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  • Five Things You Should Never Do At A Movie Grill

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    Even though we’re civilized people who understand that a society needs rules, the last thing we might associate with a place with rules is a movie grill. If you think about it, a movie grill is supposed to be the leading model of how a movie theater should run. It keeps the customer as its top priority, so the notion that there would be anything the customer couldn’t do seems a little contradictory.

    Then again, it is important for folks to remember that a movie grill is also a business that caters to a large number of people. If they, or any other business, allowed their customers to go “willy-nilly” and do whatever they wanted, you’d have chaos. Movie grills are about making the moviegoing public feel at home while providing a top-of-the-line movie experience. This means that for all of the fun and innovation, there are some things you probably shouldn’t be doing.

    Here are a few things you probably shouldn’t do at a movie grill:

    Don’t Arrive Late – Obviously, life can get in the way, but try to arrive a bit early for your movie. There is usually have a limit as to how late they will see someone, so be sure to check with your local theater about their policy.

    Don’t Forget about Age Limits & Requirements – Though the MPAA ratings system is a guide for moviegoers, your theater may also have limits in terms of the ages of prospective young viewers. Moreover, if you have very young kids, there might be policy info that pertains to best times for certain ages.

    Don’t Forget about Cut-off Times for Food and Drink – Alcohol consumption has cut-offs based on local laws, and when it comes to food, movie grills want to have customers close out checks prior to the end of the movie. As such, food service usually ends about 30-40 minutes prior to the end of a movie to help in this pursuit.

    Don’t Fret About Having A Printed Ticket – If you purchased tickets at home but couldn’t print them out, you can either use a lobby kiosk to print out your tickets, or you could go to the box office for help. If you’re big with technology, you can also use a QR code for paperless ticketing.

    Don’t Be Disruptive – As in any movie theater, don’t be disruptive during the movie. This includes phone use, talking, and constantly moving around. This is big as well for families who are used to having their kids using mobile devices or who have a hard time being still.

    Movie grill or not, these “should nots” are common sense in nearly all applications. Part of what is being asked of you as a customer, a consumer, and as a fellow person is to be considerate of those around you and of those who are there to serve you. That said, movie grills have taken the industry by storm for the last two decades, so you owe it to yourself to check one out. You just might find it to be the place to go for a night out on the town.

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    Source by Morris Raymond

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  • Origin And Development Of Guidance And Counseling Practice In Tanzanian Schools

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    1.0. Overview

    1.1. Background and History of Guidance and Counseling in General in School Practice and other setting

    The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance principles to ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the concept of confidentiality within the confessional. Near the end of the sixteenth century, one of the first texts about career options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni quoted in Guez, W. & Allen, J. (2000). Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century.

    Counseling is a concept that has existed for a long time in Tanzania. We have sought through the ages to understand ourselves, offer counsel and develop our potential, become aware of opportunities and, in general, help ourselves in ways associated with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under proper conditions, people can help others with their problems. Some people help others find ways of dealing with, solving, or transcending problems as Nwoye, (2009) prescribed in his writings. In schools, presently if the collaboration between teachers and students is good, students learn in a practical way. Young people develop degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. Unprecedented economic and social changes have, over the years, changed the ways in which we manage our lives. Consequently, not all the lessons of the past can effectively deal with the challenges of modern times. Effective counseling, especially in institutions of learning has now become important. Boys and girls, and young men and women, need to be guided in the relationships between health and the environment, earning skills, knowledge, and attitudes that lead to success and failure in life. The need for counseling has become paramount in order to promote the well-being of the child. Effective guidance and counseling should help to improve the self-image of young people and facilitate achievement in life tasks. Counseling should empower girls and boys to participate fully in, and benefit from, the economic and social development of the nation.

    2.0. Definitions of Concepts

    2.1. Guidance

    Guidance is an act of showing the way for some people, like adolescents, who cannot find the right path. It is directing, pointing, leading and accompanying. Guidance is saying “Yes” to someone who is asking for help. It is saying “Yes” to an invitation of someone who wants a temporary companion along life’s way.

    Guidance is giving directions to the lonely, confused, unloved, the suffering, the sick and the lost. It is pointing to some possibilities of thinking, feeling and acting. It is leading the person psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is accompanying those who are fearful and uncertain, those who need someone along the rugged path of life’s journey.

    From an objective point of view, guidance is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need guidance when they are unsure of what choices to make or what directions to take. The guidance counselor “opens up” a world of choices for these persons for them to choose from. It is like presenting the universe when all that a person sees is the lonely planet earth. The guidance counselor enlarges and widens the horizon of people who sees only a narrow path or a concealed view of that path. Thus, the focus is on possibilities and choices.

    Usually, guidance occurs in schools. High school and college students avail of guidance and counseling services in their school. More often, young people are unsure of what to do, how to react or respond, and how to act in certain choices. When this occurs, they need someone older, wiser and more experienced to show them the way, to guide them. This is the role of the guidance counselor to extend assistance when necessary to those who are confused, uncertain, and needing advice. However, some adults may need guidance too.

    2.2. Counseling:

    Counseling is guiding and more. It is a way of healing hurts. It is both a science and an art. It is a science because to offer counsel, advice or assistance, the counselor must have the knowledge of the basic principles and techniques of counseling. The counselor must be able to use any of these basic principles and techniques as paradigms in order for him to counsel well. However, it is not enough to use know these basic principles and techniques. The other important aspect is for the counselor to know how to counsel-the art of counseling. This aspect considers counseling as a relationship, as a sharing of life, in the hope that the person who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The counselor must have the ability to relate to the counselee in an appropriate physical manner without being too intimate or too close for comfort or being too distant or aloof. The emotional dimension in counseling includes empathy, sensitivity and the ability to interpret non-verbal clues of the counselee in order to understand unresolved complexes or pent-up feelings. The psychical or spiritual dimension embraces the counselee’s “soul-content”—what lies inside. This is what is called the interiority of the person. The counselor must have the gift or grace of catching a glimpse of the interior world of the person, particularly his spiritual condition, for this is very important in healing the person’s hurts.

    2.3. Other Definitions of the Concepts

    Biswalo (1996) defines guidance as a term used to denote the process of helping an individual to gain self understanding and self direction (self decision-making) so that he can adjust maximally to his home, school or community environment. This process, however, depends on counseling. He also defines counseling as a process of helping an individual to accept and use information and advice so that he can either solve his present problem or cope with it successfully. He goes further remarking that sometimes the process helps the individual to accept unchangeable situation for example, loss of dearly loved ones and to some extent change it in its favour rather than letting himself be overcome by the situation. Guez and Allen (2000) remarked that it is difficult to think of a single definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs usually in an interactive relationship, with the aim of helping a person learn more about the self, and to use such understanding to enable the person to become an effective member of society. Counseling is a process by means of which the helper expresses care and concern towards the person with a problem, and facilitates that person’s personal growth and brings about change through self-knowledge. Counseling is a relationship between a concerned person and a person with a need. This relationship is usually person-to-person, although sometimes it may involve more than two people. It is designed to help people to understand and clarify their views, and learn how to reach their self-determined goals through meaningful, well-informed choices, and through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have different meanings.

    3.0. Origin of Guidance and Counseling Practice in Pre-Colonial Era

    Counseling in Tanzania in different forms and with different interpretations, has existed in societies for a long time before colonial era. The differences and contradictions in present-day, have their origin in the social and historical forces that have shaped modern culture. In Tanzania people in all societies, and at all times, have experienced emotional or psychological distress and behavioural problems. In each culture, there have been well established ways and methods of helping individuals with their problems. However, there are no sufficient written sources about the origin of guidance and counseling practice in Tanzanian schools. But like other places before colonial era there were outstanding unique elements which held the societies together in their livelihood. The elements include the extended family system, including the clan and the tribe, chieftaincy, taboos, various forms of initiation and close links with ancestors and elders.

    The village is the focal point of society. While each one of these elements is important, only a few are used to illustrate the role of guidance and counseling in present-day Tanzanian societies. Basically, traditional chiefs had multiple roles which included serving as a symbol of authority and as a regulator. Since these roles were accepted and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a valuable source of guidance and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link between ancestors and the present generation. This link was strengthened by the rituals, ceremonies and taboos attached to them. It was easy to guide and counsel the young, since the rituals or ceremonies were also aimed at preparation for adult roles in society. The extended family, the clan, and the village, made society supportive. No individual regarded him/herself as alien. Counseling was readily sought and provided. The forms of guidance and counseling involved were given advice and sharing wisdom.

    4.0. The Developments of Guidance and Counseling Practices in Tanzanian Schools

    4.1. Guidance and Counseling Practices in Tanzanian Schools Trends

    In realizing this perhaps, since we are thinking of the concepts in school setting, we should think the meaning of counseling in education discipline. One could think that the definitions given above on the term guidance and counseling, their meaning can be directed to education grounds and now give the meaning correctly. Guez and Allen (2000) pointed out that a term educational counseling was first coined by Truman Kelley in 1914 in Makinde, (1988), educational counseling is a process of rendering services to pupils who need assistance in making decisions about important aspects of their education, such as the choice of courses and studies, decisions regarding interests and ability, and choices of college and high school. Educational counseling increases a pupil’s knowledge of educational opportunities.

    The ever growing complexity of society in Tanzania, coupled with social problems like HIV/AIDS and the rapid development of science and technology, place heavy demands on education. The school, as an important social institution, was required to adapt quickly to changing patterns, and help prepare citizens for tomorrow’s challenges. That is where guidance and counseling in the educational system should help boys and girls alike, to develop their capacities to the full. These include intellectual, social, physical and moral capacities. This help is of the most important in Tanzania as long as the history and age of education provision and in its systems found today.

    Guidance and counseling practices development in Tanzanian schools can be traced back from the time when vocational education was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the underlying factors that influence people’s beliefs and perceptions about such practices. However, this is thought that was not taken in to consideration at the time and it may be up to recent time. It is especially important to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are present in different regions of the country. Young people should be understood within this context, but also within the paradoxical situation of having to face the traditional and the modern world, but this is a big challenge to Tanzania and many developing African countries. During colonial period there were some form of vocational guidance under the career guidance and it was administered by career masters. But the career masters who were selected by the head of schools had no professional training in vocational guidance. In fact the duty was limited to helping students fill out employment forms and writing letters of application. In the missionary schools vocational guidance was confined to religious services. The teachers who were usually ‘fathers’, pastors, or reverends guided and trained spiritually inclined youths to become sisters, brothers, fathers and pastors upon their completion of formal education.

    Apart of what could be done in schools in Tanzania, guidance and counseling was more or less a private family affair. Parents and relatives counseled their children on all matters of life management and problem solving. It is true that in many families the duty of general guidance was the traditional duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or family problems, counseling was done by a specially organized by the community as a competent in handling that specific problem. This is done without any knowledge obtained from formal or informal school system but rather through experience and age wise through collected wisdom. This kind of early form of counseling from school setting and community helped the young to be brought into the bright image of living in the future to the society.

    4.2. Guidance and Counseling Practices in Tanzanian Schools in Post-colonial era

    In several literatures and sources, guidance and counseling in education sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International Conference on Guidance, Counseling and Youth Development in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth Development Programme was initiated in Africa in April 1994, following the First Pan African Conference on the Education of Girls that was held in Ouagadougou in 1993. It is designed to introduce or strengthen guidance and counseling in African countries. It focuses on capacity building in the countries involved and provides training at both regional and national levels on issues of guidance and counseling of schools and colleges.

    What we can call professional guidance and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system (Biswalo, 1996). The aim of the conference is to establish systematic criteria for secondary schools students’ guidance and counseling. Students were then advised, guided and counseled on matters concerning their job selection and student placement for further education. This job was assigned to career masters and mistresses as explained below, however, there were no sufficient guidance and counseling personnel not only in the responsible ministry but also in the schools.

    Guidance and Counseling is now becoming slowly institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological support to boys and girls. However Biswalo (1996) comments that in Tanzania policies pertinent to guidance and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the education system by appointing career masters and mistresses. He continued saying that the personnel are charged with the responsibility of advising heads of secondary schools concerning students job selection and student placement for further education; to try and help students understands and develop interest in appropriate jobs or further education or training; to asses the students talents and capabilities and to encourage them to pursue careers or further education best suited to them and to help students solve their personal problems which may affect their general progress in school.

    This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of policy and decision makers regarding the new field of guidance and counseling in schools; the strength of the myth of planned manpower in which career guidance is erroneously regarded as redundant and the gross lack of trained personnel who would provide effective guidance and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha Conference on the strengthening of education in Tanzania, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system, the services are to-date still patchy and ineffective in Tanzania’s educational institutions. Guidance and counseling in this manner is discussed by different scholars in primary, secondary and tertiary education levels together.

    5.0. Guidance and Counseling Practices in Primary and Secondary Schools

    In primary school levels in Tanzania in actual fact there were and are no specified pupils’ teacher-counselors. However, the activity is left to teachers themselves to decide what is to be done since there is no programmed or time-tabled activity concerning guidance and counseling. Teachers are left to use part of the teaching to practice guidance and counseling in and outside the classroom although not all teachers have gone teacher-counselor training. As children enter school they need orientation on school itself, its environment, school community and the curriculum to motivate and develop positive attitude toward learning and school community as well (Biswalo, 1996). As the pupils grow older and pass through different grades they need to be directed in studying skills, overcome learning difficulties and other school related problems. But this activity is not performed systematically in primary schools in Tanzania.

    In the case of secondary schools till to-date there is also insufficient programmed or time-tabled system of guiding and counseling students. In some cases this duty is left to discipline masters and sometimes to class masters and head of schools. At secondary school level, students would seek educational opportunities, information of all kinds and any other help pertinent to educational pursuits. These needs are catered to by educational guidance and counseling (ibid). At this level students are helped with subject choice, study techniques and tests and examination. Biswalo (1996) pointed out that sometimes during subject choice, pride of placing as many students as possible in prestigious streams, such as science, takes precedence over actual abilities, interests and aptitudes of students. He said this unfortunate situation has been born out of the lack of genuine educational guidance and counseling services in secondary schools.

    The school has an important role to play in preparing pupils for continued secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of Education in the objectives for its secondary curriculum. Perhaps uniquely, there would be total agreement among pupils, teachers and parents over the relative emphasis a certain schools placed on the preparation for further education, with its focus on academic knowledge and the pursuit of success in the national examinations. That is, the secondary schools where counseling is not well performed placed little emphasis on citizenship and the development of a responsible attitude to life in the community at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector including self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.

    5.1. Vocational, Career Guidance and Counseling

    In Tanzania teachers have the capacity to directly influence their pupils’ choice of careers. The achievements and attitudes of pupils have been shown to be related to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the influence of the school depends on the formal interactions and communication which take place between teachers and pupils in the classroom whereas television and radio, act through the informal interactions pupils have with these media. The influence of parents and siblings is through both formal and informal means.

    That is in most cases in Tanzania and may be other states where guidance and counseling is rarely done in schools; parents play the big role to influence on their children’s choice of careers. Others who have lower level careers i.e. teachers, clerks, drivers, personal secretaries, soldiers etc. do not anticipate their children ‘following in their footsteps’ because for the children who are able to study to higher level sometimes saw these jobs as narrow and lacking in interest. However it is suggested that parents’ occupation might have influenced their children’s choice of careers, but this happened to children who have generic skills useful in such jobs, and a few may have job skills relevant to those jobs. Access to information through the media and other forms of technology is giving young people aspirations that, for the most part, cannot be satisfied in their own environment. Choices have to be made and young people must acquire the skills to assess situations and make informed decisions. There is no longer a natural, understandable order from birth to adulthood for the Tanzanian young.

    Vocational guidance at secondary school levels is provided but in very few among others because of shortages of school or vocational trained counselors. For those lucky schools with these kinds of counselors, students are helped but vocational counseling is not emphasized because most pupils, teachers and of course parents push students to make long range plans of study so that to prepare well for the envisaged careers. These counselors plan with school administrators and teachers to provide appropriate class placement for students with special abilities or disabilities for course selection by students.

    5.2. Tertiary Level

    The tertiary level students are provided with orientation and other educational guidance and counseling. In Tanzania tertiary level have at least fulfilled the need of having qualified students’ counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling comprehensive information on all aspects of the careers related to the training offered in the institution. Counselors sometimes integrate with administration or practicum department to organize field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).

    6.0. Notion on Guidance and Counseling in Tanzania

    According to the research by Sima (2004), professional counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the coming and setting of HIV/Aids in the country has strengthened the base for counseling. This is particularly because of the multifaceted nature of the HIV/Aids pandemic whose attention, unlike other human diseases, goes beyond the prerogatives of the medical profession. Thus, counseling is perceived as a crucial avenue for prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the pandemic. Ibid continued saying that since the emergence of the pandemic in the country, a number of non-governmental organizations have been offering counseling services however, there is lack of clarity on the type and nature of counseling services offered by these organization. The nature and characteristics of counseling clients also remain fuzzy.

    In Tanzania the professional counseling as aforesaid is relatively a new phenomenon. Outwater (1995) quoted in Sima (2004) comments that before HIV/Aids epidemic, there was no formal counseling service in Tanzanian hospitals, no professional counselors and no formal system for training counselors. There was a need to fill this gap by training as many counselors as possible to provide optimal care for AIDS patients and their relatives (NACP, 1989; quoted in ibid). Since then many para-professional counselors have been trained in basic knowledge and skills of counseling. Currently there are many counseling centers working not only on HIV/Aids related problems but also different problems affecting Tanzanians. However, as counseling became popular with the advent of HIV/Aids, many people assume that it is only meant for people infected and affected by HIV/Aids and shy away from it for fear of being labeled (Sima, 2002; quoted in Sima 2004).

    7.0. Problems and Challenges

    The Tanzanian government have not yet formulated in the education policy issues pertaining guidance and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to guidance and counseling is still lacking. He continued saying that efforts directed towards fulfilling guidance and counseling needs are apparently thwarted by several difficulties including financial resources to support the even established tiny counseling activities in several schools.

    In Tanzania till today counseling is relatively new phenomenon. There are no enough qualified counselors in schools and other education institutions. However, there are limited number of qualified counselors, they are either not utilized well in schools or they are engaged in other activities rather than what they are trained for. Some of school counselors are also teachers and they are fully occupied with teaching responsibilities. More surprisingly counseling is perceived as a crucial avenue for only prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the HIV/Aids (Sima, 2004).

    There is slow growth of guidance and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of guidance counselors to green pastures and in adequately trained counselors. For instance in many schools they lack counseling offices, trained teacher-counselors and counseling equipments. In terms of funds there are various options that can be explored to alleviate financial constraints. Special schools on behalf of parents in need can approach non-governmental organizations.

    The absence of solid professional counseling association in Tanzania to set standards for the appropriate practice is another challenge (Nwoye, 2008). Also insufficient availability of professional counselor training programs in Tanzanian colleges and universities is another contributing challenge.

    There are no efforts to establish counseling curriculum in secondary schools and colleges and guidance and counseling courses in the universities. Guidance curriculum and responsive services can then be structured to address the five content areas, namely human relationships, career development, social values, self development, and learning skills. A guidance curriculum could be taught to students at different levels or in small groups to address issues that are similar to them. For guidance and counseling programs to be effective in Tanzania, trained professionals should be employed to manage and offer services in schools. Such professionals should also be provided with relevant facilities and structural support. At the same time, universities and teacher training institutions will have to establish and develop programs that train professional school counselors and other guidance personnel.

    There is still insufficient assistance in higher education institutions to enable students achieves their career aspirations. However, students today indicate a higher need for career guidance than students in the past decade. Students may therefore be encountering an increased need to acquire relevant career information that will enable them seek better paid jobs. Many schools have in the past appointed some teachers as career masters without providing them with the necessary training and facilities for career guidance. Such career masters usually assume that all students will end up in universities and only focus on helping students complete university application forms and no more. It is the high time for the government to set and implement the policy that will enhance guidance and counseling from primary schools to the tertiary level and in turn will develop programs that train professional school counselors and other guidance personnel.

    8.0. Conclusion

    Guidance and counseling sought to prepare pupils in their schooling program to enter into the world of appropriate work by linking the school curriculum to employment. For the school to be successful in this endeavor, subjects should be taught at a pleasant and convenient environment and should be made relevant and interesting to the pupils. Another factor that needs to be considered is the recruitment of competent teachers capable of guiding and counseling learners in relating what they teach to the job market. What is taught and how it is taught can have great influence on the interest and perception of learners. In Tanzania the spirit to plan and use guidance and counseling services in the effective development and utilization of their respective young human resources is evidently strong. However, as Biswalo (1996) said the efforts directed towards fulfilling this need are apparently thwarted by several difficulties. It appears total and enlightened commitment on the part of policy and decision makers is necessary and should be definitely surmount the problems.

    The emergence of career development in western countries as a construct suggests that it may be an essential area in developing country like Tanzania where students need assistance; students particularly need assistance in selecting colleges and courses. To this end, the schools should offer a career guidance and counseling programme under the able leadership of qualified school counselors.

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    Source by Eugene Shayo

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  • Terrorism – A Threat to Global Peace

    Terrorism – A Threat to Global Peace

    ABSTRACT

    Nowadays, no one seems to be saved in the world. Terrorism, an ugly development which has compelled the world leaders as well as the public figures to spend millions of dollars beefing up their security, has become a global threat. Amidst this seemingly tight security and threat, thousands of innocent souls have lost their lives to the annihilation called terrorism.

    Statistically, it has been proved that no country of the world is exceptional to terrorist attacks. Pius Odiaka writes on the palpable fear pervading world following the series of bombings in some countries. He declares in the Guardian Newspaper, Friday, July 29th, 2005, (page 24) that “No part of the world has been left without terrorist bloodshed. From Kenya, Algeria, Egypt in Africa to many countries in the middle East and the Gulf; Indonesia, Philippine, Pakistan and India across Asia; Washington and New York in America; Spain and now London in Europe, many innocent souls have been sniffed out of existence.”

    The paper will present how terrorism is a threat to Global Peace. It will enumerate the category of acts of terrorism. It will also examine the causes and implications of terrorism in human advancement especially in the area of peace building and keeping. Above all, it will provide recommendations by referring to the United Nations recommendations for a global counter-terrorism strategy. It concludes by affirming that the global peace can only be achieved if the world- the leaders and the followers-condemn terrorism in all forms and ramifications, and act unconditionally and justly in their quest to providing everlasting solutions to peace, as it constitutes one of the most serious threats to global peace and security.

    Introduction

    In human history, terrorism is widely recognized as the world most famous enemy of mankind. As history itself will admit that terrorism is annihilation with far-reaching and destructive effects, it is the cruelest of crimes against humanity. Its remains have turned neighbours into enemies and have made our societies and the whole world unsafe for living. Its aims and applications are global and uncompromising. Neither terrorism nor is perpetrators are new. Even though it has been used since the beginning of recorded time, not history itself can keep, with precision, the number of lives and properties lost to terrorism.

    No doubt, terrorism with its destructive power has reshaped the world we live in. We now live in the world characterized by rising violence and conflicts. This, in turn, has led to the world of growing mistrust, fear, division and represents a significant new threat to international justice, peace and security. This ugly development thus made Amnesty International to observe in its 2004 Report the lasting effects of the crime on humanity.

    This report and others provide a valid point on how terrorism or terrorist acts have made the world unsafe and how it has threatened global peace.

    Historical Background of terrorism

    It is pertinent to recall that forms of society and governments in the past differ from what they are today, when describing the history of terrorism and the use of terror through time. Not until 1648 (Treaty of Westphalia), there was nothing like modern nation-states. More recent is the state’s monopoly on warfare or interstate-violence. The absence of central authority gave many more players opportunity to participate in the game of warfare. However, this did not make the use of terror a method of affecting a political change. In contrast to the modern era, where only nations go to war, the involvement of players such as religious leaders, mercenaries, mercantile companies, national armies and many more was considered to be lawful and normal.

    Terrorist acts or the threat of such action have been in existence for millennia. So, in narrating the history of terrorism, it is important to talk about the various types of terrorism and terrorist individuals and groups. Below is the summary of the history of terrorism.

    Ancient World:

    Sicarii Zealots

    Political scientists see the radical Sicarii offshoot of the Jewish Zealots as one of the earliest forerunners of modern terrorism. Like modern terrorists, they intended their actions to suggest a message to a wider target audience: in this instance, the roman imperial officials and all pro-Roman and collaborationists

    Al-Assassin

    The Hashshashin (also Hashishin, Hashsshiyyin or Assassins) were an offshoot of the Isma ili sect of the Shiite Muslims. After a quarrel about the succession of leadership in the ruling Fatimide dynasty in Cairo around the year 1090, the losing Nizariyya faction was driven from Egypt. They established a number of fortified settlements in present day Iran, Iraq, Syria and Lebanon under the charismatic leader Hasan I Sabbah.Persecuted as infidel by the dominant Sunni sect in the Muslim world; they sent dedicated suicide murderers to eliminate prominent Sunni leaders whom they considered “impious usurpers.” The sect was decimated by the invading Mongols, their last stronghold being flattened by Hulegu Khan in the year 1272.Many scholars believe the term Hashshashin, a name given to them by their enemies was derived from the Arabic “hassasin(hashish user),which they are alleged to have ingested prior to their attacks, but this etymology is disputed. The sects referred to themselves as al-da-wa al-jadida, which means the new doctrine, and were known within the organization as Fedayeen.

    Seventeenth century

    Gunpowder Plot (1605)

    On November 5, 1605 a group of conspirators, led by Guy Fawkes, attempted to destroy the English Parliament on the State Opening, by detonating a large quantity of gunpowder secretly placed beneath the building. The design was to kill King James1 and the members of both houses of parliament. In the resulting anarchy, the conspirators planned to implement a coup and restore the Catholic faith to England. However the plan was betrayed and then thwarted.

    Eighteenth century

    1.Sons of Liberty

    The Sons of Liberty were an underground group opposed to British Rule in the colonies, who committed several attacks, most famous among these was the Boston Tea Party. No one was killed or seriously injured by any action that was taken.

    2.The Terror (1793-1794)

    The Reign of Terror ( September 5 1793- July 28 1794) or simply The Terror ( French: la Terreur) was a period of about eleven months during the French Revolution when struggles between rival factions led to mutual radicalization which took on a violent character with mass executions by guillotine.

    The victims of the Reign of Terror totaled approximately 40,000.Among people who are condemned by the revolutionary tribunals, about 8 percent were aristocrats, 6 percent clergy 14 percent middle class, and 70 percent were workers or peasants accused of hoarding, evading the draft, desertion, rebellion, and other purported crimes.

    Nineteenth century

    1.Anarchism

    Anarchists was the most prolific terrorists of the 19th century, with the terroristic tendencies of both nationalism and political movements of Communism or fascism still in there infancy. The disjointed attacks of various anarchists groups lead to the assassination of Russian Tsars and American Presidents but had little real political impact.

    2.Tsarist Russia

    In Russia, by the mid-19 th century, the intelligentsia grew impatient with the slow pace of Tsarist reforms, which had slowed considerably after the attempted assassination of Alexander II of Russia. Radicals then sought instead to transform peasant discontent into open revolution. Anarchists like Mikhail Bakunin maintained that progress was impossible without destruction. With the development of sufficiently powerful, stable, and affordable explosives, the gap closed between the firepower of the state and the means available to dissidents. The main group responsible for the resulting campaign of terror-‘Narodnaya Volya’ (people’s will) (1878-81) – used the word ‘terrorist’ proudly. They believed in the targeted killing of the ‘leaders of oppression’; they were convinced that the developing technologies of the age-symbolized by bombs and bullets- enabled them to strike directly and discriminately.” People’s Will”, possessing only 30 members, attempted several assassination attempts upon Tsa. Culminating in the assassination of Tsar Alexander II on 13 March 1881, killing the Tsar as he was traveling by train.

    3. Irish Republican Brotherhood

    In 1867, the Irish Republican Brotherhood, a revolutionary nationalist group with support from Irish-Americans, carried out attacks in England. These were the first acts of “republican terrorism”, which became a recurrent feature of British history, and these Fenians were the precursor of the Irish Republican Army. The ideology of the group was Irish nationalism.

    4. Nationalist terrorism

    The Fenians/IRA and the IMRO may be considered the prototype of all ‘nationalist terrorism’, and equally illustrate the (itself controversial) expression that “one man’s terrorist is another man’s freedom fighter’. At least one of these groups achieve its goal: an independent Ireland came into being. So did an independent Macedonia, but original IMRO probably contributed little to this outcome. Some groups resorted to the use of dynamite, as did Catalan nationalists such as La Reixa and Bandera Negra.

    5. John Brown

    John Brown was an abolitionist who advocated armed opposition to slavery. He committed several terrorist attacks and was also involved in an illegal smuggling of slaves. His most famous attack was upon the armory at Harpers Ferry, though the local forces would soon recapture the fort and Brown, trying and executing him for treason. His death would make him a martyr to the abolitionist cause, one of the origins of American Civil War, and a hero to the Union forces that fought in it.

    6. Ku Klux Klan (1865)

    The original Ku Klux Klan (KKK) was created after the end of the American Civil War on December 24, 1865, by six educated middle-class confederate veterans from Pulaski, Tennessee. It soon spread into nearly every southern state of the United States. The Klan has advocated for what is generally perceived as white supremacy, anti-Semitism, racism, anti-Catholicism, homophobia, and nativism. They have often used terrorism, violence and acts of intimidation such as cross burning to oppress African Americans and other groups. The name ‘Ku Klux Klan’ has been used by many different unrelated groups, but they all seem to center on the belief of white supremacy. From its creation to the present day, the number of members and influence has varied greatly. However, there is little doubt that, especially in the southern United States, it has at times wielded much political influence and generated great fear among African Americans and their supporters. At one time KKK controlled the governments of Tennessee, Indiana, Oklahoma and Oregon, in addition to some of the southern U.S legislatures.

    Twentieth century

    Suffragette, Assassination of Archduke Ferdinand (1914), KKK(1915),Irgun (1936-1948), World War II, Nationalism and the End of Empire,Cold War proxies,,IRA,,ETA, Aum Shinrikyo (1984-1995), Achille Lauro Hijacking (1985), Lockerbie bombing (1988), Umkhonto we Sizwe (South Africa 1961-1990), PLO (1964-c.1988), Columbian terrorist groups, Munich Massacre (1972),Matsumoto incident(1994), Sarin gas attack on Tokyo subway(1995),and Oklahoma City bombing (1995) are types of terrorism and individual terrorists and groups that operated in the twentieth century.

    Twenty-First Centuries

    The well-celebrated September 11 (2002) attack and the Beslan school siege are recent terrorist attacks of the twenty-first century.

    Terrorism: Definition of a Phenomenon

    As clearly stated above, terrorism has established itself as a world phenomenon before 1648. But then, it becomes imperative to look into the true meaning of the term.Although providing a definite definition for it has been accorded with series of controversies, etymologically, the term emanates from Latin, “terrere”, meaning “to frighten” via the French word terrorisme, which is often associated with the regime de la terreur, the Reign of Terror of the revolutionary government in France from 1793 to 1794.The Committee of Public Safety agents that enforced the policies of “The Terror” were referred to as ” Terrorists”.

    The English word “terrorism” was first recorded in English dictionaries in 1798 as meaning “systematic use of terror as a policy”. The Oxford English Dictionary still records a definition of terrorism as “Government by intimidation carried out by the party in power in France between 1789-1794.

    The controversial issue is that the vocabulary of terrorism has become the successor to that of anarchy and communism the catch-all label opprobrium, exploited accordingly by media and politicians.The difficulty in constructing a definition which eliminates any just cause for terrorism is that history provides too many precedents of organizations and their leaders branded as terrorist but who eventually evolved into respected government. This has applied particularly to national liberation movements fighting colonial or oppressive regimes, engaging in violence within their countries often as a last resort. Jomo Kenyatta of Kenya spent years of his life lobbying the British government before his involvement with the Mau Mau rebellion. Nelson Mandela, a hero in his continent and beyond, is another convicted “terrorist” belonging to this class.

    Before making a valid point, it is important to say that this piece would like to consider further statements and criticisms on the issue and recognized that there are other valid arguments on these controversial issues. However, they are not within premises of this paper.

    Arriving at a universally accepted definition of terrorism which narrows down to a specific method of conducting violence instead of “all its forms and manifestations” or which makes it possible to refer terrorist acts to an international court, as for genocide and other war crimes or which makes it impossible for individual countries to outlaw activities they choose to classify as terrorism perhaps for their own political interest is a great challenge in the study of terrorism.

    While the United Nations has not yet accepted a definition of terrorism, the UN’s “academic consensus definition,” has been put forth for consideration. And they are available for public evaluation.

    In final analysis, although, it is not clear the actual number of definitions of terrorism; but it is clear that terrorism does not have respect for human lives and values. It has claimed thousands of lives of innocent souls, rendered millions of people homeless and economically handicapped. Alas, it is clearer that terrorism has turned our world into a place conducive for its existence and spread.

    Effects of terrorism on global peace

    Indisputably, terrorism is a threat to global peace. As it thrives well in a world such as ours- where violation of human rights, rising violence and conflicts, ethnic, national and religious discrimination, socio-economic marginalization and extreme ideology, dehumanization of victims are prominently in practice, it has succeeded in disregarding human lives and values, launching war on freedom and peace, multiplying violence and conflicts, and posting challenges of solving the problem of injustice, insecurity and declining economy.

    Recommendations

    In accordance with the United Nations in a report titled: Uniting Against Terrorism-Recommendations for a global counter-terrorism strategy, this paper hereby presents the following recommendations;

    (1)All stakeholders-the leaders and the followers, individuals and institutions must dissuade people from resorting to terrorism or supporting it.

    (2) All stakeholders, in all ways and at all levels, must deny terrorists the means to carry out an attack by:

    – denying terrorists financial support.

    -denying terrorists access to deadly weapons, including weapons of mass destruction.

    – denying terrorists access to travel.

    -denying terrorists access to their targets and their desired impact.

    (3) All stakeholders, in all capacities, must deter States from supporting terrorists groups.

    (4) All stakeholders must develop State capacity to prevent terrorism by:

    – promoting the rule of law and effective criminal justice systems.

    – promoting quality education and religious and cultural tolerance.

    – countering the financing of terrorism.

    – ensuring transport security.

    – preventing terrorists from acquiring nuclear, biological, chemical or radiological

    materials, and ensuring better preparedness for an attack with such materials

    -improving the defense of soft targets and the response to their attack.

    – promoting United Nations system-wide coherence in countering terrorism.

    (5) All stakeholders, collectively, must defend human rights in the context of terrorism and counter- terrorism.

    Even though my recommendations are fashioned out of United Nations recommendation for a global strategy, they represent a holistic and realistic approach to fighting or countering terrorism. However, if these recommendations are given the opportunity to operate or if implemented and executed properly and continuously, they are effective strategies of countering terrorism and, at the same time, ensuring a world free of violence and conflict, violations of human rights, ethnic, national and religious discrimination, political exclusion, and socio-economic marginalization

    Conclusion

    As you will agree with me that terrorism affects all of us, our approach to fighting or countering terrorism and ensuring a safe and peaceful world must be collective. However, it is worth noting that the world leaders, followers and stakeholders have vital roles to play in the fight against terrorism and in achieving our goals of global peace and security.

    For the world leaders and stakeholders, these roles transcend attending or organizing world summit, conferences, seminars, e.t.c on the topic, and consenting to Global strategy to counter terrorism on papers. They need to commit more resources, at all levels, to the cause, be more sincere and objective in their judgments, more practical in their approach, and create enabling environments conducive for justice, conflict resolutions, human right protection, equality, stability, unity, prosperity, tolerance, peace and security.Above all, they need to promote and support ultimately because that have respect for human lives and values.

    For followers and individuals, we need to carry out the message beyond conferences that terrorism is inexcusable and unacceptable. We need to engage in one- to -one education or group discussions enlightening ourselves on the devastating and destructive effects of terrorism on our lives and values, and emphasizing that terrorism is not an effective way of championing a cause, whether political, religious or otherwise. We must recognize that peace is the most precious need of humanity.

    Source by Azeez Olawale-Arish Yusuff

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  • Insurable and Non-Insurable Risks

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    When we talk of insurance, we are referring to risks in all forms. Hence, having for an insurance policy is just a way of sharing our risks with other people with similar risks.

    However, while some risks can be insured (i.e. insurable risks), some cannot be insured according to their nature (i.e. non-insurable risks).

    Insurable Risks

    Insurable risks are the type of risks in which the insurer makes provision for or insures against because it is possible to collect, calculate and estimate the likely future losses. Insurable risks have previous statistics which are used as a basis for estimating the premium. It holds out the prospect of loss but not gain. The risks can be forecast and measured e.g. motor insurance, marine insurance, life insurance etc.

    This type of risk is the one in which the chance of occurrence can be deduced, from the available information on the frequency of similar past occurrence. Examples of what an insurable risk is as explained:

    Example1: The probability (or chance) that a certain vehicle will be involved in an accident in year 2011 (out of the total vehicle insured that year 2011) can be determined from the number of vehicles that were involved in accidents in each of some previous years (out of the total vehicle insured those years).

    Example2: The probability (or chance) that a man (or woman) of a certain age will die in the ensuring year can be estimated by the fraction of people of that age that died in each of some previous years.

    Non-insurable Risks

    Non-insurable risks are type of risks which the insurer is not ready to insure against simply because the likely future losses cannot be estimated and calculated. It holds the prospect of gain as well as loss. The risk cannot be forecast and measured.

    Example1: The chance that the demand for a commodity will fall next year due to a change in consumers’ taste will be difficult to estimate as previous statistics needed for it may not be available.

    Example 2: The chance that a present production technique will become obsolete or out-of-date by next year as a result of technological advancement.

    Other examples of non-insurable risks are:

    1. Acts of God: All risks involving natural disasters referred to as acts of God such as

    a. Earthquake

    b. War

    c. Flood

    It should be noted that any building, property or life insured but lost during an occurrence of any act of God (listed above) cannot be compensated by an insurer. Also, this non-insurability is being extended to those in connection with radioactive contamination.

    2. Gambling: You cannot insure your chances of losing a gambling game.

    3. Loss of profit through competition: You cannot insure your chances of winning or losing in a competition.

    4. Launching of new product: A manufacturer launching a new product cannot insure the chances of acceptability of the new product since it has not been market-tested.

    5. Loss incurred as a result of bad/inefficient management: The ability to successfully manage an organization depends on many factors and the profit/loss depends on the judicious utilization of these factors, one of which is efficient management capability. The expected loss in an organization as a result of inefficiency cannot be insured.

    6. Poor location of a business: A person situating a business in a poor location must know that the probability of its success is slim. Insuring such business is a sure way of duping an insurer.

    7. Loss of profit as a result of fall in demand: The demand for any product varies with time and other factors. An insurer will never insure based on expected loss due to decrease in demand.

    8. Speculation: This is the engagement in a venture offering the chance of considerable gain but the possibility of loss. A typical example is the action or practice of investing in stocks, property, etc., in the hope of profit from a rise or fall in market value but with the possibility of a loss. This cannot be insured because it is considered as a non-insurable risk.

    9. Opening of a new shop/office: The opening of a new shop is considered a non-insurable risk. You don’t know what to expect in the operation of the new shop; it is illogical for an insurer to accept in insuring a new shop for you.

    10. Change in fashion: Fashion is a trend which cannot be predicted. Any expected change in fashion cannot be insured. A fashion house cannot be insured because the components of the fashion house may become outdated at any point in time.

    11. Motoring offenses: You cannot obtain an insurance policy against expected fines for offenses committed while on wheels.

    However, it should be noted that there is no clear distinction between insurable and non-insurable risks. Theoretically, an insurance company should be ready to insure anything if a sufficiently high premium would be paid. Nevertheless, the distinction is useful for practical purposes.

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    Source by David Mog

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  • Nigeria Monetary policy committee meets for the first time this year

    Nigeria Monetary policy committee meets for the first time this year

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  • Africa: A Case of Flogging Dead Horses?

    On pure economic indicators and all other indicators of development Africa is a dismal picture. Life expectancy has declined; mortality rates increase; heavily indebted, with over half the countries having debt that exceeds their GNP; GDP growth fallen; GDP per capita fallen as population growth gets out of control; health care is collapsing and so and so on. What has gone wrong with what after all is continent rich in mineral and material resources?

    Too much medicine

    There are several factors. First and probably most simple is that Africa after independence was not allowed to chart its own course. With good or bad intentions too many ” aid ” agencies have prescribed,subscribed and proscribed all sorts of panacea for Africa’s ” that they destroyed any capacity for that continent to solve its own ills. Africa has simply become a vegetable or as some say a huge experimental waste ground. This is really not far from the truth.

    Another factor is that African governments after independence failed to formulate clear mission and objectives that could be translated into sound economic policies. Corruption and mismanagement took hold of almost every strata of society. This was further assisted by the aid agencies. Marginal benefits were put as further evidence for aid while government excesses on grand scale were overlooked.

    For political reasons, Western governments supported dictatorships and turned a blind eye to corruption and mismanagement. Cold war politics meant that the major powers had to have a balance not only in armaments but also in allies. The drive to prevent communist influence in Africa meant keeping regimes in power that supported Western interests.

    All too often these regimes were despots and perpetrators of the most sadist human rights abuses. Moreover aid agencies ignored every basic economic or social criteria for development assistance in favor of this higher political goal. This problem was further complicated by the fact that often the aid agencies will differ with their own governments. Thus vast sums were squandered on irrelevant constructions, large sums made their way into private accounts without so much as a whisper. What I call the “guilt” factor came in handy when others dare to complain of such corruption.

    The “guilt” factor argument is” oh well, we are giving and that is the most important thing. Whatever, the President choose to do with it is his business. After all they are an independent and sovereign nation”.

    The result is that today despite several billions poured, Africa is still underdeveloped and conditions are even worse than when they were at independence. My argument seems to point to the thesis that aid can work. Yes, I believe aid can work to alleviate poverty or change the society overnight. However, it cannot bring about economic development.

    Rather it should be used to ease the pain of the unpleasant side effects of harsh monetary and fiscal policy which is precisely what was needed at this point. For example due to the cyclical nature of the markets that face Africa main exports, there often severe variations in earnings. These can be very damaging especially given the fact that some countries depend on just one commodity. What aid should do is to bridge the gap between these shortfalls in earnings.

    Poverty can never be eradicated in a country; the aim should be to distribute wealth in a manner that ensures that the gap between the rich and the poor does not create social tensions.

    Counter-productive

    What “Aid” did to Africa was to exacerbate and indeed encourage irresponsible fiscal and monetary policy on the part of governments. There was some positive aspects of aid, but these were at the margin and as far as the big picture is concerned, too insignificant to alter the present argument. Look at how much money Norway has pumped into Tanzania and what condition that country is in today!

    I seem to have pointed the blame at the aid agencies and the Africa politicians. My belief is that the development agencies had good intentions. The explanation for their failures stems from the fact that the Africans that they encountered were not educated enough to challenge their assumption. Thus very soon these agencies began to get the view that the African does not know what is good for them. In effect their mission was not simply to give aid, but to make decisions for them!

    Bad Governments

    To say that “people deserve the government they get” is a little too harsh on Africans. In many parts of Africa, after independence there were too few university graduates or technocrats to replace the white administrators. Political rhetoric and nationalism prevented any form of expatriates assistance from former colonial administrators. Those that saw themselves in power had got there on a platform of”we can do it ourselves”. Thus any notion of keeping the very people you have been fighting against was nonsensical. The truth was many nations could not” do it themselves”.

    Governments ministers and officials with half-baked educational background suddenly saw themselves in power. They had little in the way of program or policy document. What matters was the trappings that the office brought and the personal gains one could get out of the office. Of course there some educated people. However, these quickly fell out with the government or sacrificed their principles for survival. The result of course was gross mismanagement, incompetence, corruption, graft on a scale that saw millions of Africans reduced to the lowest stage of survival.

    Is it any wonder that if things have to change, we have to start with ensuring well educated take the reins of power. There is little doubt that part of the success of the Asian countries lies in pool of well educated politicians and planners in the 1960s. These individuals not only set a strategic orientation for their nations, but they continuously surveyed their environments to see new opportunities.

    Education became a central plank of development policy. Not so in Africa- resources geared for such efforts were not used- Bad economic planning could be partly explained by such poorly educated civil servants. Take the case of monetary policy. At independence, most African countries inherit a monetary system based on the English pound, the French Franc or the Portuguese escudo. However in time nationalistic pride got in the way of financial practicalities and one country after another cut itself from the backing European currency and began turning out a spectacular array of non-convertible currencies. As one commentator note ” If nothing else the President got a chance to put their picture on the note”. And in the early and late sixties, since Presidents were short- lived it was inevitable that the currencies were too.

    Many of these currencies were worthless and not even accepted in neighboring countries or in the international banking system for that matter. As the currency weakened, the general response was to print more money. In Nigeria, between 1975-1977 the money supply increased by 180%. And this was pretty much the case elsewhere.

    As money supplies rose, inflation soared and in time rates of over 100% were not uncommon. In early post independence period as the public discontent grew, the greater the social control that was exerted by leaders. The greater the national debt, the greater the reliance grew of foreign grants to keep regimes in power.

    Tribalism

    Tribalism has been put forward by many writers as the root of Africa’s problems. Tribalism was made to look exclusively African. Events in the former Yugoslavia have shown that tribalism and ethnicity are not African preserves. Colonialism brought ethnic groups(tribes if you refer to Africa) that had nothing to hold them together except force and a colonial policy of divide and rule.

    When people talk about tribal problems in Africa, I put the question on how they would feel, because of some historical error, you had to live with people that you have no desire to. The second World War in Europe created a Europe that fell into the East(Communist Bloc) and West(Capitalist Bloc). The countries of the East under Soviet hegemony manage to hold the different diverse groups found within these countries. As the Empire collapse, so has the desire for self government risen or some form of regional autonomy.

    Yugoslavia has even manage to coin a new vocabulary, -“Ethnic cleansing”. What is very African about Tribalism is the way Africans choose to solve the problem. But even these atrocities cannot match the systematic methods of say Hitler or present day”Hitler’s” in Bosnia and Croatia.

    More to the point, economically, tribalism in some countries has crippled the economy by diverting resources to unproductive efforts. It has also meant in some places governments did not capitalize on their best talents simply because they belong to the wrong group. Vast numbers of refugees have been created which has meant whole populations have been displaced, their economic productivity unrealized.

    The Future

    The collapse of the old order has created new economic partnerships, shift resources and emphasis, which has pushed Africa further into economic uncertainty and regression. The fall of Communism has opened up new areas in the world that are far more immediately attractive than Africa for investment purposes.

    Eastern Europe provide valuable investment opportunities that are fast attracting capital. One of the legacies of the Communist era are the large numbers of scientist. These are fast becoming partners with establish Western companies for research into new fields.

    Western Governments face constituencies that are increasingly frustrated with their governments wasting money on corrupt and hopeless leaders.

    This is combined with the fact that domestic social problems are getting acute. Today Europe faces difficult social problems. Unemployment, lack of growth and increasing refugee problems from Eastern Europe. Indeed many experts believe that unemployment will become a more structural problem. What this indicates is that social services budget will become bigger. These factors make it all the more difficult for governments in the West to hand over large sums as they had done in the past. Finally, we see a new economic phenomenon or to be more precise, trade phenomenon-trade blocs.

    lready in place is the European Community EC. The North Americans are working out with Mexico -NAFTA North American Free Trade Area. In South East Asia,we see increasing Japans activity in the region. This is made doubly so with the expanding Chinese economy. It is my belief that as Japan makes efforts to address her war past and apologize, this will clear the way for some kind of trade area.

    Given this new world order, what does the future hold for Africa. It is my belief that some parts may never move from the traditional society that describe earlier on. War, famine and disease are the main preoccupation that any notion of social investment is ridiculous. The leadership is some cases actually perpetuate the situation thus guaranteeing their hold on power. However, there are a few that have the potential for spectacular development. Most impressive is Botswana. Botswana apart from South Africa is the fastest growing economy in Black Africa. This economy is characterize by a work ethic, skilled and an industrious labor force.

    Namibia is also an impressive case. However that country has only been independent since 1990. Nevertheless its institutions and policies are on the right track.

    The other group is lead by Kenya, Ghana, Ivory Coast, Nigeria, Gabon and to some extent Senegal and Zaire. There is another group that have all the ingredients but have yet to make any social investments. Some of these are actually at the bottom of UN list of poor quality of life. This group is led by Sierra Leone, followed by Uganda and Angola.

    Multinational Corporations

    In an increasingly global economic environment the role of the Multinational Enterprise (MNE), more commonly known as Multinational Corporations (MNCs), in fostering economic development is going to become increasingly important. Capital that is needed for domestic investment in the poor countries will come largely from investment by these organisations.

    Western governments are going to find it increasingly hard to justify flows to African governments. In another respect there will be increasing demand in African countries that the private sector plays a more central role. These will need the resources and expertise of MNCs. This will be helped by the fact Aid agencies favor joint ventures between foreign firms and local companies as a viable path to development.

    MNEs have much to offer the region in terms of capital, technology, innovation, managerial expertise, and access to world markets. It is important that the investment by MNEs is direct and not portfolio, for direct investment brings more than just financial resources. Further, it is important that MNEs source most of the materials locally so as to develop local skills and enterprises.

    It has been suggested that the target sectors for encouragement of Foreign Direct Investment (FDI) are the

    (a) wood and paper products, (linked to forestry)

    (b) textiles and clothing, (linked to textile fibers) and

    c) metal products or food processing( linked to the extractive sector).

    The objectives for African governments is to both attract the downstream diversification of multinationals already in the relevant extractive sector, and new the investment of multinationals whose operations in the more develop countries are tending to move downstream and may wish to relocate what for them are now upstream activities.

    Dead Horses?

    Africa is not like flogging dead horses. African countries are on a life support machine or as the world bank puts it, its in a state of transition. It needs it own doctors and experts to bring her back to life. To cure the ills of Africa is to understand its environment and no one can better Africa except Africans. The bottom line is you can take the horse to the stream but it she does not want to drink there is not much you can do. In the meantime you have wasted time. Africa is rich in mineral resources and has the potential for development.

    It has the market potential to provide people in the industrialized countries with employment through its demand for unmet needs.

    The growth potentials of the developed world are limited but in Africa there is a huge demand for food, clothing, shelter and consumer goods. What is needed as Philip Kotler points out is that the west puts purchasing power in the hands of these consumers. If this is not done the west will be saddled with over capacity and slow growth. On the other hand, there is body of opinion that believes that modernization goes through stages and that Africa is going through the same process. As such trying to speed up the process by interfering with its dynamics, merely causes cross-cultural and domestic conflicts. Evidence from South East Asian countries however indicates that this process does not necessarily have to follow a linear path. With the right set of policies, governments can make rapid development or even a leap.

    What is urgently needed are several things. In the first place governments should try to recruit their well educated citizens who arc presently abroad. These individuals could be put in special ministries responsible for charting a future for the country. This stems from the fact that Africans that are capable of generating the kinds of ideas and policies that it would take to turn what Africa is today into a modern society or at least developing nations are all abroad. We must also encourage the African entrepreneur as in many parts of South East Asia.

    What is needed in Africa is a system that propels the right people to power. Leaders that could respond to the needs of their peoples. Africa needs leaders that have the foresight for long-term constructive economic and industrial policy. Above all its needs leaders that recognized the need for social economic investments, without them, no sound economic or industrial policy will yield positive results.

    Francis Stevens George

    December 1993

    Article Source: http://EzineArticles.com/8060638

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  • Why Did China Seek Friends in Africa in the 1950s

    In the 1950s, fascination, confusion, and even alarm are adjec-tives that best described the reaction of many political observers to the Chinese seeking friends and allies in Africa. An executive editor of the New York Times, Mr. Seymour Freidin, wrote:

    Red Chinese drive into Africa involves a long range effort to dominate the continent totally and populate it with Chinese.

    Mr. Seymour’s sentiments were not uncommon at the time. There was a great deal of confusion as to what the Chinese were actually up to. This was due in large part to the inconsistent nature of policies pursued by the Chinese in those early years. This was exemplified in the so-called split-level or dual diplomacy. Simply put, this was the pursuit of the “United Front From Above” (government-to-government relations), and the “United Front From Below” (support for wars of national liberation). In practice, this meant the Chinese would support “revolutionary” opposition groups while at the same time supporting the legitimate government of an African country. I take this up in Chapter 3.

    To the question of this chapter, why Africa? The simple answer is ideology, manifested in both domestic Chinese politics and in her international relations. In particular, China’s emerging conflict with the Union of Soviet Socialist Republics (USSR) and the United States of America (USA) were to play a role in the Chinese drive into Africa. I will deal with the ideological factors in the next section.

    First, I would like to briefly point to historical reasons which some Chinese leaders used as a primary argument for their interest in Africa. For example, they pointed to the fact that in October 1415, Chinese explorer and Admiral Zheng He reached the eastern coast of Africa and sent the first of two giraffes as gifts to the Chinese Yongle Emperor. Zheng brought gifts and granted titles from the Ming emperor to the local rulers, with the aim of establishing a large number of tributary states. Indeed, it is worth noting that China and Africa have a history of trade relations, sometimes through third parties, dating back as far as 202 BC and AD 220.

    I will now deal with the domestic factors and the ideological disputes with the United States and Union of Soviet Socialist Republics (USSR).

    DOMESTIC INFLUENCES ON CHINA’S DRIVE INTO AFRICA

    At the Eighth Congress of the Chinese Communist party in 1956, it was clear the new China had been making a determined effort to expand her influence in the outside world, particularly in the “vast intermediate areas” of Africa, Asia and Latin America. In Chinese eyes, the countries of Africa, Asia, and Latin America remain the potential field for revolutions of the Chinese type. This was one area in which they felt a special ideological leadership to offer. Ten years later, in 1965, this belief was exemplified by Lin Biao’s celebrated thesis entitled “Long Live the victory of the People’s war”. His core argument was that;

    Comrade Mao’s theory of the estab-lishment of rural revolutionary base areas and the encirclement of the cities from the countryside is of outstanding and universal importance for the present revolutionary struggles of all the oppressed nations and peoples, particularly, those in Africa.

    Furthermore, The CCP claimed that it was waging a class struggle in defense of Maoism, the true revolutionary, against allies of Nikita Khrushchev in the CCP-the so-called allied forces of “reaction”- and imperialism and revisionism in the world at large. The party described its actions as a ‘sharp class struggle’ and the ‘socialist education’ against “renascent bourgeois ideology, bureaucratic degeneration, and anti-party elements” in the Chinese Communist party (CCP).

    If Mao was to gain complete control over his enemies and prove his ideological position correct, China had to find allies abroad to form the broadest possible United Front for a “struggle” against the “corrupting revisionist influence” of Russia and the imperialist drive of the United States of America. As Mao, not Khrushchev was the true revolutionary; the drive into Africa was an attempt to assert China’s ideological supremacy over USSR.

    It is fascinating and quite remarkable in my view to see that China’s leaders in the late 1950s and 1960s did seriously consider Africa would be of key importance in realpolitik. They were consumed by the belief that Africa was both the center of the anti-colonial struggle and the center for the East and West to fight for control of the “intermediate zone”.

    The theory of the “intermediate Zone” is an interesting one as it formed the foundation for this belief. Introduced by Mao in the late 1940s, the theory claimed that between the United States and the Soviet Union exist a vast “intermediate zone” mainly composed of “oppressed” non-Western countries, including China.

    Before the “imperialist” United States of America could attack the Union of Soviet Socialist Republics, they first had to control the intermediate zone, according to Mao. This then made Asia and Africa the central arena of the Cold War. When Mao and the Chinese Communist Party seized political power in China, they immediately proclaimed revolutionary China as a natural ally of the “oppressed peoples” in the “intermediate zone”. They saw themselves as champions that held the banner of anti-imperialism and anti colonialism, challenging the United States of America and other Western imperialist/colonial powers.

    The belief, that they [The Chinese] were the flag bearers of the oppressed, was fostered by the fact that they made comparisons to key stages in Chinese revolutionary history to the situation in most of Africa during the years of decolonization. The implication was that the ‘unfolding African revolution’ would pass through similar stages. It was noted by Chinese leaders that some parts of Africa were going through similar experiences that China went through sixty years earlier during the Boxer uprising.

    Some events for the independence struggle in Africa were likened to those which occurred in the Hsin-Hai Revolution of 1911, while others resemble what happened around the May 4th incident of 1919.

    All this led some Chinese leaders to have a vision of a “third force”-drawn of nations of Africa, Asia, and Latin America against the “double hegemony” of the nuclear giants-The United States of America and Union of Soviet Socialist Republics. As we would later see, it was no surprise that the Chinese felt compelled to support various rebel and “freedom fighters” across Africa.

    This support was based on a genuine desire to “free” the Afri-cans from what the Chinese saw as imperialism and hegemony. To this day, the Chinese still hold this desire, hence their lack of interference in African affairs.

    INTERNATIONAL INFLUENCES ON CHINA’S DRIVE INTO AFRICA

    It was a fact that Communist China, after its birth in 1949, faced a hostile external environment. Between the years 1952 and 1961, it was notably her unresolved territorial conflict with the United States of America over Taiwan (Republic of China-ROC), denial of the Chinese seat at the United Nations, and China’s concern with American alliances and bases in Asia.

    The United States Government had embarked on a policy of isolating the Communist throughout the world at that time. The Truman administration in July 1950 had extended full diplomatic recognition and protection to Taiwan and proceeded to organize military alliances with other Asian powers surrounding China. Economic and commercial embargo had already been placed on activities with China.

    The United States had further masterminded Operation Van-guard designed to make Taiwan attractive to African countries some of whom were gaining their independence. Operation Vanguard, launched in 1960, saw Taiwan begin to dispatch agricultural missions to assist emerging independent states in Africa with modernizing their agricultural production and to garner support for the Taiwan’s (ROC) representation in the United Nations. At one time, the number of Taiwan’s agricultural specialists in Africa exceeded 1,200. The ROC-Africa Technical Cooperation Committee was established in 1962 to further expand the program.

    Taiwan, with the support of the United States had the Chinese seat in the United Nations and enjoyed support among the allies of the United States, including many African countries. China was quick to see that with the support of these African countries in the United Nations, the balance could possibly sway in her favor.

    China’s ideological battle with the USSR was also to lead her to seek friends in Africa. I already discussed the CCP’s drive to establish their communist credentials in the “intermediate areas”. As the Sino-Soviet split became more pronounced, so did their divergent views on Africa.

    The Chinese saw Africa as an opportunity to get on the International stage and break out of the United States of America isolation. The Soviets on the other hand, saw Africa as a means to expand their industrial strength and spread Soviet propaganda. These two distinct views were to manifest themselves after the Bandung Conference in 1955.

    Thus, tensions with the United States and ideological conflict with the Union of Soviet Socialist Republics were key factors in China’s drive into Africa. China’s policies and actions were to be heavily influenced by these factors as we will later see in this work.

    The next chapter looks at where and how Sino-African relations started.

    The following is the First Chapter of my book: China and Africa Love Affair

    Article Source: http://EzineArticles.com/expert/Francis_Stevens_George/1723405

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  • The Vulnerable Research and Innovation Base of South Africa

    Introduction

    South Africa is facing structural problems in strengthening its research and innovation capacity in order to become and remain competitive in the global business environment. Although greater emphasis is given to strengthen Research and Development efforts in the country and to translate it into commercialization of products, South Africa are lagging behind its competitors on four critical domains of:

    · The level of technological exports;

    · Funds invested in Research and Innovation activities;

    · Capability to transform relevant scientific knowledge and technological inventions into commercial applications; and

    · Sourcing for competitive technologies.

    Although it is realised that South Africa as a developing country cannot match the R&D spending of developed countries, the assumption is made that if South Africa can carry out R&I activity levels comparable to that of principle trading partners and competitors, it will be able to sustain its relative competitiveness in the world.

    Complicating the situation further is the fact that South Africa is considered an innovation environment in which medium to low technology innovations dominate. Therefore, it is not a strong competitor for attracting research exports from foreign companies. This is due to the fact that this privilege belongs to environments classified as at the forefront of research efforts, high technology oriented, huge market opportunities and dynamic in nature. Typical countries adhering to these requirements include amongst others China, India, the United States of America, Hungary and Romania (RTDinfo, 2006).

    Purpose

    The purpose of this article is to describe the vulnerable research and innovation base of South Africa in terms of the three domains mentioned in the introduction.

    Technology exports of South Africa as percentage of world exports

    According to statistics provided by Kaplan (2005) high technology export of South Africa, 0.3% in 2002, as a percentage of global exports represents indeed a very small proportion of world exports in technology. How poor is only conceived when compared to 2002 figures of other European countries such as Turkey (1.6%), United Kingdom (1.25%), Sweden (13.7%), Switzerland (21.6%), Spain (5.7%), Slovenia (4.9%), Portugal (6.8%), Norway (4.6%) and the Netherlands (18.7%).

    Sufficiency of funding for R&I in South Africa

    Whilst the aim of the South African Government is to spend at least 1% of its GDP on R&D this objective has never been reaches since 1983 (No survey was done in 1995 and 1999). With a median of 0.76 and currently at 0.806 GERD:GDP too little emphasis is given to R&D activities. Currently only R10.1 billion (+/- US$1.6 billion) is spend on R&D in comparison to a 2005 GDP of R1 250 billion (+/- US$208.33) comparing favourably with levels experienced in a country lie Portugal. However in comparison with other countries in Europe like Switzerland, Sweden, United Kingdom and the Netherlands which spend two percent and more of their GDP on R&D, South Africa are lagging far behind. Further, of the R10.1 billion available for R&D, only 13% is spend on the advancement of knowledge, whilst the most (60%) is spend on economic development. This indicates that too little is invested on human factors, which is considered a critical element for a successful knowledge based economy. The conclusion is thus that not sufficient funds are allotted for R&I activities in South Africa.

    Capability of South Africa to transform scientific and technological inventions into commercial application

    The first consideration in determining the capability of South Africa to transform R&D activities into commercial application demands an analysis of human resources availability in the scientific community. The Department of Arts, Culture, Science and Technology (2002) has made a comparison between four countries, South Korea, Malaysia, South Africa and Australia regarding the development of human capital as expressed by number of researchers per 1000 of the population as indicated by Table 1. Although performing better than Malaysia on this component, South Africa are performing weak on the broadening of research literacy in the general population. It is a further disturbing fact that South Africa has an aging research workforce. The Department also indicated that the number of science, engineering and technology (SET) practitioners, will vary between 7 and 11 per 1000 of the population in the years 2002 to 2012 and a university throughput in SET of only 2.7% to 3% during the same time frame. The latter figures compare extremely unfavourable with SET graduate throughput in some of the European countries like the United Kingdom (19.5% – 21.0%), Turkey (5.2%), Switzerland (7.0% – 7.7%), Sweden (13.3% – 13.9%), Spain (12% – 12.6%), Slovenia (8.7% – 9.0%), Portugal (7.4% – 8.2%), Poland (8.3% – 9.0%), Norway (7.7% – 9.3%) and the Netherlands (6.6% – 7.3%) for the same period.

    Table 1: Researchers per 1000 of population

    Researchers per 1000 of Population

    Australia 4.843

    South Africa 0.71

    Malaysia 0.3

    South Korea 2.771

    Secondly, of the top 700 firms, by R&D expenditure in the world, only one namely Sasol is located in South Africa with a US$91 million spending during 2003, whilst more than 80% of these firms come from only five countries, spending more than 82.5% of R&D: the United States (42.3%), Japan (22.0%), Germany (7.6%), the United Kingdom (5.6%) and France (5.0%). The remaining 20% comes from Finland (0.9%), Sweden (2.1%), Switzerland (2.9%), Republic of Korea (1.4%), Taiwan (1.1%), China (0.1%), Bermuda (0.4%), Brazil (0.3%), Croatia (0.1%) and South Africa (0.1%). Of these firms more than 50% operates in the high and medium technology environments of information technology, pharmaceuticals, biotechnology and automotive. In essence Transnational Corporations dominate the global business R&D and in all of this South Africa plays a relative insignificant role in participation. However, as internationalisation of R&D by Transnational Corporations increased, South Africa benefited from this approach and the amount of US$67 billion spent in 2002 of which US$24 million was allotted to South Africa. This benefit however, does not reveal the fact that other developing countries like China, Singapore, Hong Kong, Malaysia and the Republic of Korea are the main gainers in the internationalisation of R&D worldwide (World Investment Report, 2005).

    Sourcing of competitive technologies in South Africa

    The history of South Africa and its political dispensation of Apartheid till 1994 led to international isolation causing the country to adopt an internal innovation approach. Since 1994 however, the country began to participate actively in the global economy and a need exist to source new technologies locally as well as from elsewhere (NSTF, 2001). Lorentzen (2004) provided the following statistics regarding to the sourcing of competitive technologies in South Africa over the period 1999-2001 as indicated by Table 2. According to Lorentzen, the 22% foreign sourcing is primarily for radical innovations, whilst local technological sourcing happens within the domain of incremental innovations. It can therefore be concluded that knowledge resources do not meet the competitive needs of South Africa especially in high technology innovations.

    Table 2: Sources of Competitive Technologies

    Source Percentage

    In-house 57

    Local 24

    Foreign 22

    Further, whilst South African inventors secure around 100 United States patents per year, this represents only 2.5 patents per million of the population per annum. In comparison Japan secured 776 patents per million of the population per annum (Department of Arts, culture, Science and Technology, 2002).

    Conclusion and Recommendations

    The results reveal that South Africa performed poorly and insignificantly low in the export of high, medium and low levels technologies. The country is therefore poorly positioned globally to compete successfully due to a lack in ability to commercialise the results of R&I in the international markets. This can be partially be attributed to the fact that not sufficient funds are allocated for R&D as indicated by the gross expenditure on R&D. In order to sustain its competitive position South Africa needs to follow a three-tier approach. Import the technology it requires to fulfil in its trading needs by securing access to external sources of technology, establish strong links with the global production system and seek co-operation agreements with international expertise to ensure technology transfer to South Africa.

    In order to strengthen the research and SET capacity in South Africa, the throughput at university level should at least be doubled to come in line with developed and developing countries in the European union and to contribute significantly to the formation of SET human capital and technological innovations. South Africa has also embarked on a process of embarking on an incentive approach that provides funding sources to different stages for commercialisation of research innovations.

    Due to the fact that South Africa is not performing well in the area of patenting, a better approach could be to focus on trademarks, rather than patents based on the argument that final consumers are less concerned on whether a product has been manufactured solely on the basis of imported or self-develop technology that buying the right product that would satisfy their needs. Trademarks better address the latter component and are focussing more on the licensing of technology as opposed to protecting industrially applicable inventions as in the case of patenting. Whilst patenting is focussing on the supply side of the market to prevent competitors from copying the innovation, trademarks is focussing on the demand side of the market by influencing consumers, which trademark to buy. South Africa therefore could benefit to focus on establishing preferred trademarks in the marketplace in order to grow its competitive base in the global world especially in the field of indigenous technology applications.

    From a global perspective South Africa is also performing poorly to attract R&D funds from Transnational Corporations. Funding obtained is primarily intended for the auto industry. The funds invested, represents a very narrow base on which to build the competitive edge through R&I.

    It can therefore be concluded that South Africa founds itself on the periphery of global knowledge creation and innovation as well as in sourcing for technological innovations. If South Africa intends to maintain and grow its global competitiveness greater emphasis should be given to:

    · Increase the budget for Research and innovation dramatically;

    · Provide stronger support to universities to engage in knowledge transfer and commercialisation of inventions;

    · Direct the preferred choice of students in the direction of science, engineering and technology education; and

    · Form strong partnerships with international organisations known for R&I and with reputable scientists in R&I.

    All this should be done in the realisation that that the precise returns in R&I investments cannot be determined and that the real benefits may only be reaped years later.

    BIBLIOGRAPHY

    ADAIR, J. 1990. The challenge of innovation. Great Britain: Biddles Ltd, Guilford and King’s Lynn.

    Baumol, W.J. 2002. The Free-Market Innovation Machine. Princeton University Press: Princeton.

    Bessant, J., Lamming,R., Noke, H. & Philips, W. 2005. Managing innovation beyond the steady state. Technovation. 25: 1366-1376.

    CALOGHIROU,Y., Kastelli, I. & Tsakanikas, A. 2004. Internal capabilities and external knowledge sources: complements or substitutes for innovative performance?, Technovation, 24:29-39.

    Chesbrough H. 2003. Open innovation – The new imperative for creating and profiting from technology. Boston, Massachusets: Harvard business school press. (pg110;pg157;read chapter 8)

    Cooke, P. 2005. Regionally asymmetric knowledge capabilities and open innovation: Exploring “Globalisation 2” – A new model of industry organisation. Research Policy. 34: 1128-1149.

    Department of Arts, Culture, Science and Technology. 2002. South Africas National R&D Strategy: The changing face of R&D within South African public sector research. June. Government Printers: Pretoria.

    DTI. 2004. Science &Innovation investment framework 2004-2014. HM Treasury: Norwich.

    Kahn, M. & Blankley, W. 2005. The state of research and experimental development:
    http://www.hsrcpress.ac.za
    Accessed: 24/02/2006.

    Kaplan, D. 2005. Technology and the growth of manufactured exports: Assessing South Africa’s performance and policy. Paper presented at DRUID Summer Conference on Industrial Dynamics, Innovation and Development, Elsinore, Denmark, 14-16.06.04

    Kar. 2004. Constructing a logical framework. 7 July.
    http://www.kar-dht.org/logframe.html
    Accessed: 25/02/06

    Lechter, M.A. 2001. Protecting your #1 Asset: Creating fortunes from your ideas. New York: Warner Books.

    Lorentzen, J. 2004. The noledge of numbers: S&T, R&D, and Innovation indicators in South Africa. School of Development Studies: University of Kwazulu-Natal.

    McCalman, P. 2005. International diffusion and intellectual property rights: An empirical analysis. Journal of International Economics. 67:353-372.

    MRC Innovation Centre. 2006. Section H: Funding for commercialisation of research.
    [http://innovation.mrc.ac.za/section.htm]
    Accessed: 24/02/06

    NSTF. 2001. SET Awareness – Growth and Innovation Study.
    [http://www.nstf.org.za/activities/projects/set_study/set_awareness_study.asp]
    Accessed: 25/02/06

    RTDinfo. 2006. When R&D relocates. RTDinfo. January. 47:29.

    Sajeva, M., Gatelli, D., Tarantola, S. and Hollanders, H. 2005. Methodology report on European Innovation Scoreboard 2005. European Trend Chart on Innovation. 1-146.

    Schneider, P.H. 2005. International trade, economic growth and intellectual property rights: A panel data study of developed and developing countries. Journal of Development Economics. 78:529-547.

    U.S. Patent and Trademark Office (PTO). 2000. Types of Patents. Technology Assessment and Forecast data base. 1 June.
    http://www.uspto.gov/web/offices/ac/ido/oeip/taf/patdesc.htm
    Accessed: 21/02/06

    UTTERBACK J.M. 1996. Mastering the Dynamics of Innovation. Boston, Massachusetts: Harvard business school press.

    World Investment Report. 2005. Transnational Corporations and the Internationalization of R&D. United Nations: New York.

    Jan Grundling is the Head of the Centre for Entrepreneurship, Tshwane University of Technology, South Africa

    Article Source: http://EzineArticles.com/expert/Jan_Grundling/11964

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  • COVID-19: Media Group Calls For Increased Welfare For Journalists

    COVID-19: Media Group Calls For Increased Welfare For Journalists

    Journalists
    Journalists

    Media/civil society groups have demanded increased welfare of journalists during the outbreak of COVID-19.

    The groups also called for special protection and support for journalists covering the outbreak of the virus in Nigeria.

    The groups made the demand following a survey to assess the support available to journalists for their safety in covering the COVID-19 pandemic. 

    COVID-19: Media Group Calls For Increased Welfare For Journalists 1Journalists

    Nigerian Times


    The Wole Soyinka Centre for Investigative Journalism, Enough is Enough, International Press Centre, the International Centre for Investigative Reporting, and Premium Times Centre for Investigative Journalism, commissioned the survey following perceptions that journalists were being exposed to danger in the course of covering the pandemic.

    The survey, filed by 463 journalists — correspondents, reporters, editors, freelancers and presenters from 73 print, broadcast and online media across 33 states and the Federal Capital Territory – revealed that there has been a poor attention to the needs, safety and welfare of journalists covering the pandemic.

    Drawing from responses from the survey, the media/civil society groups have urged media proprietors to ensure that reporters on the field are adequately insured and financially empowered as they urged media outfits owing salaries to immediately pay their journalists.

    They also demanded that media organisations should, “Establish workplace policy and follow the same to equip their journalists with specialised and personal protective equipment including for observation of social distancing while on the field.

    “Provide training to journalists on how to crowd source information for their stories without having to necessarily go to the field; and explore technological options for interviews while in-house infrastructure should be put in place to ensure the safety of employees and guests (particularly for broadcast media) in line with the safety advisory of the government and health authorities.”

    They also enjoined freelance journalists to take advantage of reporting grants and other opportunities to procure personal protective equipment while covering the pandemic.

    Following the outbreak, media outfits are beginning to introduce reduction in salaries, with organisations citing economic importance as reason for the deduction.

     

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  • The Definitive Guide to B2B Social Media

    This new guide offers valuable insight from innovative thought leaders and provides best practices for utilizing B2B social media marketing applications effectively. Use the worksheets and checklists to best incorporate your social media plan and policy at your company. Also learn to measure achievements and ROI of your B2B social media marketing strategies.

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