Free Essay

What Explains the Adaptation of the 1948 Apartheid Law in South Africa?

In: Historical Events

Submitted By hihiash955
Words 2505
Pages 11
What explains the adaptation of the 1948 Apartheid law in South Africa?

South Africa’s Apartheid was a political system founded in racial segregation. The National Party, the only governing party between the years 1948 to 1994, committed itself to oppressing the country’s people through racial legislation. What factor explains the adaptation of the Apartheid law in 1948? An Afrikaner (southern African ethnic group) minority ruled the population, enacting Apartheid once white supremacist leaders and racial segregation had become a central aspect of the South African policy after World War II. The Afrikaners had also formed some Broderbund organizations, developing and imposing ideology that helped in pushing the Apartheid agenda. Such ideology was officially administered in South Africa through the mandate of the League of Nations, later revoked in 1966 via the United Nations 2145 Resolutions (Barbarin, Oscar & Linda 2013, 221).
The Great Depression 1929 resulted in a bad economic turn in South Africa, and saw many Afrikaner whites move to the city in search of jobs from previously settled rural areas. However, due to high taxes, native South African tribesmen had to work in the mines resulting in an increase in the number of black people in the manual labor workforce. Racial segregation itself began during the colonial period under the rule of the Dutch empire until the British appropriated the Cape of Good Hope in 1795 (Clark, Nancy & William 2013, 113) The structured policy of Apartheid was officially introduced after the South African general elections of 1948. Legislation soon classified the population into four racial groups creating ultimate segregation. That being said, the main classification was based according to the white. Indians and the colored. ( Barbarin, Oscar & Linda 2013, 114). The colored and the Indians were also subclassified and their residential areas were segregated In fact, Apartheid operated under a strict set of segregated laws, including registration required by an act in 1950 (Barbarin, Oscar & Linda 2013, 320). South Africans were classified in a specific number based on population groups, fully provided for and edified by the act (Marks, Shula & Stanley 2014, 115). All the separation and reservation of the Separate Amenities Act in 1953 allowed a public premise where the services and vehicles were segregated by one race. During Apartheid, land was allocated based on race. Most of the land was owned by whites while 7 % was allocated to blacks. However, the Land Act increased the Native Trust in 1936 to 14 % of the whole land area of South Africa. As for the Indians, the 1946 Indian act emerged while the Asians also had their own Land Act that was restricting their land ownership to towns and cities. Various legislative acts divided urban and rural area land ownership based on race. In addition, colored people were forced to operate under a Communal Act that kept certain tribes together, limiting their movement to certain land tracts. A Preservation Act served to entrench white ownership of land already settled by the white population. Last, an act controlled the aliens, such as Asians, who occupied a part of southern South Africa. The government meant to limit contact between races, limiting non-whites to activities that involved manual labor. Labor unions were set for the non-whites and they were all denied from participating in national government issues. Equal facilities were certainly not available to all. Another Apartheid law regarded jobs, specifically to force blacks to work in the mines. The natives were also affected since they were the main workers in the building industry (Barbarin, Oscar & Linda 2013, 230). Legislation not only segregated work places and living conditions, but also the bedrooms of the population. From 1960 to around 1984, 3.4 million non-white South Africans were evicted from their native homes. It was one of the largest mass removals of its kind in modern history (Marks, Shula & Stanley 2014, 87). All public services were also formally and practically segregated, where those provided for colored were far inferior to those provided for whites.

As shown in Table 1, the majority of discrimination was aimed towards the blacks. Peter Kallaway in his book The history of education under apartheid analyses the history of the education system for the period 1948 - 1994 during the rule of the National Party. The separation was extended to all facets of life from education to development, to religion and churches, to human rights among others (Kallaway 2). Kallaway explains that the separate school systems were predominant during 1948 - 1994. However, the different schools for the blacks and the whites had been separate from the onset. He views the Bantu Education Act of 1953, advocated by the Minister of Native Affairs, Dr Hendrik Verwoerd.The legislation and report were utilized as tools to achieve state control of the black majority. The missionary churches for responsible for the governance before state intervention. The funding allocated to the schools depended on the system and clouded with inequality. White schools received a higher funding than all other systems, with black schools receiving the least amount (Kallaway 5).
In his book, Kallaway, states that the different schools had separate syllabuses. The government policy was to train the black Africans to be servants and labourers to the whites, and not to educate them to aspire to positions they will never hold. Instruction in primary schools with black majority primarily consisted of mother tongue with a few exceptions. The author also analyses the steps the oppressed black Africans took in rebellion to the educational ideologies imposed by the National Party (Kallaway 8). The author also explores the segregation characterized post-apartheid education culture, and the desired changes and improvements. As seen in Image 2, the racial segration between the white kids were very strongly based.
Marquard in his book "The Peoples and Policies of South Africa." examines many of the issues that plagued South Africa during the period of Apartheid. He focuses on race, religion and politics. In his discussion of religious issues, he primarily concentrates on the interaction between white churches and apartheid (Marquard 23).
Walshe, the author of “Christianity and the Anti-Apartheid Struggle: The Prophetic Voice within Divided Churches” argues in this paper that the church was an essential and integral part of the anti- apartheid struggle. Religion was another element recreating racial segregation. He states that the church became increasingly politicized through the years providing rebellion against the apartheid system, especially due to prophetic Christian churches. The churches involvement in the rebellion against apartheid as explained by Walsh heightened in the 1980's (Walshe 31).
Lastly Miguel Rodriguez examines the role of the church, focusing on theology text and religious leaders in the struggle against segregation. The author illustrates in the article that contextual theology was a vital component in rallying the church against the oppressive government of the time; the National Party that governed the country during the apartheid period. The church was very popular among the black South Africans as they worked with the poor and oppressed, which was the state in which they were in at the time. As the authors state the church leaders were not responsible for ensuring that radicalization did not take place in the church. They had to provide proper leadership within the communities they operated (Rodriguez 25).
By the mid-1980s, these laws were repealed. More than anything, Apartheid was based on geographical segregation and land tenure (Clark, Nancy & William 2013, 112).

However B.J Vorster one of many leaders made sure to prioritize white supremacist policies in the country. B.J Vorster's government enacted legislation that led to removing four members of the House of Assembly. Dating back from the collapse of Portuguese rule that left South Africawith a white minority government which was not to Vorster's liking. A white supremacist state was of course logistically difficult when outnumbered by far more numerous blacks. Noticing this, Vorster pressured non-militant Black Nationalist leaders and Ian Smith to sign an internal settlement prioritizing white supremacy in the country (Clark, Nancy & William 2013, 311). While voters were all separately represented, the parliament soon abolished all remaining coloured political representation. Other elected leaders from the representative council replaced this representation, though their limited powers solidified white supremacy (Clark, Nancy & William 2013, 320). In fact, dissenting political parties could not interfere with the Ethical Politics in Act 1968. In 1983, the Constitution Act separated the parliament into different houses. One of the houses was for the whites, the other for the Indians and the coloreds. By 1993, establishing non-racial suffrage replaced these practices.
In an attempt to eradicate poverty amongst the whites, another well-known leader Hendrik Verwoerd proposed restricting black immigrants; the idea was to increase the work opportunities available to whites. Verwoerd finally brought his idea for racial division into policy in 1948 when the Nationalist government began its rule (Hepple, 32). White supremacy was not a new concept to South Africa’s policy, as there was the 1913 Land Act, requiring black South Africans to live on reserves where they were limited to working as sharecroppers. This strategic separation along racial lines would be implemented through very strictly enforced rules and regulations. The main aim was to distinguish between the white minority and the non- white majority, but also creating conflict among black South Africans along tribal lines so as to prevent a political uprising against white minority rule. Hendrik Verwoerd reinforced his cause as the Minister of Native Affairs in collaboration with other Nationalists by implementing a number of laws, some of which included the Suppression of Communism Act of 1950 which gave the government the authority to disbar any organization deemed to be influenced by Communism. This was a way to legally ban movements against segregation. He also passed the Bantu Authorities Act of 1951 for recruiting informants by giving them illusions of power through the perceived authority to rule their people. Moreover, the Criminal Laws Amendment Act of 1953 made it illegal to oppose decisions made by the government in any way. The Bantu Education Act of 1955 gave the government authority to control schools attended by black South Africans (Hepple 116).
In September of 1958, Hendrik Verwoerd finally became the sixth prime minister of South Africa. During the duration of his rule, he advocated for white supremacy, Apartheid and separate development. Specifically, he invoked teachings of Christianity and democratic rule in a misguided way to legitimize his policies, protecting the interests of the minority (Hepple 273 - 277). The cabinet was made up of people that shared his opinion on South Africa’s development and progression of Apartheid. Any opposition met with limiting laws against the cause, detainment and even torture. Verwoerd’s tenure came to an end in April of 1960, when he was assassinated. Verwoerd’s commitment to racial segregation and pre-emptive policies targeting black political involvement, not to mention his violations of human rights, demonstrate his significance in the rise and reinforcement of white supremacy in South Africa (Hepple 273 - 278).
The end of the madness
Apartheid finally and successfully came to an end in the early 1990's. Opposing to it resulted in many incidents of violence. Several political strikes and protests eventually turned into armed resistance. The South Indian National Congress helped to organize a meeting that was for all the people in 1951. A congress group was set up as a freedom charter in 1955, spearheading political equality for the South African people. The government quickly broke up the meeting and arrested 150 people on charges of high treason. Thousands of black children from Soweto and around Johannesburg helped to demonstrate against Afrikaans, which was a major language requirement for all black South African students (Clark, Nancy & William 2013, 871). The police openly fired teargas and bullets into the crowds. Eventually, the United Nations openly denounced Apartheid in 1973. In 1976, the United Nations Security Council voted to impose an obligatory embargo to restrict selling of all arms to the South African government. The United States and the United Kingdom took it upon themselves to impose strict economic sanctions on the country in 1985 (Barbarin, Oscar & Linda 2013, 76). Reforms to abolish past laws were put in place by the government of Pieter Botha. In 1994, a new constitution ended racial grouping. A new coalition government was elected and was nonwhite headed, signaling the end of Apartheid. Most discrimination created and retained by Apartheid still exist in South Africa. The country still has one of the largest income gaps between whites and blacks. Around 50 % of the population, mostly black, earns a salary that is less than 4200 per year (Clark, Nancy & William 2013, 56). The other population has an income that is over the expected salary of 350000 per year. Most agricultural land is still in the hands of whites. As a result, a number of white farmers have been killed since 1994; indeed, racism is still dominant due to the way the country is governed.
Despite these factors, the people of South African live peacefully compared to the time of Apartheid. The government has also passed some affirmative action laws that have helped to adjust employment equity. The government helped to assess all the employment contracts, including those in private sectors. The appointments in provincial, local and national governments are always dictated by unique legal actions. The ANC policy focusing on Black Economic empowerment should be followed. It helps to protect ethnicity and racism in South Africa. Policies such as Apartheid should be prevented by all means in any country. All people should be treated equally without discrimination.

Bibliography
Barbarin, Oscar A., and Linda M. Richter. Mandela's children: Growing up in post-apartheid South Africa. Routledge, 2013. Print.
Clark, Nancy L., and William H. Worger. South Africa: The rise and fall of apartheid. Routledge, 2013. Print.
Hepple, Alex, South Africa: A Political and Economic History. New York." Journal of Asian and African Studies, 1967: 15- 117.
Hepple, Alex, South Africa: A Political and Economic History. New York." Journal of Asian and African Studies, 1976: 15- 117.
Marks, Shula, and Stanley Trapido, Eds. The politics of race, class and nationalism in twentieth century South Africa. Routledge, 2014. Print.
Marquard, Leo. The peoples and policies of South Africa. 4th ed. Oxford: Oxford University Press, 1969: 1- 284. Print.
O'Laughlin, Bridget, Henry Bernstein, Ben Cousins, and Pauline E. Peters. "Introduction: Agrarian change, rural poverty and land reform in South Africa since 1994." Journal of Agrarian Change 13, no. 1 (2013): 1-15.
Kallaway, Peter. The history of education under apartheid, 1948-1994: the doors of learning and culture shall be opened. Cape Town: Pearson Education South Africa, 2002:1- 399. Print
Rodriguez, Miguel. Confrontational Christianity: Contextual Theology and Its Radicalization of the South African Anti-Apartheid Church Struggle. University of Central Florida, 1997 http://etd.fcla.edu/CF/CFE0004322/Thesis_Final_-_April_13_201211.pdf
Walshe, Peter. "South Africa: Prophetic christianity and the liberation movement." The Journal of Modern African Studies 29. 1, 1991: 27-60. Print.

Annexe
Table 1

Image 2

Similar Documents

Premium Essay

Information Tectnology

...NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCE COURSE CODE:POL 122 COURSE TITLE:INTRODUCTION TO AFRICAN POLITICS POL 122 INTRODUCTION TO AFRICAN POLITICS COURSE GUIDE POL 122 INTRODUCTION TO AFRICAN POLITICS Course Writer/Developer Mr. Sikiru Lanre Nurudeen Department of Political Science and Conflict Resolution Al – Hikmah University, Ilorin Kwara State Course Editor Prof. M. Olarotimi Ajayi Faculty of Social Sciences Covenant University Otta Course Coordinator Mr. Abdul-Rahoof A. Bello National Open University of Nigeria ii POL 122 INTRODUCTION TO AFRICAN POLITICS NATIONAL OPEN UNIVERSITY OF NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2009 ISBN: 978-058-415-3 All Rights Reserved iii POL 122 INTRODUCTION TO AFRICAN POLITICS CONTENTS PAGE Introduction ………………………………………….…………… 1 Course Aims ……………………………………………………… 1 Course Objectives ………………………………………………... 1 Working through Course……………………………………. This 2 Course Materials………………………………………………….. 2 Study Units………………………………………………………. . 2 Text books and References……………………………………….. 3 Assessment File…………………………………………………… 3 Tutor-Marked Assignment ……………………….. ……………… 4 iv POL 122 INTRODUCTION TO AFRICAN POLITICS Final Examination......

Words: 67952 - Pages: 272

Premium Essay

Swot

...MARKET ENTRY TO SOUTH AFRICA Bachelor’s thesis Degree Programme in International Business Autumn 2013 Chisha Mulenga ABSTRACT Valkeakoski International Business Management Author Chisha Mulenga Year 2013 Subject of Bachelor’s thesis Market entry to South-Africa ABSTRACT This thesis was made possible by the connect-project which was started in January 2012. The project's main objective is to support growth and speed up internationalization of Finnish renewable energy SMEs to developing countries. The purpose of this thesis was to concentrate on market entry, the entry modes, present status on wind energy sector in South Africa´s business culture ,the business environment, the current energy situation which will include small scale and large scale wind turbines. And also aspects on regarding the market entry which might make it possible for companies interested in doing business in South Africa, by finding out the possibilities of doing business there. So my thesis will shed a light on the Market analysis and the market entry strategies. The aim of this thesis is to get familiar with the wind energy market and to give Finnish SMEs the best recommendations on the further actions to be taken when entering this new market. Keywords wind energy, developing economies, market entry strategies. Pages 38 p. CONTENTS 1 INTRODUCTION ................................................................................................

Words: 10582 - Pages: 43

Premium Essay

History

...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section......

Words: 19278 - Pages: 78

Free Essay

Mhqvwuydfqyugfow

...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I.......

Words: 16161 - Pages: 65

Premium Essay

Mba Hrm

...____________________________________________________________________ PROGRAMME HANDBOOK ____________________________________________________________________ ____________________________________________________________________ MASTER OF BUSINESS ADMINISTRATION GENERAL DEGREE (YEAR 1) ____________________________________________________________________ ____________________________________________________________________ JULY 2015 INTAKE ____________________________________________________________________ Copyright© 2015 THE MANAGEMENT COLLEGE OF SOUTHERN AFRICA All rights reserved, no part of this book may be reproduced in any form or by any means, including photocopying machines, without the written permission of the publisher MANCOSA: MBA (GENERAL) YEAR 1 1 TABLE OF CONTENTS 1. WELCOME 1.1 MESSAGE FROM THE PRINCIPAL 1.2 MESSAGE FROM THE OFFICE OF THE DEAN 3 4 INTRODUCTION TO MANCOSA 2.1 BRIEF HISTORY OF MANCOSA 2.2 PROGRAMME OFFERINGS 2.3 DIRECTORS 4 5 5 3. THE MANCOSA MISSION 6 4. THE MANCOSA VISION 6 5. MBA PROGRAMME STRUCTURE 5.1 OVERALL PROGRAMME OBJECTIVES 5.2 PROGRAMME FOCUS 5.3 MODULE DESCRIPTION AND RATIONALE 2. 6. PROGRAMME ADMINISTRATION 6.1 PROGRAMME MANAGEMENT 6.2 FINANCE 6.2.1 FEE PAYMENT 6.2.2 PAYMENT OF FEES AND OTHER DUES 6.2.3 PAYMENT PLANS 6.2.4 ADDITIONAL FEES/CHARGES 6.2.5 REGISTRATION SPECIFIC/INCOMPLETE MODULES 6.2.6 CANCELLATION OF REGISTRATION/FEE......

Words: 23989 - Pages: 96

Free Essay

Help

...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I.......

Words: 16161 - Pages: 65

Free Essay

One Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.

... ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...

Words: 163893 - Pages: 656

Premium Essay

Edphod8

...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ð2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society Ð diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the......

Words: 100366 - Pages: 402

Premium Essay

Level of Political Awareness

...became a melting pot, a land where too many different races took part for the development of the land. Strategically located in the heart of the Pacific, Philippines is a stepping stone. Different foreigners will be first to land in the Filipino soil before passing other Asian Countries. Geographically located in the tropic, Philippines is vested by different natural resources. Philippines, a pebble on the shoe of other Great Asian Agricultural Countries, is also a great trading empire; not only in the Asian Trade but also with the International Trade. Known as a nation rich in Tropical Fruits, Philippines showcased her greatness in International Trade as she become leading Banana and Mango exporter in Asia. Also a renowned Rice Bowl of South East Asia, Philippines sheltered the development of world-class agricultural researches that would benefit not only the Philippines but also other agricultural countries in Southeast Asia. The IRRI or the famed ‘International Rice Research Institute’ in Los Baños, Laguna, spearheaded the construction of theories, experiments and evaluations that would benefit the future of agriculture. New rice breeds were introduced because of this institution. In 2009, Palawan’s Underground River was recognized by the world...

Words: 13252 - Pages: 54

Premium Essay

Treasures

...CSS 105 COURSE GUIDE COURSE GUIDE CSS105 INTRODUCTION TO POLITICAL SCIENCE Course Developer Dr. Derin K. Ologbenla University Of Lagos Akoka – Lagos. Dr. Derin K. Ologbenla Course Writer University Of Lagos Akoka – Lagos. Course Co-ordinator Dr. Godwin Ifidon Oyakhiromen National Open University of Nigeria Lagos. NATIONAL OPEN UNIVERSITY OF NIGERIA ii CSS 105 COURSE GUIDE National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2006 First Printed 2006 ISBN: 978-058-434-X All Rights Reserved Printed by Goshen Print Media Ltd For National Open University of Nigeria iii CSS 105 COURSE GUIDE Contents Introduction......................................................................... Aims................................................................................... Objectives........................................................................... Working through the Course.............................................. Course Materials................................................................ Study Units........................................................................ Textbooks and References.................................................. Assessment.......................................

Words: 55473 - Pages: 222

Premium Essay

Managing Cultura Differences

...MANAGING CULTURAL DIFFERENCES SIXTHEDITION MANAGING CULTURAL DIFFERENCES SERIES Managing Cultural Differences: Global Leadership Strategies for the 21 st Century, Sixth Edition Philip R. Harris, Ph.D., Robert T. Moran, Ph.D., Sarah V. Moran, M.A. Managing Cultural Diversity in Technical Professions Lionel Laroche, Ph.D Uniting North American Business—NAFTA Best Practices Jeffrey D. Abbot and Robert T. Moran, Ph.D. Eurodiversity: A Business Guide to Managing Differences George Simons, D.M. Global Strategic Planning: Cultural Perspectives for Profit and Non-Profit Organizations Marios I. Katsioulodes Ph.D. Competing Globally: Mastering Cross-Cultural Management and Negotiations Farid Elashmawi, Ph.D. Succeeding in Business in Eastern and Central Europe—A Guide to Cultures, Markets, and Practices Woodrow H. Sears, Ed.D. and Audrone Tamulionyte-Lentz, M.S. Intercultural Services: A Worldwide Buyer’s Guide and Sourcebook Gary M. Wederspahn, M.A. SIXTH EDITION MANAGING CULTURAL DIFFERENCES GLOBAL LEADERSHIP STRATEGIES ST FOR THE 21 CENTURY 25TH ANNIVERSARY EDITION PHILIP R. HARRIS, PH.D. ROBERT T. MORAN, PH.D. SARAH V. MORAN, M.A. JUDITH SOCCORSY Editorial Coordinator Elsevier Butterworth–Heinemann 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2004, Philip R. Harris, Robert T. Moran, Sarah V. Moran. All rights reserved. No part of this publication may be reproduced, stored in......

Words: 229816 - Pages: 920

Free Essay

International Business

...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Organization The overarching logic of the book is intuitive—organized around answers to the what, where, why, and how of international business. WHAT? Section one introduces what is international business and who has an interest in it. Students will sift through the globalization debate and understanding the impact of ethics on global businesses. Additionally, students will explore the evolution of international trade from past to present, with a focus on how firms and professionals can better understand today’s complex global business arena by understanding the impact of political and legal factors. The section concludes with a chapter on understanding how cultures are defined and the impact on business interactions and practices with tangible tips for negotiating across cultures. WHERE? Section two develops student knowledge about key facets of the global business environment and the key elements of trade and cooperation between nations and global organizations. Today, with increasing numbers of companies of all sizes operating internationally, no business or country can remain an island. Rather, the interconnections between countries, businesses, and institutions are inextricable. Even how we define the world is changing. No longer classified into simple and neat...

Words: 239764 - Pages: 960

Premium Essay

Reading a Novel in 1950-2000

...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs,......

Words: 123617 - Pages: 495

Premium Essay

Oecd

...OECD INSIGHTS International Trade Free, Fair and Open? Patrick Love and Ralph Lattimore ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part in the work of the OECD. OECD Publishing disseminates widely the results of the Organisation’s statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members. This work is published on the responsibility of the Secretary-General of the OECD. The opinions......

Words: 62072 - Pages: 249

Premium Essay

Work, Culture and Identity in Mozambique and Southafrica 1860-1910

...This book owes a great deal to the mental energy of several generations of scholars. As an undergraduate at the University of Cape Town, Francis Wilson made me aware of the importance of migrant labour and Robin Hallett inspired me, and a generation of students, to study the African past. At the School of Oriental and African Studies in London I was fortunate enough to have David Birmingham as a thesis supervisor. I hope that some of his knowledge and understanding of Lusophone Africa has found its way into this book. I owe an equal debt to Shula Marks who, over the years, has provided me with criticism and inspiration. In the United States I learnt a great deal from ]eanne Penvenne, Marcia Wright and, especially, Leroy Vail. In Switzerland I benefitted from the friendship and assistance of Laurent Monier of the IUED in Geneva, Francois Iecquier of the University of Lausanne and Mariette Ouwerhand of the dépurtement évangélrlyue (the former Swiss Mission). In South Africa, Patricia Davison of the South African Museum introduced me to material culture and made me aware of the richness of difference; the late Monica Wilson taught me the fundamentals of anthropology and Andrew Spiegel and Robert Thornton struggled to keep me abreast of changes in the discipline; Sue Newton-King and Nigel Penn brought shafts of light from the eighteenthcentury to bear on early industrialism. Charles van Onselen laid a major part of the intellectual foundations on which I attempt to build. I must......

Words: 178350 - Pages: 714