Economic development in China and India Essay Example for Free

Economic development in China and India Essay Foreign trade in China is almost completely dominated by the state. In 1979, China relaxed certain trade restrictions, paving the way for increases in the relatively small foreign investment and trade activity. By the late 1980s, yearly exports totaled about $41. 1 billion and imports $46. 4 billion, and both have increased sharply since then. China has been undergoing a dramatic transformation to a market economy. As a result, it currently is the world leader in terms of economic growth, industrial expansion, and exports. It contains an array of potential consumers that far exceeds the markets in Europe or the Western Hemisphere, and it is rapidly emerging as a new epicenter for industry, commerce, and finance. In addition, the so-called â€Å"greater China† has substantial amounts of technology and manufacturing capability, outstanding entrepreneurial, marketing, and services acumen in Hong Kong, a fine communications network and a tremendous pool of financial. When these resources are combined with the very large endowment of land, resources, and labor on the mainland, China already is a major superpower in the global economy. The people’s Republic of China (PRC or China, for short) has had a long tradition of isolation. In 1979, Deng Xiaoping opened his country to the world. Although his bloody 1989 put-down of protestors in Tiananmen Square was a definite setback for progress, China is rapidly trying to close the gap between itself and economically advance nations and to establish itself as an economic power in the Pacific Rim. Southeast China in particular has become a hotbed of business activity. Presently, China is actively encouraging trade with the West, and it is a major trading partner of the United States. Despite this progress, many U. S. and European multinationals find that doing business in the PRC can be a long, grueling process that often results in failure. One primary reason is that Western-based MNCs do not understand the role and impact of Chinese culture. Since the last few decades there has been a multifold increase in the FDI in China. The Chinese economy has now gaining the power of effecting the decisions of the economic bodies of the world. History of FDI growth in China: The country launched its open door policy 26 years ago. Since the policy introduction the FDI flows in the country received a quick response. In 2004 China was at no. 2nd position in the world of FDI with $64 billion. The Chinese FDI trends can be examined in two phases. First phase: 1979-82 Second phase: 1984-91 Third phase: 1992-99 In the first phase the government establish for special zones with incentive policies. Although there was a high inflow into those regions, the total FDI flow reached US $ 1. 8 billion. In the second phase the provinces were opened and recorded US $ 10. 3 billion. In 1989 however the trend dropped. In the third phase Deny Xiaoping opened China for overall economic reform. The phase was very fruitful for China. The government introduced new policies and market oriented economic reform. In result of these reforms the FDI’s started flowing into the Chinese economy at rocket speed. In November 1999 US-China had an agreement regarding the WTO, according to which many new reforms were made (Sandra, 2001) those included †¢ The sectors relating to the distribution services will be opened for repair and maintenance and China will phase in trading rights and distribution services over three years. The Government for the investment opened the telecommunication industry of China. †¢ The professionals were also allowed access to the service markets of China. The services included according, consulting, Information Technology and Engineering. (Lardy, 2000). FDI in China rose to a peak level of US $ 45463 million in 1998. In the first six months of 2002, actual foreign direct investment (FDI) in China rocketed to 24. 58 billion U. S. dollars, setting a record growth rate of 18. 69 percent year-on-year. (Beijing Time, 2002) On June 22, 2005, CNOOC, a Chinese company made a $18. billion bid to purchase Unocal Corporation, an U. S. energy company. News of the bid raised concern among several Members, many of who contend that the deal would threaten U. S. national security. On June 30, 2005, the House passed H. Res. 344 (Pombo) by a vote of 398 to 15, expressing the sense of the House of Representatives that a Chinese state-owned energy company exercising control of critical United States energy infrastructure and energy production capacity could take action that would threaten to impair the national security of the United States. On the same day, the House passed an amendment (H.  Amdt. 431) to an appropriations bill (H. R. 3058) that would prohibit the use of funds from being made available to recommend approval of the sale of Unocal Corporation to CNOOC. On May 20, 2005, the Chinese government reported that first quarter real GDP grew by 9. 4% in 2005 over the same period in 2004. On April 15, 2005, the Chinese government reported that its foreign exchange reserves had risen to $659. 1 billion by the end of May 2005. (Morrison, 2005) Some researchers state the fact that the data reported for FDI in China is different from the reality. The Chinese FDI data is overstated. About ? of flight capital later returns (â€Å"round-trips†) as FDI when opportunities emerge. (Gunter, 2004) From the early 1990s most of the researchers from International bodies have calculated wrong FDI. It is Mainland Chinese monies that flowed out to access better financial, regulatory and legal services and round-trip by returning to China as apparent FDI to access the fiscal incentives and improved investor protection offered in China to foreign investors. (Erskine, 2004) Outward FDI: â€Å"The figures on FDI outflows vary. According to China’s BOP statistics, the cumulative total during 1990 to 1997 was US$18. 9 billion, consisting exclusively of equity capital. Since the 1980s, China has been fast acquiring assets abroad. Researchers7 estimate that Chinese FDI in Hong Kong totaled US$20-30 billion by the end of 1993 or 1994. In fact the net wealth of Chinese affiliates abroad can be measured in hundreds of billion dollars. Officially, the Chinese SOEs had as many as 5 666 affiliates abroad at the end of 1998 with a combined FDI of US$6. 33 billion. (Chandra) Both the in-ward and the out-ward FDIs are a strong influencing forces which effect the trade performance of a country. This can be further explained by conducting the following case study. The study reveals increased value to Economy of China due to FDI. Source countries: Among the developed countries Japan United States are the most important investors in China. Hong Kong is also an important investor and newly industrialized (NIEs. From 1990’s some of the countries like Philippines Malaysia Indonesia have also increased their investment levels in China. Other countries are also showing interest in investing in China in future. In 2003, Sino-Japan trade reached a record high $132 billion. Examining the fast expansion of the bilateral trade suggests that direct investment from Japan performed a critical role in strengthening the economic integration between the two economies. Japanese affiliated manufacturers in China contributed to the soaring bilateral trade in dual ways: exporting their products as final products and intermediate inputs to Japan, and importing intermediates inputs from Japan for their production in China. In 2002, Japanese affiliated manufacturers exported 1,057 billion yen products to Japanese market (METI, 2003). The effect on China’s exports and its national economy is tremendous. (Xing, 2004) FDI from China: Not much material is provided regarding the subject. Although Hong Kong can be viewed as the destination for out ward flow of FDI from China. Sector and geographical distribution of FDI in China Sector Distribution: â€Å"So far, the major proportion of FDI is drawn for the manufacturing field, which takes up almost 60 per cent of the total contracted FDI by 1998. Next follows real estate with the share of 24. 4 percent. The portion of the distribution industry including transport, wholesale and retailing is 6. 0 percent. Construction comes next with 3. 1 percent. The primary industry such as agriculture, forestry and fishing takes 1. 8 per cent. In the future, service trade, such as finances, telecommunications and wholesale and resale commerce, will take up a larger share as a result of Chinese accession to WTO and further liberalization. Further investment liberalization should also take place in traditional industries. Especially, the expansion of FDI in agriculture will depend on the degree of opening up to the market circulation of agricultural products and the industrialized process of production operations. FIEs also generated nearly one fifth of the total tax revenues and 23. 5 million job opportunities, employing about one 10th of urban workers. These numbers suggest FDI has contributed nearly one quarter to one third of China’s GDP growth. †(OECD, 2004) Barriers in the way of FDI in China: The Chinese government has applied a controlled competition culture which against the liberalization provided by the WTO which lift most of the regulations from the trade commerce (Yoost, 2005) Many assets in commercial and industrial sectors are state owned. This in turn gives rise to the problem of hidden state regulation imposition of the government on the foreign investors. This strengthens the view that China does not practice liberty in Business. Some of the sectors of economy are still protected by the government. Due to the situation the WTO commitments are not fulfilled which gives rise to local competition for foreign investors Factors attracting FDI in India: â€Å"India is a prime offshore location for low and high-tech activities, its low-cost, English-speaking and IT-savvy labor force, coupled with a large market potential, underpin global executives improved outlook and investment confidence this year. † (Rediff. com, 2003) The first set of factors which was involved in bringing the FDI to India was the improvement in technology, cheap labor, cost effective production of the goods, cheap and efficient supply chain. The Indian Government also has the cutting edge of Channeling the FDI in the right direction. They are attracting most of the MNEs towards India because at present the Chinese economy can provide them with all the suitable factors desired. Due to its increase in population India has become a growing and profitable market for most of the MNEs products (Ahluwalia) The second set of factors, relating to SOEs, will change significantly and alter the market environment that foreign firms will face in India. Many if not the majority, of India’s best SOEs in industries accessible to foreign investors have set up joint ventures with foreign companies. In the foreseeable future, as the number of SOEs in the national economy continues to shrink, India will facilitate the entry of private domestic firms. MNCs will tend to build up their own affiliates rather than look for Indian domestic partners. At the same time, they will face more competition from private Indian firms as their numbers increase. All of these will become attractive features of the Indian market. Foreign invested enterprises (FIEs) have provided an alternative to private entrepreneurship because private Indian firms have been largely discriminated against. In the past 20 years, the highly efficient FIEs have contributed a great deal to the Indian economy. In 2002, even though FDI accounted for only one 10th of the gross fixed capital formation, FIEs contributed one third of the industrial output, one quarter of the value added, more than half of the exports, and nearly three quarters of the foreign exchange balances held in Chinese banks by corporations (Zhang, 2005). â€Å"The government of India eliminated export quotas as part of its effort to double Indian exports to more than $80 billion by 2007. India is the largest cotton cultivating country. The country has vast reservoir of scientific talent, established pharmaceutical industry, diversity of population and unique natural resources. Key to Indias development of biotechnology is the need for a science-based, rules-based regulatory approach, which is the best way to attract private sector investment. † (Larson, 2002) The major empirical conclusions of this paper are: (1) Much of the measured trade effect is through FDI rather than cost, as the theory of FDI would indicate, and that studies which concentrate on cost as the channel significantly understate the extent of such expansion. 2) On the whole bilateral country level, outward FDI has a larger predicted impact on Chinas exports than does inward FDI. On the other hand, inward FDI is found having a larger predicted impact on Chinas imports than does outward FDI. (3) There is much cross-regional variation and differences in the patterns of FDI-trade links. Regarding to the impact of inward FDI on Chinese trade, FDI is found to boost both export and import growth in Asia, Europe and Oceania. As far as outward FDI is concerned, a unanimous complement link between FDI and trade exists only for Asia, and Africa. (Yong, 2003) The work undertaken in this paper is an improved one because it takes into account all the aspects related to the FDI including a set of countries which contributes towards the FDI in China India, the contribution made by this paper is in more fully evaluating an important policy question regarding the effect of FDI. Second, it takes into account national changes both in inward FDI and outward FDI over a considerable period of time.

The Impact Of Globalization For Children And Families Economics Essay

The Impact Of Globalization For Children And Families Economics Essay Globalisation perks in the 1990s, in the research studies of Draxler (2006) reported that government of many countries, both developing and developed countries embraced changes towards one global market place (Michael et al., 2003). Though it opens up new revenue for trade, technology, information and knowledge transfer worldwide, globalization helps to aid this world to a more disintegrated sphere (Kolarova, 2006). Rieger et al. (2003) questioned the consequences of cultural and social malfunction due to the influence of globalization. Spybey (1996) also mentioned in his findings that globalisation creates more conflicts in this rapid information networking, trading and technology freedom of this new shift of large-scale manufacturing and producing business establishments worldwide (Goldberg et al., 2007). Researches and report findings by World Bank (2000-2002) found that as different countries step up to change their productive organization of work, it also changes countries social and human capital structures (Willams et al., 2005). The Organisation of Cooperation and Development (OECD) and International Labour Organisation (ILO) reported its finding of globalization leads to a sharp demand of highly educated and skilled labour in developed countries, ironically an upsurge of lowly skilled workers with poor wages, prejudicial social injustice and health care in poor developing countries (Lall, 2002). Marshall (1962) stated the shift of the social relation changes patterns and lifestyle of time and space of mankind. Hence, with the implication of globalization will it cause more poverty or affluence universally (Hartman,2002)? Carnoy (1999) stated when nations open to trade and create more capital affluence and manufacturing goods for exports, there are manufacturing turnover and transferal of employment (Brady et al., 2005). Globalisation rises skills in developed countries however it reduces employment skills and talents in developing countries. For example, in Vietnam if an individual could not sustain himself/herself and his/her family in a small plot of land in hometown. He/she has to sell his/her labour to support his/her family in urbanized cities (Choi et al.,2001). Yet due to globalization he/she may be employed by a global company with highly technologized machinery which made him/her a low skilled worker (Freeman, 2001). Kalarova (2006) claims that in some of developing countries, benefits and welfare for workforce are frequently mistreated by privatized global companies even if countries have employment policies for employees. The lack of social coherence, coordination, sustainability and long term protection policies due to the lack of funding for proper healthcare, eventually leads to a depressed moral opportunity and welfare, depletion of social protection and surge inequality of these low skilled worker in these manual work industries (Milanovic,2002). Likewise, Spybey (1996) argues that in order to finance these worldwide investments in the global finance capital sector, globalisation affects a nations social inequality when it comes to the funding distribution and assets for its education, healthcare and childcare policies and reforms for families and children, resulting to an exploitation of adults and children labour (Michael et al., 2003). Stokey (1991) agrees that in conservative and conventional countries like Thailand and Indonesia, though women rights aid and free women from poverty, exploitation and oppression, Horgar (2001) pointed the contradictory of global capitalism repeatedly decoy women and children to cheap labour with long working hours and poor welfare despite of their desires to be independence from their husband or father at home and that conflicts against its social-cultural aspect of the nations (Edmonds et al.,2001). Moreover, Horgar (2001) argues that as more women enter the global workforce, more children are often left at home alone with relatives or siblings, contributing to its nation increment of non-schooling and poor school attendance children, malnutrition and ill health of children due to the lack of quality care and child-rearing issues (Hatch Grieshaber, 2002).. On the other hand, in the developed countries, globalisation may cause relocation, migration of workers as technology and machinery replaced manual-skilled workers (Willams et al., 2005). Thus, many of these workers are forced to look for more job opportunities in other countries, likewise nations also prefer to send low skilled workers to be trained in well developed country, hoping to increase the countrys technological knowledge and skills, and bringing about the increment of wages and remittance of money to support their families at homeland (Hartman, 2002). Furthermore, as global capitalism took place, it often comes along with poverty and conflicts between its social-cultural backgrounds (Edmonds Pavcnik, 2001). Edmonds et al. (2006) also state that globalization makes and pressures a nation not to be left out but it is important for its nations ability to be part of the global mandate. In 1990s, it is surveyed about 80 million labour forces and work migration from Middle Eastern and African countries to America (Goldberg, 2007). Due to the influx of immigration in America, the survey conducted by Hartman (2002) shows a significant increase of multi-cultural and multi-ethnical aspects in America. Correspondingly, change of family structures in Middle Eastern and African countries affect native families as they no longer could rely on their male breadwinner (Hartman, 2002). The shift of native and immigrants marital status where an individual choose to be lone mother/fatherhood, single or divorced, eventually, leads to decrease of birth rate due to different fertility patterns, notably by postponing birth/ no desire of having children (Horgan, 2001). These factors further afflict and add on to a nations social-economic issue, especially when there is a high reallocation of old aged people in a society due to low birth rate (Freeman, 2001). In addition to it, pressure for globalization also hustle the changes of the worlds social and cultural aspects in peoples lives (Penn, 2005). Statistics an d studies conducted by Waller (2009) show huge distinction and diversity differences as regards to the average of children, life expectancy, school expectancy, illiteracy rate, child labour and in industralised countries, give to the rise of the lack of overall human and childrens rights implementation (Gregory, 1999) . A survey conducted by Cigno et al. (2002) reports that parental decisions often affects children education rights and the national education policies structures, since parents consider the cost of children education, expected returns when they invest in their childrens education and the state educational investment for their children (Roseberg Puntch, 2003). A childs future is frequently contrary to the childs future earning return to the family (Cigno et al., 2002). Thus, in developing countries children are used as domestic helper at home and expose to hard labour, children soldiers and even as prostitutions(Carnoy, 1999). Hence, to counteract these hindrance, a clear and direct government protection policies and subsidies for children education and regular school authority inspections to homes could help to support families on childrens education, which eventually encourage the rise of high educated future population and increase highly skilled trained workers in its human capital investment(Cigno et al., 2002). In the research studies of Timimi (2005) it shows a hugh mortality and morbidity of females and children in poor developing countries due to severe ill health and poor healthcare, where poor national economic has prolonged their poverty (Ravens et al.,2009). A qualitative study conducted by McMichael (2000) native government in developing countries lacks the resources and commitment to aid the problems especially in healthcare such as malnutrition and infectious diseases that come along with poverty. Likewise, urbanized cities in developed countries do struggle with poverty but it is the poverty of health. As the cities open to industrialization and globalization, its residents often at risk with illness and sickness link with pollutions- water, air, chemical and toxic pollutions (Ravens et al., 2009). However, if national policies and international organizations decide on how to implement reliable healthcare policies and improve financial incentives to address states healthcare spending through the development of new medical technology internationally (Draxler, 2006). The integrity of nations policies and commitment to childrens and families welfare are often compromised, as these is no clear solution to the question to protect children and families (Draxler, 2006). Hence, Siraj and Woodhead (2009) sought that if the affluence of globalization recognizes the rights of children and families, countries policy makers have to gear themselves and strengthen their policies through clear, direct implementation and frequent reviews of its nation policies for protection and assurance of quality education, healthcare and welfare for children and families. Government has to step up and act in behalf of these children and ramify the issues of poverty, education, healthcare and stable families (Timimi, 2005).

Servants in Victorian England Essay -- Victorian Era

Servants in Victorian England Servants were imperative to the functioning of middle and upper class homes in Victorian England. Without the veritable army of servants for the upper and upper-middle classes, women would not be able to live the leisured lives they had grown accustomed, and would certainly not have the time to flaunt their status with neighbor-calling and the numerous balls and social activities. Even most lower-middle and middle-middle classes employed at least one servant, as assistance was almost a necessity in maintaining the home (Roberts 205). For the most part, these servants had an appreciation for their work, with the opportunity to live in an upper class home and have job security, as the alternative was industrial work with unexplained lay-offs and less than desirable, and often unsanitary, living conditions (Margetson 155). The highest classes of families would employ this â€Å"army† of servants, each servant having a specific duty, and providing them all with matching uniforms. For the less wealthy families, a â€Å"maid of all works† was common, where the maid would assist with cleaning, cooking, and raising the children (Roberts 205). In families where many servants were employed, a sort of ranking system occurred, between all of the servants, and even within particular positions. Head butlers, or stewards, were considered higher in ranking than the rest of the servants. The head butler would have managerial responsibilities over the other servants of the home. In the middle, there were valet's, which were the personal assistants to the gentleman, who would clean his clothes, assist him in dressing and in shaving. The lady's maid had similar duties for the woman of the home, mostly assisting in dress... ...g to read the quotes of people telling their experiences of living as a servant versus the people living as a master. Also, here is a link to a picture of the Servant's Hall of a judge's home in Victorian England, to give an idea of the living conditions of servants. Works Cited Kelley, Grace. â€Å"Nineteenth-Century Medicine in the Literal Sense†. 1999. . Margetson, Stella. Victorian High Society. New York: Holmes and Meier Publishers, INC, 1980. Roberts, Adam C. Victorian Culture and Society. New York: Oxford University Press, Inc., 2003. â€Å"Servants' Hall.† The Judges Lodging Museum. . â€Å"The Victorians: The London Townhouse - The Servants.† Romance Ever After. 2001. .

History of Vampirism :: Vampire Vampires

"Forgotten through the fabric of space and time are the children of the night" Anonymous. Although the mere sound of vampirism, when uttered in the drenches of the darkest corners of the human soul can spark tepidity and obscurities as to its origins accompanied by the mystifying attraction that compels individuals to adhere to the often times fallacious discernments which the terminology conveys, it is a matter of personal introspection which enables one to really grasp the epistomological aspect of vampirism. Historically, beliefs in vampirism has existed throughout the primordial period, and the superstition behind it was only intensified during the rule of Vlad Dracula. Apparently, it was Vlad the impaler who had anthromorphosized vampirism into the black, blood-lusting seductor as it is portrayed today. Blood is the quin-essential molecule predominantly necessary as the pervious substance that upon transfer from on individual to another possesses the ability to either take life or give life. This is very important symbolistically due to the inherent nature of the substance. Nowadays, with the advent of modern technological advances blood can be defined scientifically as an interstitial fluid that's characteristic of a connective tissue which contained glycoproteins, lipoproteins, oligosaccharides, and conceivably other chains of carbohydrates which are essential to the transport of nutrients and oxygen to and fro --- in order to supply our cells and tissues with adequate amount of nutrition for metabolic and life-sustaining or life-proliferating processes. With the latter known information, it's more than enough detail that can last a lifetime for those individuals interested in becoming hematologists. So to return to the vampiristic misconceptions that society seems to stigmatize with the living undead "nosferatu" bloodsuckers whatever vocabularistic description one seems fit to coin in association with these mythologic creatures. It seems that there's an equivocal understanding of these creatures from the darkness of our hearts. First misconception is to assume that threre exist a race of creatures or subterranean humans known as vampires. To denounce this premise lets suppose that they really do exist. Well if the latter premise is true, and since these creatures are nascent since the beginning of the creation of the earth, then why hasn't there been irrefutable evidence upon the capture and attainment of one of these supposedly thriving creature? It would seem that the only plausible conclusion is that there is no evidence that hints on the existence of such a race of creatures(or heterogenic-humans).

Symbols and Symbolism in Tennessee Williams The Glass Menagerie Essay

Symbols and Symbolism in Tennessee Williams' The Glass Menagerie    The Glass Menagerie illustrates how Tennessee Williams incorporates symbols to help express the central theme of the play. One of the recurring symbols, apparent throughout the play, is that of the "glass menagerie" - symbolic of Laura herself. Another symbol for Laura is the glass unicorn. Still another symbol is that of the picture of the father - symbolic of freedom. These symbols play an important part in the development of the plot, as well as the theme of the play. The glass figurines that reside in Laura's menagerie are symbolic of Laura herself. Laura is "like a piece of her own glass collection, too exquisitely fragile to move from the shelf" (849). Because of a slight defect, magnified several times over by her own mind, Laura's self image is as fragile as her collection. Because of her low self image, she is extremely withdrawn, even to the point of avoiding contact with others as much as is possible. Laura escapes "to the world of her menagerie where she is safe from the world of people" (Kahn 74)... Symbols and Symbolism in Tennessee Williams' The Glass Menagerie Essay Symbols and Symbolism in Tennessee Williams' The Glass Menagerie    The Glass Menagerie illustrates how Tennessee Williams incorporates symbols to help express the central theme of the play. One of the recurring symbols, apparent throughout the play, is that of the "glass menagerie" - symbolic of Laura herself. Another symbol for Laura is the glass unicorn. Still another symbol is that of the picture of the father - symbolic of freedom. These symbols play an important part in the development of the plot, as well as the theme of the play. The glass figurines that reside in Laura's menagerie are symbolic of Laura herself. Laura is "like a piece of her own glass collection, too exquisitely fragile to move from the shelf" (849). Because of a slight defect, magnified several times over by her own mind, Laura's self image is as fragile as her collection. Because of her low self image, she is extremely withdrawn, even to the point of avoiding contact with others as much as is possible. Laura escapes "to the world of her menagerie where she is safe from the world of people" (Kahn 74)...

Compare and Contrast “University” and “Warren Pryor” Essay

Why is education important to society? Would one be able to read without a successful teacher teaching one how to read? Education is a key that holds the ability to open many doors – doors which open into vast rooms of knowledge, love, experience, discovery, and dreams. Education is an essential to human living and a fulfilling life, but what happens when the path one takes is not the choice that one personally wants? In â€Å"University†, written by Leona Gom, and â€Å"Warren Pryor†, written by Alden Nowlan, the poems present both negative and positive effects of education on society. The good intentions of the parents result in an awkward distance between them and their children. In â€Å"Warren Pryor,† the parents â€Å"marveled how [Warren] [wears] a milk-white shirt on work days† as this not something a farmers working on the fields would wear. His privilege to wear clean shirts and jeans on Sunday makes them believe he is different socio-economically. To think for them to be close again would just be awkward. Similarly, in â€Å"University,† the parents claim to the children that† [they] are changed, too good for [the parents] now,† showing belief in that they do not fit in with their children anymore. Since the parents believe their kids are too good them, they do not think they should anymore. In both stories, close families of parents and children grow distant from each other because of a barrier of education and social status. It can already be seen that contrary to popular belief, education does not necessarily bring happiness. The protagonist in â€Å"Warren Pryor is described as â€Å"hard and serious† (12-13) because he feels â€Å"like a young bear trapped in a cage† unable to do what he desires. He felt as if he owed it to his parents to become what his parents want him to become. In â€Å"University,† the parents are unsatisfied as â€Å"something they wished for (has) gone wrong.† Originally, they thought education would only make the children happier as they would not need to endure the same hardships, but did not foresee that this also creates distance which leads to unhappiness. Secondly, the characters possess different views regarding the effects of education. In â€Å"University†, the protagonist believes that he has become more educated compared to his parents, while in â€Å"Warren Pryor†, the protagonist feels as if education has degraded him. Warren Pryor describes himself as a â€Å"young bear inside his teller’s cage†. His job as a bank teller restricts him from what he really wishes to do; he wants to assist his parents on the farm. In contrast, the protagonist of â€Å"University† feels that â€Å"the day [he] left, [he] began to believe it. [His] knowledge fits [his] hands like a manicure too expensive to soil with the fact of these farms†. The protagonist describes how farm life is now inferior to his educated mind. However, education also affects the parents of the protagonists. When the parents of Warren witnessed him in his new job, â€Å"they blushed with pride. They marveled†¦ He was saved from their thistle-strewn farm and its red dirt†. Warren’s parents were completely overwhelmed with joy at their son’s success in life, but were unaware of the fact that Warren was actually unsatisfied with his current lifestyle. The parents are not as concerned if Warren becomes distant from them due to the sacrifices that they have made to give Warren education. In contrast, the protagonist’s parents in â€Å"University† are aware that their child has grown distant from the family. Their child is now at the â€Å"corners of family gatherings†¦ You are different [the parents] say, you are changed, too good for us now†. The parents fear that education has rendered their child a stranger now. The characters have different views and effects on society, and create an awkward distance between the parents and their son. Society foreshadows the prosperity of a person’s job depending on the education received. The protagonists’ parents had high hopes for their child, and when that hope has been achieved. Only would the parents feel success in raising a son better than themselves, not knowing that their son has an opinion of otherwise. â€Å"University†, written by Leona Gom, and â€Å"Warren Pryor†, written by Alden Nowlan, both show the positive and negative effects of education in modern day situations.

Disproportionate Representation of African American Students in Special Education Essay

Abstract In 2011 there is still disproportionate representation of African American Students in special education classes. This can be defined as conflict in the education environment because, government legislation mandates that No child be left behind, yet African American students, males in particular, are disproportionately being just that, left behind. The purpose of this study is to discuss disproportionate representation. What it means and who it affects most will be identified. Contributing factors such as socioeconomic status and race and ethnicity will also be discussed. Possible solutions in the form of equity and early intervention will be discussed as well. Lastly with these factors identified, it is the hope that feasible and probable solutions can be reached or at least recommended. Review of Literature For more than 40 years the topic of Disproportionate representation has been addressed by scholars. The data collected has been qualitative and quantitative. According to Bollmer, Bethel, Garrison-Morgen, and Brauen â€Å"The issue of disproportionate identification and placement of racial/ethnic minorities in special education has been investigated extensively (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007). † They go on to share that the risk ratio, which is used to compare one racial/ethnic groups likelihood of receiving special education and related services to all other students is one of the most useful tools in this research (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007). Sometimes referred to as disproportionality, disproportionate representation covers both over and underrepresentation. Overrepresentation happens when the percentage of students from one group is larger than expected based on their numbers in the general population. Underrepresentation is occurring when a specific group of students are involved at a lower rate than their numbers in the general population. According to Beratan â€Å"The disproportionate representation of minority students in special education is as clear of a racist outcome as one can find. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) formally recognizes such disproportionate representation as a problem in special education (Beratan, 2008). † He goes on to share the following thoughts and statistics: A) Greater efforts are needed to prevent the intensification of problems connected with mislabeling and high dropout rates among minority children with disabilities. B) More minority children continue to be served in special education than would be expected from the percentage of minority students in the general school population. C) African-American children are identified as having mental retardation and emotional disturbance at rates greater than their White counterparts. D) In the 1998-1999 school year, African-American children represented just 14. 8 percent of the population aged 6 through 21, but comprised 20. 2 percent of all children with disabilities. E) Studies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education (Beratan, 2008). Disproportionate representation not only speaks to the overrepresentation of African-American students labeled as learning disabled, but also to the gross lack of African-American students being labeled gifted. Bonner and Jennings share â€Å"According to the literature, African American males have been disproportionately place in special education classrooms and underrepresented in gifted and talented programs (Fred A. Bonner I. M. , 2007). † Bonner and Jennings go on to say that â€Å"The story of the African American male in gifted and talented programs is one of widespread underrepresentation (Fred A. Bonner I. M. , 2007). † Bonner and Jennings further share that lack of instructor referrals, substandard performance on standardized norm-referenced test scores and student and family choice contributed to the underrepresentation of African American males in gifted programs (Fred A. Bonner I. M. , 2007). The  authors continue to expound on this phenomenon by stating â€Å"Due to the potential for underachievement among African American students in first, second, and third grade, a time in which most identification processes for these programs are implemented, these students often go unidentified (Fred A. Bonner I. M. , 2007). † Artiles and Bal maintain that African American males and Native American students appear to be the most affected groups at the national level (Artiles & Bal, 2008). While disproportionate representation has touched all minority groups, African American males in particular have continually been identified as the most over represented population in Special education. Several factors are said to contribute to the disproportionate representation of minority students in Special Education. Yolanda Anyon shares: Barton and Tomlinson (1981) argue that the identification of students with learning disabilities and subsequent placement in special education is a form of social control to minimize problem behaviors in mainstream classrooms. Other researchers have documented that teachers and principals refer children for special needs assessment who are causing the biggest problems in the classroom be it passivity, failure to learn material or aggressiveness (Anyon, 2009). She further goes on to share â€Å"in this way, special education primarily serves social control functions in schools as it legitimizes the removal of â€Å"deviant† students from regular classrooms (Anyon, 2009). † Socioeconomic status is said to increase the likelihood that student will be placed in special education. It is also said that race and ethnicity of students can be a large variable that causes excessive amounts of students of color to be referred and placed in special education. Skiba and fellow scholars share: Among the most longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction (Skiba, et al. , 2008). They further go on to say that â€Å"special education was born out of, and owes a debt to the civil rights movement†, alluding to the fact that both the inspiration for and the strategies used by those whose work resulted in the initial national special education legislation came from the civil rights movement (Skiba, et al., 2008). They also maintain that â€Å"concerns about racial inequity were central to litigation that led to the promulgation of the first special education legislation (Individuals With Disabilities Education Act, IDEA) (Skiba, et al. , 2008). The scholars aptly point out the irony of racial disparity rates of special education service remaining one of the key indicators of inequity in our national educational system (Skiba, et al. , 2008). An additional contributing factor that they share is â€Å"A second factor that might contribute to a disproportionate rate of representation in special education among students of color are sociodemographic factors associated with economic disadvantage (Skiba, et al. , 2008). Skiba, et al, give this insight into the role of poverty in disproportionate representation: In order to directly assess the contribution of poverty to the disproportionate representation of African American students in special education, Skiba et al.(2005) studied the relationship of special education enrollment, race, socioeconomic and demographic factors, and test score outcomes in a sample of 295 school districts in a Midwestern state. Across ordinary least squares and logistic regression equations, poverty made a weak, inconsistent, and often counter-intuitive contribution to the prediction of disproportionality across a number of disability categories (Skiba, et al. , 2008). While there are no definitive causes of the issue of disproportionate representation the above named ones come up in study after study which lends ample credence to them as real and possibly surmountable issues. â€Å"It might well be expected that the students whose educational opportunities are limited will be more likely to be referred for special education services (Skiba, et al. , 2008). Another point expressed by Skiba and fellow scholars is: Of the possible links between general education practices and special education disproportionality, however, only the proportion of culturally consonant teachers in the teaching force has been directly investigaed. Serwatka, Derring and Grant (1995) found that as the percentage of African American teachers increased, overrepresentation of African American student in the emotionally distrubed category decreased. Similarly, in a cross-state comparison, Ladner and Hammons (2001) found that the discrepancy of African American and white rates of eligibility for special education rose in direct proportion to the percentage of the teaching force that was White, especially in districts with a White percentage of more than 60% (Skiba, et al., 2008). Just as there are no definitive causes identified, there are not any fool proof solutions laid out for correcting the issue of disproportionate representation. There are varying thoughts about strategies such as the following: If disproportionality in special education is multiply determined, no single intervention strategy can be universally relied on to reduce racial disparity. Rather, complex causality clearly suggests the need for comprehensive and multifaceted assessment and intervention plans. In particular, the possibility that the determinants of disproportionality are locale-specific suggests that remediation plans must be driven by local needs assessment capable of identifying unique local patterns (Skiba, et al. , 2008). Early intervention approaches are said to possibly reduce disparities to the level that economic disadvantage is at work (Skiba, et al. , 2008). â€Å"Early intervention would not be expected to address systemic failures or bias and would hence fail to address disproportionality that is due to institutional inequity (Skiba, et al. , 2008). † Researchers are beginning to look at the problem of disproportionate representation within the arena of equity studies (Artiles & Bal, 2008). According to the authors â€Å"researchers, practitioners, and policy makers continue to debate this problem and critical questions remain unanswered (Artiles & Bal, 2008). They go on to question the ability to, or lack thereof, explain how the phenomenon of disproportionate representation consistently remains in existence. Artiles and Bal have raised the following questions â€Å"How have researchers approached the study of this problem, and what are some key gaps in this knowledge base? Does the problem exist in the United States only (Artiles & Bal, 2008)? † These scholars have chosen to conduct research on â€Å"the problem of disproportionate representation as related to equity concerns in educational systems’ responses to difference (Artiles & Bal, 2008). Artiles and Bal share the following about equity in the United States educational system: Educational equity in the United States has aimed historically to enhance access and participation for students considered different. For instance, programs were created to address the educational needs of students who have different ability levels or whose proficiency in English is limited (i. e. , special education and bilingual education, respectively) (Artiles & Bal, 2008). They further go on to share that special education in the United States was created as an answer to some of the issues of difference: The creation of special education was a landmark achievement in the attention of students considered different on the basis of ability. Special education legislation entitled these students to free and appropriate public education, individualized educational programs, due process, and education in the least restrictive environment. Interestingly, an increasingly louder debate has emerged in the past 40 years in the United States about the disproportionate representation of ethnic minority and poor students in special education (Artiles & Bal, 2008). Laws that require states report placement data as it pertains to socioeconomic and racial lines to stay abreast of the problem of disproportionality have been imposed. States and school districts that find themselves faced with the issue of disproportionate representation are required to take remedial actions to address it (Artiles & Bal, 2008). If equity is the solution and special education was designed to level the playing field, why then the issue of disproportionality? This same question is posed by Artiles and Bal, â€Å"But why then is placement in programs that purportedly address equity issues for students with different ability levels considered a problem when it involves other groups of different students, namely, ethnic minorities and poor students (Artiles & Bal, 2008). † While that is a very rational and valid line of questioning, it is far too complicated to answer without factoring in the historical issues that plagued African American students long before special education legislation was implemented. Conclusions Disproportionate representation of African Americans in special education is not a new phenomenon. It has been studied and researched for well over 40 years. Whether it is referred to as disproportionality or disproportionate representation, the terminology covers both over and under representation within a group. While most of the research addresses overrepresentation, there is some out there that speaks to the underrepresentation of African Americans in gifted programs, more specifically African American males. There are no concrete reasons for this phenomenon, but several different factors have been considered contributing factors. Socioeconomic status and race and ethnicity are often the most discussed contributing factors. Special education having roots that stem back to civil rights legislation lends a great amount of credence to the belief that those two factors are probably the leading cause of disproportionate representation. The research shared a very specific accusation of how racism plays a very real part in disproportionate representation. Examples to that end were that studies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education and African-American children are identified as having mental retardation and emotional disturbance at rates greater than their White counterparts. In regards to equity Skiba and fellow scholars give this advice to educators in regards to making effective interventions: Thus, educators and policy makers seeking effective interventions to close special education equity gaps must be willing to openly discuss and address issues of race, ethnicity, gender, class, culture, and language. Moreover, processes chosen to address inequity must have at their core a mechanism to ensure that the perspectives of all stakeholders, especially those of historically marginalized groups who have been the recipients of unequal treatment, are represented when interpreting data on racial and ethnic disparities (Skiba, et al. , 2008). As educators we must take heed to the information shared about disproportionality. Though this information is not new, it must continue to be shared as if it was. While this resarch was specifically about African Americans, other minorities are affected by disproportionate representation. I will be more cognizant of how I determine whether or not to suggest a student be tested for special education services. It is so easy to refer them, before taking the time to investigate the reasons behind the undesireable behavior. Works Cited Anyon, Y. (2009). Social Theories of Learning Disabilities: Understanding Racial Disproportionality in Special Education. Journal of Human Behavior in the Social Environment, 44-57. Artiles, A. J. , & Bal, A. (2008). The Next Generation of Disproportionality Research Toward a Comparative Model in the Study of Equity in Ability Differences. The Journal of Special Education, 4-14. Beratan, G. D. (2008). The song remains the same: Transposition and the disproportionate representation of minority students in special education. Race, Ethnicity and Education, 337-354. Bollmer, J. , Bethel, J. , Garrison-Mogren, R. , & Brauen, M.(2007). Using the Risk Ratio to Asess Racial/Ethnic Disproportionality in Special Education at the School-District Level. The Journal of Special Education, 186-198. Fred A. Bonner, I. M. (2007). Never Too Young to Lead: Gifted African American Males in Elementary School. Gifted Child Today, 31-35. Skiba, R. J. , Simmons, A. B. , Ritter, S. , Gibb, A. C. , Rausch, M. K. , Cuadrado, J. , et al. (2008). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Children, 264-288.