Lesotho Case Essay Example for Free

Lesotho Case Essay Lesotho Case Study BY byrne280 The Market and the Mountain Kingdom: Change in Lesothos Textile Industry Apartheid and the resulting sanctions against South Africa are what ultimately created the textile industry in Lesotho. Aside from the workers that have historically worked across the border in South African mines, the arrival of the textile industry gave Lesotho its first real participation in the global economy. Otherwise the Lesotho economy consists mostly of subsistence farming. The textile industry gives Lesotho an opportunity to participate in trade with the rest of the world and ideally benefit rom globalization. Geographically, Lesotho is uniquely landlocked and in a complete enclave of the country of South Africa. It is the abundance of affordable labor that has attracted clothing manufacturing firms, mostly from Asia that then bring the finished products to the world markets, primarily the United States and Europe. Lesotho has been an appealing location for textile manufacturing in part because of world trade agreements such as the Multi-Fiber Arrangement (MFA), the Lom © Convention and the African Growth and Opportunity act (AGOA). All of these trade greements have expired or are set to expire in some capacity as of the writing of the subject case study, The Market and the Mountain Kingdom: Change in Lesothos Textile Industry written in November of 2006. I will be examining these trade agreements and other factors to determine the costs and benefits of each. Lesotho is at a crucial stage of economic development and the decisions that the government makes will affect the quality of life for the people of Lesotho for years to come. Through this examination of the past there are many lessons to be learned from these previous trade policies. In some ways, these policies benefit other countries more than Lesotho. Hopefully these lessons can be applied to a plan of action for the government of Lesotho. It is my recommendation that the government of Lesotho evaluate the causes and effects of these policies as well as the costs and benefits. Going forward Lesotho should do more to empower and educate its own people rather than rely on preferential trade policies. It is not my point that Lesotho should not take advantage of trade policies while they are in place but it has repeatedly set itself up for failure when trade policies expire. Analysis of Previous Policies Affecting the Lesotho Textile Industry The Lom © Convention: The Lom © Convention was the first experiment in development and co-operation between Europe and Africa after colonial rule. It was established in 1975 and during the 1980s greatly benefited Lesotho by providing a developmental spark to the textile industry. It also provided for a smoother separation from British colonization and was a good stepping stone for development. As result, Lesotho along with other former colonies benefited from preferential trade with Europe. However the agreement went through five major evisions as needs changed and finally expired completely in 2007. The Lom © convention can be credited for providing a short-cut to development for developing former colonies but the preferential treatment was not sustainable long term. It was changed to require that the raw materials originate from a former colony as well. Since Lesotho does not produce its own raw materials and imports most of raw materials from China rather than other former colonies, the policy was already outdated before it expired. This left a 17% tariff in place for Lesothos access to European markets. This virtually eliminated trade with Europe by 1998. The Multi- Fiber Arrangement (MFA) and, the Agreement on Textiles and Clothing (ATC) The MFA was a multi-nation agreement that created quotas from individual countries on imports to the Unites States. The MFA was active from 1974 to 1994 and was then replaced when the World Trade Organization (WTO) implemented a similar policy called the Agreement on Textiles and Clothing (ATC). The policy expired in 2005 and there are currently no country quotas on textiles. Much like the Lom © Convention, the ATC helped to start the Lesotho textile industry and carried it through 2005. The cost is that arguably quotas can hinder free trade in the world arket. It gives inefficient countries and unfair advantage over efficient countries. The aggregate world output of textiles is fundamentally lower with the quotas in place. The MFA and ATC provided a great way for Lesotho to participate in world trade but unless the policies are permanent, it is not a sustainable solution. Because quotas facilitate inefficient production of goods, they cannot be in place indefinitely. Eventually, truly fair trade must be allowed among all countries and Lesotho must be able to manufacture textiles as efficient as countries like China if it would like to have its textile industry survive.

Oil and its Economics :: Economy Petrol

Supply of Oil â€Å"Since 1974 oil-exporting nations have substantially increased their imports in order to finance development plans and to pay for highly technical military training, equipment, and sophisticated defense systems such as the airborne warning and control system, AWACS. From 1972 to 1983, OPECs imports increased approximately sevenfold. Furthermore, exports to OPEC from OECD as a percentage of the latter's total exports increased from 4.1 percent in l972-73 to 8.8 percent in 1975-82, then to 8.4 percent in 1983; and it dropped to 7.1 percent in 1984.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/increase.htm) â€Å"Dynamic forces of oil supply and demand led to all excess supply in world markets since 1980, which in turn led to a de facto decline in the price of oil even before OPEC's London agreement of March 1983 in which the official price was reduced by approximately 14 percent. This oil glut in world markets was the result of at least three mutually dependent dominant forces: high oil prices, increase in production, and reduction in demand.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/since.htm) â€Å"First, following the initial leap of 1973 the price of oil was once again drastically increased in l979. This rise led to a substitution of other sources of fuel and a reduction in real income, which contributed eventually to a decline in the demand for oil after a three-year time lag.† â€Å"A second factor in the oil glut was the increase in world oil production--a predictable economic consequence of rise in its price.† â€Å"A third factor in the oil glut was decreased demand for oil. The 1980 economic recession, which had plagued the world economy and which had markedly reduced the productive capacity of industrial nations by its greatest percentage decline since World War II, was a dominant force in reducing the demand for oil yet further. As their gross national products headed downward because of the recession, industrial nations reduced their imports. This, in turn, led to a reduction in foreign exchange earnings of the less-developed countries. These had, therefore, to curtail their purchases from abroad, including imports of oil. A multiplier effect of all such factors had a marked effect on the demand for oil in world markets.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/since.htm) DEMAND Demand for Oil over Time (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/time.htm) â€Å"A conventional downward-sloping demand curve is not, in [Dr. Oweiss’]opinion, sufficient to explain the interaction of oil prices and quantity demanded over time. In studying the dynamics of international oil markets which differentiates between upward and downward trends in prices. A small rise in the price of oil, from its low, pre-1973 level, will not change the quantity demanded, for demand at such a low level may he regarded as perfectly inelastic.

Extrinsic and Intrinsic Motivation in Education

Extrinsic and Intrinsic Motivation in Education As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book â€Å"Drive† by Daniel H. Pink, it makes me thought-provoking about motivation 2. 0 and motivation 3. 0. So the question comes in my mind is what is the difference between motivation 2. 0 and motivation 3. , and which motivational system is more effective either for education. Motivation 2. 0, what we know as extrinsic motivation assumes that human beings are best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and better the world (learning and creating). In educa tion, I prefer that motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success and good behavior and motivation 2. leads to decreasing of students’ progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels.In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class will help him earn a scholarship at Business Department.The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we can see the first person exhibits motivation 2. 0. Students who belong to motivation 2. 0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book â€Å"Drive†, in chapter 3 Pink describes â€Å"They're working hard and persisting through difficulties because of their internal desire to control their lives, learn about their world, and accomplish something that endures† (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run.It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank.A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, and  the responsibility to perform the task in order  to motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it.This is due to the fact the external rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior â€Å"Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose† (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than trying to escape from it once the task is done. Furthermore, motivation 3. increases effort and persistence in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains â€Å"According to a cluster of recent behavioral science studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being† (88-89). Motivation 3. 0 increases the amount of effort and energy that students expend in activities directly related to their needs and goals.Intrinsically motivated students are more likely to continue a task until they’ve completed it, even if they are occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students’ time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay attention because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory.Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states â€Å"According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated† (78). Thereby circumventing the intrinsic barrier.This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the approval of the â€Å"in-group† will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to decreasing of students’ progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are thus motivated by means of external rewards.External rewards basically consist of money and grades. Motivation 2. 0 leads students are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In ot her means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the desire of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it.Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues â€Å"When people use rewards to motivate, that’s when they’re most demotivating† (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students’ progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and â€Å"pay for performance† (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or with whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we need to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work actually operates. Moreover, the basic problem with Motivation 2. 0 is â€Å"if-then† rewards. In the summary of chapter 2, Pink explains why â€Å"if-then† reward is not good that â€Å"Traditional â€Å"if-then† rewards can give us less of what we want: They can extinguish intrinsic motivation, diminish performance , crush creativity, and crowd out good behavior† (220). Actually, â€Å"if-then† rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior.Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students’ progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are no longer there. Through the book â€Å"Drive† by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0; I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run.For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to move forward in education. First, I need to gain autonomy which is my desire to be self-directed. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I believe I can and will find ways to engage myself in self-directed and meaningful work.

IS3230 Access Security Final Project Essay - 995 Words

Project schedule summary The project will be a multi-year phased approach to have all sites (except JV and SA) on the same hardware and software platforms. Project deliverables †¢ Solutions to the issues that the specifies location of IDI is facing †¢ Plans to implement corporate-wide information access methods to ensure confidentiality, integrity, and availability †¢ Assessment of strengths and weaknesses in current IDI systems †¢ Address remote user and Web site user’s secure access requirements †¢ Proposed budget for the project—Hardware only †¢ Prepare detailed network and configuration diagrams outlining the proposed change †¢ Prepare a 5 to 10 minute PowerPoint assisted presentation on important access control infrastructure, and†¦show more content†¦Ã¢â‚¬ ¢ 10th Objective Initialization of the entire network and any last minute configuration adjustments to have the network up and operating within all specified ranges. Risks and Vulnerabilities 2.1Overall: There is a mess of servers, switches, switches, and inward equipment firewalls. Each of the associations areas is working with diverse data advances and foundation IT frameworks, provisions, and databases. Different levels of IT security and access administration have been actualized and inserted inside their individual areas. The data engineering framework is maturing and numerous areas are running on antiquated fittings and programming. Additionally, the framework is woefully out-of-dated regarding fixes and overhauls which significantly expand the danger to the arrange as far as classifiedness, trustworthiness, and accessibility. Billings, Montana: ï‚ § Logisuite 4.2.2 has not been upgraded in almost 10 years. Also, over 350 modifications have been made to the core engine and the license agreement has expired. Progressive upgrading to the current version will be required. As a result, renewing this product will be extremely cost and time-prohibitive. ï‚ § RouteSim is a destination delivery program used to simulate routes, costs, and profits. It is not integrated into Logisuite or Oracle financials to take advantage of the databases for real-ime currency valuaion and profit or loss projections. ï‚ § IDI’s office automation hardwareShow MoreRelatedFinal Exam Essay1089 Words   |  5 Pagesï » ¿Access Control Project Access Control: IS3230 By: Phil Kurutz Nathan Gleed April 22, 2014 TABLE OF CONTENTS INTRODUCTION: 1.1 Project Title 1.2 Project Schedule Summary 1.3 Project Deliverables 1.4 Project Guides 1.5 Project Team Members 1.6 Purpose 1.7 Goals and Objectives 2 Risks and Vulnerabilities 2.1 Overall 2.2 Billings, Montana 2.3 Warsaw, Poland 3 Proposed Budget 4 IDI Proposed Solution 4.1 Billings, Montana 4.2 Warsaw, Poland 5 Drawings 6 Conclusions INTRODUCTION Read MoreEssay on Access Control FInal Project1199 Words   |  5 Pagesprogram Project: Access Control Proposal IS3230 - Access Control Bernard Downing David Crenshaw /2014 1 INTRODUCTION 1.1 Title of the project Access Control Proposal Project for IDI 1.2 Project schedule summary The project will be a multi-year phased approach to have all sites (except JV and SA) on the same hardware and software platforms. 1.3 Project deliverables †¢ Solutions to the issues that specifies location of IDI is facing †¢ Plans to implement corporate-wide information access methods