value and security of recognition used to get access to secure amenities where there is the prospective for terrorist attacks. In order to eradicate these disparities, the United States Homeland Security Presidential Directive12 policy is designed to handle the following legal issues: Enhance security Enhance government efficiency Decrease identity fraud Protect individual privacy All these will be achieved through the creation of mandatory, government broad principles for secure and consistent identification given by the federal government to its workers and contractors. This directive policy authorizes a federal principle to implement secure and reliable forms of recognition. The Homeland Security Presidential Directive is based on the following policy legalities: The need to eradicate wide disparities in the quality and security of types of identification used to get access to protected federal and other amenities where there is possibility for terrorist attacks. Therefore, it is the mandate of this policy to improve security, enhance government efficiency, secure individual privacy and decrease identity fraud. This is enabled through establishment of mandatory, government extensive standards for secure and trustworthy identification forms provided for by the federal to its workers and contractors. To execute the above policy task, the secretary of commerce shall propagate in harmony with applicable law, a federal standard for secure and consi stent identification forms not more than six months after the day of the directive in discussion with the state secretary, attorney general, defense secretary and the secretary of Homeland Security. It also involves consultations with the director of office of science and technology and the director of the office of budget and management (OMB) according to Alperen (2011). The secretary of commerce is mandate to review the legal standards regularly and inform the standard as suitable in discussion with the affected agencies. The reason for secure and consistent forms of recognition directive policy which refers to recognition that:; Is provided for based on sound principles for verifying given workers identity Is powerfully resistant to identity deceit terrorist explosion, counterfeiting and interference Can be swiftly valid electronically Is given only by the providers whose trustworthiness has been established by an executive accreditation process The standard for ensuring the abov e characters will involve graduated criteria, from less secure to more secure to guarantee flexibility in choosing the right level of security for every application. The standard shall not concern to recognition associated with state security systems. In a period of not more than four months following the dissemination of the standard, the heads of administrative departments and organizations shall have a program designed to warrant that

Africas FDI Inflow 1980-2003 Analysis

Africas FDI Inflow 1980-2003 Analysis CHAPTER ONE: INTRODUCTION 1.1 INTRODUCTION Foreign Direct Investment (henceforth FDI) is one of the most important integral parts of todays highly talked about global economy. The enormous growth of FDI towards developing countries over the past few decades has ignited a huge interest from researchers in both economics and finance fields. A number of studies have been undertaken with the aim to empirically examine what motivates firms to be involved in cross-border investments and what motivates countries to undertake different policy reforms and other measures in pursuit of attracting FDI. There is a consensus among FDI researchers that FDI can improve the recipient countrys development in various ways even when foreign firms do not provide externalities. The benefits of FDI to recipient countries are not ambiguous. FDI is seen as a solution to a countrys economic woes by providing the most needed foreign capital that boosts the economic activities of a host country. According to Goldberg (2000), FDI leads to transfer of tec hnology and other skills from foreign firms to local firms. It is through FDI that supplementary resources such as capital, management, technology and personnel become available to host countries. These resources may stimulate existing economic activities in a host country, encourage internal competition, and raise the level of national output. The presence of foreign producers is primarily believed to benefit the host countrys citizens by introducing a variety of new products into the domestic market, which are of superior quality and lower prices. Most importantly, FDI is a channel through which recipient countries gain access to international financial markets and earn foreign exchange. FDI creates a number of employment opportunities as foreign entities establish business units in various locations throughout the host country and relatively higher wage rates are offered. Backward linkages and spillovers are secondary benefits of FDI enjoyed by the recipient countries. Spillovers spur strong growth in industries into which FDI flows, especially when the competition between domestic and foreign firms is efficient. Foreign firms also go into joint ventures with domestic firms and a large percentage of profits generated through such collaborations are ploughed back into the domestic market, thereby contributing to the host countrys macroeconomic growth and development without necessarily providing externalities. Externalities provide another form of benefits that FDI recipient countries enjoy. The existence of foreign direct investors spawns the seepage of managerial, personnel, and technological expertise from the foreign to domestic companies. For instance, Old Mutual plc training programme in South Africa may benefit the South African insurance and financial sectors as a whole. It is because of the above-mentioned benefits that developing countries are actively embarking on measures involving macroeconomic as well as socio-political reforms with clear intentions of advancing their investment climate to attract FDI on a large scale and achieving sustained economic growth. Developing countries have formerly depended on loans and official development assistance as a source of foreign capital, principally provided by international agencies such as the World Bank and OECD countries. However, the flow of such funds from these institutions has been declining. For instance, Asiedu (2002) reports that financial assistance to Sub-Saharan Africa (SSA) fell from 6% in 1990 to just 3.8% in 1998 and foreign aid per capita fell from an average of $35 for the period 1989-92 to $2 for the period 1993-97. It is in situations like this, that FDI plays a pivotal role as an alternative source of foreign capital for the developing world. For developing and the least developed countries that are making efforts to attract FDI as a way to enhance their economic growth and hence their sustained development, it is particularly essential to identify and comprehend the prime factors that shape FDI inflows as they apply to each country in particular. Since FDI plays a pivotal role in the growth dynamics of a country, a number of factors that are believed to influence FDI inflows towards developing countries have been intensely investigated. Among these factors the following have been most frequently considered: exchange rate volatility, market size, GDP growth, trade openness, infrastructure development, country size (also size of economy), per capita GDP, quality of the labour force, labour cost, inflation, return on capital, export orientation, political stability. Such analysis has immediate policy relevance as it identifies areas of comparative advantage that these countries should favour in terms of resource allocation . 1.2 OBJECTIVES OF THE STUDY The main aim of this study is to carry out an empirical investigation of the factors explaining FDI inflows to South Africa over the period 1980-2003. The review of previous theoretical research and the review of previous empirical evidence are means to this end. 1.3 THE STRUCTURE OF A PAPER The structure of this paper is as follows: Chapter 2 provides a review of both the theoretical and empirical literature on factors believed to be the major driving force behind inward FDI activities for host countries. In Chapter 3, the paper provides an overview of the South Africas macroeconomic performance, FDI regulatory framework currently in place and incentives provided by the government to foreign investors. Chapter 4 discusses the data set and econometric methods used to carry out time series analysis for the study. The data and variable specifications are also described and clarified in this chapter. Chapter 5 reports and discusses the econometric results. A summary of findings, conclusions and policy implications are presented in Chapter 6. CHAPTER TWO: REVIEW OF FDI LITERATURE 2.1 INTRODUCTION The main aim of this chapter is to present theories of FDI as developed by previous research and review the empirical evidence on the determinants of FDI. Before these are considered in more details, a brief overview of the definition of FDI and related concepts is provided. Given that FDI has direct effects on the economic growth of the host country, a specific section provides a brief exploration of the relationship between FDI and growth. 2.2 FDI: DEFINITION AND CONCEPTS In its archetypal form, FDI is conventionally defined as the physical investment made by acquiring foreign assets such as land and factory buildings with operational control residing with the parent company (Buckley, 2004). The definition can be extended to include such investments that seek to exercise considerable influence on the management of the foreign entity. A parent company is required to hold at least 10% of the ordinary shares or voting rights in order to exercise control over an incorporated foreign company. An ownership stake of less than the stated 10% is regarded as foreign portfolio investment and does not qualify as FDI. FDI made by transnational companies (TNCs) is an indication of internal growth and it can be made in the form of greenfield investment or mergers and acquisitions. Greenfield FDI refers to an investment where a new entity is established in a foreign location. It entails formation of completely new production facilities in the recipient country (Eun and Resnick, 2007). Cross-border mergers and acquisitions are twofold. On one hand, they involve merging both domestic and foreign companies into one bigger company. On the other hand, they involve an acquisition of a domestic company by a foreign company. FDI is beneficial for the host country as it is a channel through which foreign capital and new technology are provided. FDI is regarded as a stimulus for economic activities and accelerated growth. The OECD (2002) describes FDI as a catalyst for speeding up the development process. Nevertheless, a recipient country must display a certain standard of development before it attracts FDI. Dunning (1977, 1979) identifies fundamental factors including firm specific and host country specific advantages that must be met before FDI occurs. These advantages are discussed in detail below. 2.3 FDI AND ECONOMIC GROWTH A number of empirical studies have analysed the relationship between FDI and the economic growth of a host country. Lipsey (2000) finds that FDI and economic growth are positively correlated. Abwona (2001) urges that the effects of FDI on growth may vary between countries, as not all countries are at the same level of development. Lim (2001) points out that FDI positively affects economic growth of a host country by transferring advanced technology from the industrialized to developing economies (Lim, 2001, p.3). Conceptually, FDI increases GDP growth because it increases the amount of goods and services produced in a host country. Benefits of FDI are only evident in increased level of output because of the host countrys ability to absorb technological spillovers from foreign firms. This, therefore, suggests that the positive contribution of FDI on growth is conditional upon the recipient countrys absorptive capacity of all the benefits that FDI brings. Much as there is general awareness that FDI influences economic growth, there is no general agreement on the causal relation between FDI and economic growth. De Mello (1997) argues that the relationship could run either way, as the prospects of economic growth make the host country more attractive to FDI. Once operational in a host country, FDI enhances growth by allowing the host country to integrate new inputs and technology to expand production. 2.4 THEORIES OF FDI In a study of TNCs, Hymer (1976) explains that because foreign TNCs have offsetting monopolistic advantages over domestic companies, they are able to compete with domestic companies that are in a better position with regard to knowledge and understanding of the domestic market. Kindleberger (1969) who suggests that these advantages should be adequate to tower over limitations and must be company specific reiterates this. According to Hymer (1976) and Kindleberger (1969), these advantages can be in the form of access to ownership patents, technological expertise, managerial expertise, marketing skills, etc. These skills should be scarce or completely unavailable to domestic companies. The basis of the argument here is on the theory of market imperfections in factor markets and product differentiation. In circumstances where market imperfections exist, firms find it rewarding to engage in cross-border direct investment instead of exporting to foreign markets or licensing. In this way, they can fully utilize their monopolistic market supremacy (Assefa and Haile, 2006). In the same year as Hymer (1976), Buckley and Casson (1976) developed the internalization theory. This theory stipulates that in some instances it is desirable for TNCs to refrain from licensing and to choose cross-border direct engagement over exporting. FDI occurs when TNCs undertake an internal operation rather than a market operation. TNCs internalize their activities to circumvent impediments presented to them by the external market. These impediments arise because of market flaws such as lack of managerial expertise, human capital, etc. The benefits of internalization include both time and cost savings. According to Moosa (2002), the rationale behind internalization is the persistence of externalities in both goods and factor markets. However, Rugman (1980) disapprove of the internalization theory by contesting that it cannot be empirically analysed. Twelve years after introducing internalization theory, Buckley (1988) came back to warn that the theory cannot be directly analy sed, claiming that the theory needs to be modified in order to allow rigorous analysis. He urges that there is still a room to develop advanced theories that can be empirically tested. Another line of study dealing with factors influencing FDI is based on Vernons (1979) product life cycle hypothesis. Assefa and Haile (2006) and Udo and Obiora (2006) relate their studies to Vernons product life cycle to explain that FDI is a stage in the life cycle of a new product from innovation to maturity. Home production is unique and strategic for some time, after which the new product reaches maturity and looses uniqueness. New similar products also enter the market and intensify competition. At this stage, the firms would then replicate the home production in lower cost foreign locations that offer cost benefits to the firm. The lower cost that can be achieved by producing in foreign locations can be due to cheaper factors of production and complementary government policies. Dunning (1993) develops an eclectic theory which is referred to as OLI framework. OLI is the short name for ownership, location and internalization advantages. In his theory, Dunning identifies three sets of advantages that must be met for a firm to get involved in foreign direct investment. The first set is ownership advantages, which entail technological expertise, patents, marketing skills, managerial capabilities and the brand name. A TNC must have these firm specific advantages over its rivals in a foreign location. In the absence of these advantages, the firm will be exposed to fierce competition from its rivals in the market it serves. The second set of advantages that must be met is the location advantages, which Dunning (1993) explains as the degree to which the foreign location is more favourable to invest in. Examples of these advantages are an abundance of natural resources, exceptional infrastructure development, political and macroeconomic stability. These advantages s hould be adequate to validate investment in a preferred foreign location. The third set of advantages is internalization benefits. The ability of a TNC to internalize its operations is the manner in which it enters foreign location. According to Dunning (1993), this could be by a greenfield project, product licensing or acquisition of foreign assets as long as it fits the management strategy, the nature of the firms business and the firms long-term strategic plan. Another rationale for FDI to occur is embodied in the in the industrial organization hypothesis (IOH) (Tirole, 1988). This hypothesis presupposes that there are various potential uncertainties that a TNC faces in foreign markets. The uncertainties may be political, religious, social, cultural and so on. If the firm decides to establish a subsidiary in a foreign location despite these uncertainties then the benefits accrued should be adequate to outweigh these obvious risks and restrictions. Lall and Streeten (1977) emphasize the importance of marketing and managerial skills, availability and ownership of capital, production technologies, scale economies and access to raw materials. They also put forward that FDI occurs because of the complexity of trading intangible assets abroad. Examples of these untradeable intangible assets include a TNCs organizational ability, executive skills, position in foreign financial markets and a well-established network with different government burea ucrats. 2.5 MOTIVES FOR FOREIGN DIRECT INVESTMENT Assefa and Haile (2006) assert that the ownership and internalization advantages as developed in Dunning (1993) eclectic theory are firm specific advantages, while location advantages are regarded as host country qualities. Firms choose locations where all these advantages can be combined together to advance the firms long-term profitability. Asiedu (2002) and Dunning (1993) distinguish the motives of FDI as either market seeking or non-market seeking (efficiency and resource seeking). According to Dunning (1993), a market seeking FDI is that which aims at serving the domestic and regional markets. This means that goods and services are produced in the host country, sold and distributed in the domestic or regional market (Asiedu, 2002). This kind of FDI is therefore, driven by host country characteristics such as market size, income levels and growth potential of the host market and so on. A non-market seeking FDI can either be classified as resource/asset seeking and/or efficiency s eeking. Resource seeking FDI aims at acquiring resources that may not be available in the country of origin. Such resources may comprise natural resources, availability and productivity of both skilled and unskilled labour forces as well as availability of raw materials. Efficiency seeking FDI aims at reducing the overall cost of factors of production especially when the firms activities are geographically scattered (Dunning, 1993). This allows the firm to exploit scale and scope economies as well as diversify risks. Apart from the economic factors that are believed to be the major motivation for FDI, the host countrys FDI policy also plays a major role in attracting or deterring FDI. This therefore, suggests a need for the host country to develop policies that provide a conducive environment for business if the authorities believe in the benefits of FDI. This necessitates a regular monitoring of the activities of TNCs and an acceptance by the host government that, if FDI is to make its best contribution, policies that were appropriate in the absence of FDI may require amendments in its pr esence. For example, macroeconomic policies may need to be altered in order to provide a favourable climate for FDI. Stronger competition as a result of FDI may also induce a host government to operate an effective and efficient competition policy. 2.6 EMPIRICAL LITERATURE There is an extensive empirical literature on the determinants of FDI. A large share of this literature focuses on the pull factors or, equivalently, on the host countrys location advantages. Given the increasing flows of FDI towards developing countries, especially in Asia, most academic researchers have been poised to investigate what factors influence flows of FDI into those countries. The African continent instead remains under researched, especially a country such as South Africa, which is regarded by many as one of the economic giants of the continent. The following studies have attempted to examine the link between FDI and predictor variables such as market size, GDP growth, inflation, exchange rate, political stability and many more. Goldar and Ishigami (1999) use panel data techniques to empirically analyse the determinants of FDI for 11 developing countries of East, Southeast and South Asia for the years 1985-1994. The authors estimate two separate models, one for Japanese FDI and the other for total FDI flowing towards these countries. They report a strong positive relationship between the size of the economy and FDI inflows for the two models. They also find a positive relationship between FDI inflows and the exchange rate. Intuitively, this suggests that lower exchange rates should make the host countrys exports more competitive in foreign markets and therefore act as an important factor for attracting FDI. Interestingly, Goldar and Ishigami (1999) report contrasting results for the relationship between FDI inflows, domestic investment and trade openness for the two models. They find both domestic investment and trade openness to be significant determinants for the Japanese FDI model but the authors fail to find support for the two variables for the total FDI model. Market size has generally been accepted as an important factor influencing FDI by many empirical studies. In a cross-country empirical study, Chakrabarti (2001) finds strong support for market size as an important determinant of FDI. He further reports that the relationship between FDI and other explanatory variables, such as trade openness, tax, wages, the exchange rate, the GDP growth rate and the trade balance is highly sensitive to small changes in these variables. That is, a small change in these variables is likely to deter or increase FDI inflows with a large magnitude. Campos and Kinoshita (2003) use two trade related variables to examine the extent to which trade openness influences FDI inflows for 25 countries in transition between 1990 and1998. The authors employ an external liberalization index and trade dependence as proxies for trade openness. They argue that, the greater degree of trade openness does not only increase international trade, but also increases FDI inflows. Chang et al. (2009) also study the importance of trade openness in the economic growth of a country. They use a sample of 82 countries from all over the world for the period 1960-2000. They conclude that trade openness, used in conjunction with complementary trade policies, enhances economic growth through increased FDI inflows into a country. Their finding further bolsters the position of trade openness as an important determinant of FDI. Root and Ahmed (1979) seek to analyse the determinants of manufacturing FDI in 58 developing countries for the period 1966-1970. They classify these determinants under three categories: economic, social and political. Among the four important economic variables they study, infrastructure, per capita GDP and GDP growth rate appear to be important predictor variables while the absolute of size of GDP does not help to predict FDI. They also put forward that foreign investors view long-term political stability and the extent of urbanization as important factors when choosing the location for their investments. Nunnenkamp (2002) adopts Spearman correlations to study the relationship between FDI and its determinants for 28 developing countries between 1987 and 2000. His findings show that variables such as GDP growth rate, entry restrictions, post-entry restrictions, market size, infrastructure and quality of the labour force, as measured by the years of schooling, have no effect on FDI inflows. However, he also reports positive effects on FDI of non-traditional factors such as factor costs. That is, the cheaper costs of factors of production, like lower costs of raw materials and lower costs of labour, are essential for attracting efficiency-seeking FDI. Tsai (1991) presents an opposing view by arguing that in Taiwan FDI inflows have increased with increasing labour costs. His findings suggest that in Taiwan, there are far more important determinants of FDI than cheaper costs of factors. Indeed Tsai (1991) observes that for the years 1965-1985, Taiwans economic performance was spectacular, with an expanding domestic market and purchasing power of the economy as measured by rising GDP per capita. Singh and Jun (1995) look into three determinants of FDI in developing countries. They pay particular attention to socio-political stability, favourable business operating conditions and export orientation. They employ other macroeconomic variables as control factors. The authors use a political risk index (PRI) developed by Business Environment Risk Intelligence, S.A (BERI, 2009), as a measure of socio-political instability. When used in conjunction with traditional determinants of FDI such as GDP growth rate and per capita GDP, PRI appears to be highly associated with FDI for 31 developing countries for the period 1970-1993. Schneider and Frey (1995) also find political instability to be a significant deterrent of FDI for 54 less developed countries, considered over three different years 1976, 1979 and 1980. Furthermore, Singh and Jun (1995) employ an operation risk index (ORI) also developed by BERI, S.A, and taxes on international trade and transactions (ITAX). They further find that ORI is highly associated with FDI flows and has a positive sign. ITAX is also reported as an important determinant of FDI. They also find export orientation to be highly related to FDI flows, especially manufacturing exports. Asiedus (2002) investigation on the determinants of FDI in 71 developing countries provides further evidence of the importance of these extensively studied FDI determinants. Asiedu goes a little further to assess whether the same determinants of FDI have a similar impact on FDI flowing towards Sub-Saharan Africa (SSA) between 1980 and 1998. After a detailed analysis, she concludes that factors influencing FDI in other developing countries do not necessarily have a similar impact on FDI flows to SSA. She notes that infrastructure development and a high return on capital influence FDI flows towards developing countries in other continents, but the same factors have no influence on FDI flows towards SSA. Bende-Nabende (2002) also undertakes a study probing into the determinants of FDI flows towards 19 SSA countries for the period 1970-2000. In this study, market growth, trade liberalization and export orientation turn out to be important factors explaining why countries are able to attract foreign investors. Obwona (2001) argues that the Ugandan market size has been one of the driving forces behind FDI flows into the Ugandan economy between 1975 and 1991. Yasin (2005) uses panel data from a sample of 11 SSA countries for the period 1990-2003. His findings lead to the conclusion that official development assistance (ODA), trade openness, growth of the labour force and the exchange rate are important determinants of FDI, while his findings do not suggest that the growth rate of per capita GDP, a political repression index and a composite risk index have explanatory power. Ahmed et al. (2005) examine the composition of capital flows between 1975 and 2002, to assess if South Africa is different from 81 other emerging markets. They classify relevant factors into macroeconomic performance, investment environment, infrastructure and resources, quality of institutions, financial development and global factors. The authors argue that some factors influencing capital flows are limited to particular forms of capital, while other factors have comparable effects on FDI, bond and equity flows. They further assert that the more open the economy is to international trade, the richer it is in natural resources, and the fewer barriers to profit repatriation it has, the more likely it is to attract FDI on a large scale. The implication of this study is that South Africa should ease its capital controls in order to avoid deterring FDI. South Africa is currently allowing repatriation of profits only within six months (Ahmed et al., 2005). The agglomeration effect is another important factor that can be used to explain why countries that have attracted FDI in the past still receive a large share of it. Notable magnitudes of existing FDI stocks in recipient countries tend to attract more FDI inflows (Lim, 2001). Foreign investors incorporate the size of the existing FDI stocks in their decisions as they seek locations where to expand their operations. Campos and Kinoshita (2003) also confirm that for 25 countries in transition between 1990 and1998, foreign investors tend to locate where others are investing, as the decision by other firms implies a favourable atmosphere for investment offered by counties in which they locate. Asiedu (2003), Loree and Guisinger (1995) and Lee (2005) consider effective government policies, especially the monetary and fiscal policies, as important factors that can be used to effectively attract or deter FDI inflows. Loree and Guisinger (1995) use effective tax rates for 48 countries (classified into developed and developing countries) in 1977 and 1982. After finding the effective tax policy variable to be significant, they conclude that government policies are important and that policy reforms are likely to attract more FDI. Lee (2005) investigates some evidence on the effectiveness of policy barriers to FDI for 153 developing and developed countries between 1995 and 2001. He finds strong support for the proposition that restrictive public policies deter FDI inflows. Asiedu (2003) studies the effects of investment policy on FDI for 22 SSA countries over the period 1984-2000. Her findings show that governments can increase FDI flows by developing and implementing policies th at provide investor friendly environment.s CHAPTER 3: SOUTH AFRICAS MACROECONOMIC OVERVIEW, FDI REGULATORY FRAMEWORK AND INCENTIVES. INTRODUCTION The purpose of this chapter is to provide an overview of the South African macroeconomic performance over the period of study (1980-2003). This has been based on two regimes – the apartheid regime and the democratic regime. Other sections of the chapter are dedicated to the regulatory framework for FDI and the incentives offered to foreign investors by the South African government. 3.2 THE APARTHEID SOUTH AFRICA According to Lester et al.(2000), the pre-1994 period was one during which South Africa was politically unstable as a result of the racial discrimination philosophy (apartheid) that was adopted by the Nationalist government then in power. This created internal resistance by black South Africans, who protested against the racial discrimination practices. In 1960, the Nationalist government banned organizations such as the African National Congress (ANC) that represented black South Africans and this intensified demonstrations against the government. In response to the protests, the Nationalist government using armed forces, killed and arrested many black South Africans activists. These incidents drew attention from the international community, who condemned the repression against black South Africans by a Nationalist government that predominantly looked after the interests of white South Africans. These events also caused distress among foreign investors, who became sceptical of the p rospects of South Africas economic stability and the protection of their investments. This led to capital outflow, a mounting pressure on the South African rand in foreign exchange markets, effective economic sanctions and the isolation of South Africa from the rest of the world. Despite being blessed with an abundance of natural resources, especially gold, diamonds, platinum and other minerals, South Africa was not a favoured location for investment during this period. Political instability, investment insecurity and violation of human rights severely inhibited FDI. Realizing the challenges that came with economic isolation, the Nationalist government, in an attempt to uphold domestic capital growth, introduced incentives for import substitution industries such as car manufacturers and military equipment (Lester et al., 2000, p.187). Despite these attempts, this period saw South Africa undergoing falling investment, diminishing international reserves, sinking economic growth, soaring rates of inflation and lofty interest rates (Nowak, 2005). During this period, the economic performance was notably disappointing as investors left South Africa in search of other locations that offered better conditions for their investments. As shown in Table 3.1, the GDP growth rate was declining in some years with an average annual growth estimated at 1.44% per annum for the years 1980-1990. In addition, inflation and interest rates were continuously increasing with no signs of stabilising. All these were signals of loss of effective control of macroeconomic policies. Table 3.1: GDP growth, inflation and interest rates in South Africa for the period 1980-1990 Year 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 GDP annual % change 5.4 -0.4 -1.9 5

Native American educational traditions passed Essay

Before contact with Europeans, Native Americans developed an effective system of informal education call aboriginal education. The system included transmitting knowledge, values, skills, attitudes, and dispositions to the next generation in real world settings such as the farm, at home, or on the hunting ground. Education was viewed as a way to beautify and sharpen the next generation and prepare them to take over the mantle of leadership. The purpose of education was for an immediate induction of the next generation into society and preparation for adulthood. Education was for introducing society with all its institutions, taboos, mores, and functions to the individual. Also, education was intended for making the individual a part of the totality of the social consciousness. Native American education delineated social responsibility, skill orientation, political participation, and spiritual and moral values. The cardinal goals of Native American education were to develop the individual’s latent physical skills and character, inculcate respect for elders and those in authority in the individual, and help the individual acquire specific vocational training (Franklin, 1979). Native American education was also for developing a healthy attitude toward honest labor, developing a sense of belonging and encouraging active participation in community activities. Both boys and girls had equal access to education. Boys were taught by their fathers, uncles, grandfathers, and other male elders. Girls were instructed by their mothers, aunts, grandmothers, female elders and other members of their families. Sometimes, both boys and girls received instruction at the feet of either male or female elders (Mould, 2004). There were barely any dropouts and the community ensured that every child received a full education. Youth appropriate information and knowledge was not hidden from any child. Several teaching strategies, including storytelling, were utilized to pass on knowledge and culture to the youth. In fact, Mould (2004) believed that storytelling was a sacred and vital part of a Native American youth’s education. Knowledge and culture were passed down orally, â€Å"crafted into stories that would instruct, inspire, provoke, question, challenge, and entertain† (Mould, 2004). Often, the youth would gather together to listen to the elders as they related the knowledge once entrusted to them when they were children (Mould, 2004). The philosophy of education was that of the development of the individual as well as the whole society (Johnson et al. , 2005). Educational philosophy also emphasized the importance of nature. The pursuit of knowledge and happiness were subordinated to a respect for the whole universe. According to Johnson, knowledge was equated with an understanding of one’s place in the natural order of things and educators were encouraged to study and teach the physical and social world by examining the natural relationships that exist among things, animals, and humans. Studying ideas in the abstract or as independent entities was not considered as important as understanding the relationships among ideas and physical reality. The essential components of an educational experience included hands on learning, making connections, holding discussions, taking field trips, and celebrations of the moment (Johnson et al. , 2005). These highly effective teaching methods were utilized by adults to transmit culture to or educate the next generation. The youth learned at their own pace and barely competed against one another. The youth were taught to be supportive and nurturing of one another in the learning process. As a result of the holistic education that all youth were exposed to in the period before their contact with Europeans, there were barely any miseducated Native American children. At the time of European contact with Native Americans (from 1492), an advanced system of informal/aboriginal education had been developed by Native Americans as noted earlier. That system was misunderstood by Europeans who thus made efforts to impose their formal system of education on Native Americans. After contact with Europeans, formal education for Native Americans was initially conducted by missionaries and private individuals until the 1830s. There were increased European government efforts to formally educate Native Americans after the passage of the Indian Removal Act (1830) which forced Native Americans onto reservations (Tozer 2009). The purpose of formal education of Native Americans, as far as Europeans were concerned, was forced acculturation or assimilation to European culture (Tozer 2009). The aim of the European system of education was to â€Å"civilize†, Christianize, and Europeanize the Native Americans in European-controlled schools. To achieve this purpose and aim, many Native American children were forcibly removed from their homes and enrolled in European-controlled schools. By 1887, about 14,300 Native American children were enrolled in 227 schools run by the Bureau of Indian Affairs or by religious groups (Tozer 2009). The schools were operated based on an Anglo-conformity assimilationist approach. The Anglo-conformity assimilationist approach included the following: 1) Educating the Native Americans away from their culture due to the philosophy of Europeanization or Christianization or â€Å"civilizing† of the Native American through education; 2) Intensive efforts were made to destroy extant Native American cultures by excluding Native American cultures from the school curriculum; 3) Concerted efforts were made to prevent Native American students from following their own culture; and 4) Native American students were punished for speaking their native languages (Feagin & Feagin, 2003). This approach motivated European American educators to force Native American students into boarding schools where it was believed that it would be easier and much more effective to Europeanize, Christianize, and â€Å"civilize† them. Students were forced to dress like Europeans, convert to Christianity, and take European names. Students who refused to conform were severely punished. The effects of the Anglo-conformity assimilationist approach on Native Americans cannot be overemphasized. Many of them lost or became confused about their cultural identity. Some tended to know a lot more about European culture, history, philosophy, and languages than about their own culture, history, philosophy, and languages. Europeanization, Christianization and â€Å"civilizing† of Native Americans through formal education seriously undermined the very foundation of Native American cultures and alienated many Native Americans from their own cultures and environment. Formal education forced many Native Americans to absorb European lifestyles and led to individualism as well as serious weakening of traditional authority structure and kin group solidarity. Many Native Americans lost faith in their own cultures and civilizations and absorbed those of Europeans. Some have neither fully adopted European culture nor fully embraced Native American culture and consequently swing between the two in a state of cultural confusion. Eurocentric education has been a miseducation of Native Americans as has been for all minority groups in the United States. These and many other political, social and economic effects of formal education on Native Americans have permeated Native American cultures till today. European American teachers and administrators have blamed Native American educational problems on cultural differences. This is known as cultural deficit theory. According to cultural deficit theorists, disjuncture’s or differences or deficits between the culture of the home and the culture of the school are the reasons for the poor academic achievement of non-European students (Johnson et al. , 2005). European American schools focus only on the dominant culture and expect all students to operate as if they are members of the dominant culture, giving an advantage to students from the dominant group and a disadvantage to those from minority groups (Johnson et al., 2005). What cultural deficit theorists advocate is that students from minority groups, including Native American students, must reject their own cultural patterns and absorb European American cultural patterns in order to be successful in school. Thus, in an effort to assist their students to be high achievers in school, many European American teachers have attempted to make their students â€Å"less Native American† by educating them away from their own cultures and imposing Anglo-European culture on them. Many schools and textbooks exclude Native American experiences and their immeasurable contributions to this society and the rest of the world and provide little to nothing to assist Native American children identify with their own cultures. From the 1930s some boarding schools were replaced by day schools closer to reservations and a bilingual policy of educating Native American students in both Native American languages and the English language was discussed (Feagin & Feagin, 2003). Since the 1960s, organized protest has led to increased government involvement and aid for primary, adult, and vocational education for Native Americans on and off the reservations. Federal and local governments have focused more attention on local public schools (outside the reservations) and Bureau of Indian Affairs (BIA) schools in the reservations. For greater inclusion of Native Americans in their own education, Native American advisory boards have been organized in mainstream public schools. More Native Americans have been added to school faculty and staff. Native American art, dances, and languages have been included in the school curriculum. The central curriculum taught in both BIA and mainstream schools have remained the same from colonial times until recently. The curriculum indoctrinates Native American children with the same European American values as in the past (Feagin & Feagin, 2003). In many reservations today however, there are efforts to reverse this by teaching students in Native American languages and culture from the early years of their education. In the Choctaw Reservation in Choctaw, Mississippi for example, students are taught in the Chahta and English languages in the first three years of formal schooling and in the English language from the fourth grade onwards. Throughout their schooling to the high school level, they are taught and exposed to Choctaw culture and encouraged to speak the Chahta language in and outside of school. One of the essences of the Annual Choctaw Indian Fair is to educate both the youth and adults in Choctaw cultural practices and traditions and to transmit Choctaw culture to the next generation. The author of this article, who happens to be an African and from a continent which has had similar experiences as those of Native Americans, greatly applauds the new forms of formal education among Native Americans on the reservations, which include an integration of the Native American system before their contact with Europeans and aspects of the European system as a way of preserving what is left of Native American cultures, preparing contemporary Native American youth for their real world settings, and meeting the needs of Native Americans. The large scale migration of many Native Americans to the cities since the 1950s has led to a decline in the number of children in BIA schools. By the early 1990s less than ten percent (10%) of Native American children attended BIA schools (Feagin & Feagin, 2003). Today, most Native American children attend mainstream local public schools due to the fact that majority of Native Americans live off reservations with their children (United States Census Bureau, 2001). The mainstream educational system has however failed to meet the needs of Native American students. The failure stems from the absence of a Native American perspective in the curricula, the loss of Native American languages, the shift away from Native American spiritual values, and the racist and discriminatory activities of many European American teachers and administrators (Feagin & Feagin, 2003; Schaefer, 2004). Perhaps, mainstream educators could borrow the new forms of formal education being practiced on the reservations which seem to much better meet the needs of Native American students rather than continually imposing the Eurocentric system which has not worked for Native Americans. With regard to higher education, since the 1960s, many mainstream colleges have established Native American Studies centers to provide facilities for the study of Native American issues (Feagin & Feagin, 2003). By the late 1990s, more than 134,000 Native Americans were enrolled in colleges and universities throughout the United States (Schaeffer, 2004). Majority of the students attended predominantly European American public colleges and universities. Some of the students were not very successful due to the ingrained racist and discriminatory practices in those institutions. Consequently, many Native American students dropped out of those institutions. In general, Native American formal educational attainment has remained lower than that of the general population due to the Eurocentricity of the educational system. By 1990, less than two-thirds of Native Americans over the age of twenty-five were high school graduates compared to three-fourths of all Americans in that age range. Native American students in mainstream schools are disproportionately placed in special education classrooms. The proportion of Native American students who drop out after tenth-grade is 36%, the highest of any racial or ethnic group and more than twice that of European Americans (Schaeffer, 2004). In view of the aforementioned issues in education among Native Americans, a Department of Education Task Force organized in the late 1990s recommended the following for addressing Native American educational issues: implementation of multicultural curricula that inculcate respect for Native American history and culture, and establishment of programs that guarantee that Native American students learn English well. The task force assumed that if Native American students learn English very well then they will be successful in school, an assumption which is traced to the cultural deficit theory discussed above. Today, many Native American students attend Native American-controlled community colleges. The community colleges integrate Native American history and culture into courses. More attention is given to students and their cultures in the Native American-controlled educational institutions. Native Americans had established an effective educational system which ensured the smooth transmission of their cultures to the next generation before their contact with Europeans. The system included passing on of knowledge, values, attitudes, skills, and dispositions required for successful functioning of every individual in real world settings. Access to education was denied neither to male nor female while all children were taught to support and nurture one another and not necessarily compete against one another in the learning process. Learning was undergirded philosophically by a reverence for nature and a sense of humans’ responsibility to nature (Johnson et al. , 2005). The arrival of Europeans from 1492 onwards led to the imposition of a Eurocentric educational system which was underpinned by an Anglo-conformist assimilationist approach discussed above. This approach included educating Native Americans away from their cultures as a way of rendering them â€Å"less Native American† and more European American. The Anglo-conformist assimilationist approach in the formal education of Native Americans has left many of them miseducated and quite confused about their cultural identity. The political, economic and social impact of the European aim of Europeanizing, Christianizing and â€Å"civilizing† Native Americans through formal education are discussed at length in a paper presented by the author at the National Association of Native American Studies Conference in 2004. Fortunately, today, Native American leaders are successfully making efforts to reverse the adverse effects of the imposed Eurocentric educational system by synthesizing traditional Native American educational practices with European American practices. Works Citied Feagin, J. R. and Feagin, C. B. (2003). Racial and ethnic relations. Englewood Cliffs, New Jersey: Prentice- Hall Johnson, J. A. ; Dupuis, V. L. ; Musial, D. ; Hall, G. E. ; and Gollnick, D. M. (2005). Introduction to the foundations of American education. Boston, Massachusetts: Allyn and Bacon. Mould, T. (2004). Choctaw tales. Jackson, Mississippi: University Press of Mississippi. Schaefer, R. T. (2004). Racial and ethnic groups. Upper Saddle River, New Jersey: Pearson Education, Inc. Steven Tozer (2009) School and Society : Historical and Contemporary Perspectives. McGraw- Hil Publishing Company.