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The Impact of using Action Research in provision of effective and clear instructions in Emirati government school
The Impact of using Action Research in provision of effective and clear instructions in Emirati government school.
Latifa Ahmad – H00207959
Table of contents
TOC o “1-3” h z u HYPERLINK l “_Toc409338946” Introduction: PAGEREF _Toc409338946 h 3
HYPERLINK l “_Toc409338947” Literature review: PAGEREF _Toc409338947 h 4
HYPERLINK l “_Toc409338948” What are the effects of inconsistent provision of instruction to a student as well as to the teacher? PAGEREF _Toc409338948 h 5
HYPERLINK l “_Toc409338949” What is the best time to give instructions? PAGEREF _Toc409338949 h 6
HYPERLINK l “_Toc409338950” How can I make my instructions clear and effective? PAGEREF _Toc409338950 h 6
HYPERLINK l “_Toc409338951” Research methodology: PAGEREF _Toc409338951 h 7
HYPERLINK l “_Toc409338952” Ethics PAGEREF _Toc409338952 h 8
HYPERLINK l “_Toc409338953” Data collection tools PAGEREF _Toc409338953 h 9
HYPERLINK l “_Toc409338954” Unstructured observation PAGEREF _Toc409338954 h 9
HYPERLINK l “_Toc409338955” Structured interview PAGEREF _Toc409338955 h 9
HYPERLINK l “_Toc409338956” Findings: PAGEREF _Toc409338956 h 10
HYPERLINK l “_Toc409338957” What are the effects of inconsistent provision of instruction to a student as well as to the teacher PAGEREF _Toc409338957 h 10
HYPERLINK l “_Toc409338958” What is the best time to give instructions? PAGEREF _Toc409338958 h 10
HYPERLINK l “_Toc409338959” How can I make my instructions clear and effective? PAGEREF _Toc409338959 h 11
HYPERLINK l “_Toc409338960” Action plan: PAGEREF _Toc409338960 h 12
HYPERLINK l “_Toc409338961” References: PAGEREF _Toc409338961 h 13
HYPERLINK l “_Toc409338962” Appendices: PAGEREF _Toc409338962 h 14
Introduction:Instructions are one of the most important things that teachers need to deliberate in order to make a better lesson. It helps students to understand the tasks and what is expected from them through each task. It also helps teachers to achieve the learning objectives. The purpose of this action research study is to isolate the most effective ways of giving instructions as in teaching practice I had some difficulties in giving clear instructions to my students. For example, instructing students to do continuous assessment tests and to come to school early for those who came late. This will help me find the best ways of giving clear instructions and it will also avoid the problems of students not understanding the task.
In this action research, instructions are defined as directions for the student, and provision of detailed information to guide the student through lessons as it is the transfer of learning from one person to another (Lombardi, 2001). This study was carried out in an Emirati government primary school. It is done with the girls in the grade 2. To support this research, I developed the following questions important in data collection:
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
What is the best time to give instructions?
How can I make my instructions clear and effective?
Literature review:Instructions are one of the most important parts of the lesson, it can lead students to the content without facing any difficulties. “Literature is a term used to describe written or spoken material” (Lombardi .2014) Instructions are detailed information to guide the student to through the lesson. (Childmind, 2014). In any showing and realizing there is the need to give and extemporized instructional materials with a specific end goal to make showing and adapting so successful. As it is in the meaning of instructional materials by different researchers as one of the essential apparatuses in the hand of social studies instructors for the powerful instructing in the classroom, Sunday in childmind (2014), apparent instructional material as anything and anyone that can be utilized by the educator amid, previously, then after the fact the lesson to help in the accomplishment of the lesson targets which characterized as varying media materials utilized by the instructor to make learning methodology. Reasonable to the understudies, instructional materials incorporates enlivens objects. Subsequently we can essentially say that instructional materials will be materials which the educator used to encourage and help the instructor in showing and learning methodology. Instructional Materials are helps, encourage and aid in the showing and learning. It is deserving of note that all the more additionally of instructional materials does not ensure powerful correspondence and successful showing and learning, it is their cautious determination and able taking care of by the educator that render them valuable in encouraging learning.
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
It is clear that the question is able to define the difference that students and teachers are able to loose or gain from instructions. It is clear that proper provision of instructions offer reliable and beneficial information to both the student and the teacher. For example, students are able to understand content out of good and streamed instruction.
What is the best time to give instructions?
The literature states that the instructions are a philosophy of teaching that is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels (Tomlinson, 2001) Where Hall (2002) states that to differentiate instruction is to acknowledge various student backgrounds, timing levels, languages, interests and learning profiles.
How can I make my instructions clear and effective?
Tomlinson states that within contemporary classrooms, “It provides a crucial platform for all teachers of inclusive classrooms, to create opportunities for success for all students” (Tomlinson, 2000a, p. 12). The balanced instructions balances learning needs common to all students, with more specific needs tagged to individual learners (Tomlinson, 2001a). Instructional Materials essentially alludes to different sort of showing supplies, guidelines, showing e.t.c utilized for the correct training of the tyke at school. While Tomlinson (2001 characterizes Instructional Materials as materials utilized as a part of the procedure of instructional they incorporate course books, genuine item, maps, diagram, globe sees instructional materials as instructional engineering or “instructive innovation” devises “Sound –visual helps”. From the start it was essentially showing materials and supplies, for example, picture, sticks utilized by the educator to scratch the ground, in unimportant late home slides, TV, machines, projectors; recording devices have taken their place.
Research methodology:Research cycle (Tomlinson, 2001)
INCLUDEPICTURE “https://s-media-cache-ak0.pinimg.com/originals/f5/37/22/f53722ee7d458a3042d900618c768e4a.jpg” * MERGEFORMATINET
This action research plan cycle demonstrates the steps of the action research that I went through in this semester to carry on in the next semester. Up to now, I have identified the problem, then I developed the action plan and created three research questions that will help me in gathering data and developing the study. Afterwards, I created data collection tools to gather my information. I am keeping records after each step, I also reflect after each step to see progress and to analyze the data that I have collected. In the next semester I will take an action in this research, I will work on the three question mostly as I will be introducing new ways of giving clear instructions.
EthicsConfidentiality: – Sometimes we face some difficulties while trying to convince people to do an action research about their social problems, because they are not clear about it. Before starting any data collection in this school.
I spoke to the principal and I explained to her about our action research that everything will be in disguise, and we will not mention names of any of the teachers or even of the school. We made everything clear for her so that we can start researching without facing any problems, this was seconded from participants as well.
Honesty: – I conducted the observation on various occasions in order to determine the value of instruction to both the teacher and the student, this was class based. As I noticed from the interview, that my MST was honest and the answers were matching the things that I observed in her classroom.
Data collection tools
In my data collection, I used one type of observation which is unstructured observation tool and two types of interviews which are structured interview and unstructured interview.
Unstructured observation Unstructured observation are ones where you observe what is going on generally. I used this type of observation while I did not inform the MST that I am going to observe her, and I wrote some notes after the class. I also wrote notes after each lesson I gave, so I know what went well and what do I need to work on in the next lessons.
Structured interview
This is a tool that I used in collecting data which is a structured sequence of a printed list of questions to be asked. I used this tool to gather my data, and I prepared three more interviews but I could not do them because most of the teachers were busy and also because the take of the time I had. (Appendix 1).
Findings:The findings of the action research from the data collection and the literature review of the research questions that I will be discussing.
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
If students did not understand instructions they will lose interest in doing the task, and by this they will distract their classmates. If students did not understand the instructions it can lead students to not understanding the content of the lesson and it will also affect their ability of carrying on with the lesson. The MST had this opinion when she was asked. From my point of view, I can see that actually these are the problems that students might face if the instructions were not clear. For example, students who took the instruction serious performed well in there self-assessment exams.
What is the best time to give instructions?
According to my observations, that the right time to give instructions is right before any task, because when the teacher gives the first part of instructions before the task and the rest of instructions while the students are working they get lost in the task and they do not know what they have to do. And according to the literature, they state that the best time to give instructions is giving each bit of the instructions before any activity, and not giving instructions while they are working because their attention will be for the activity (Tomlinson, 2001). So the teacher should use the right time to give instructions which is before each activity. For example, i noted that in the case whereby I was able to give instruction well the students were able to pass their exams well.
How can I make my instructions clear and effective?
From my data collection tool, I noticed that students understand instructions if the teacher uses simple language and also with modeling the activity. Also when the teacher is being specific and saying what exactly students have to do, they get along with the task without facing any difficulties. Being close and loud is also one of the most important thing for the teacher to give effective instructions. the literature stated that teacher should give instructions all once so the student do not get lost by giving each bit one at a time (Tomlinson, 2001). I noted that the students were able to pass the exams after the provision of correct instructions just before the task was undertaken.
Action plan:For my action plan first we will be continuing with improving my ability of giving clear instructions, also I will keep records of what are the best ways of giving clear instructions depending on my observations. In addition to I will:-
Continue to do handwriting (school policy)
Continue with working on my ability of giving instructions. This is by designing better and self-elaborate learning aids to help in instruction provision (wk1,wk8)
Write reflective journals.(wk2,wk4)
Focus on a special need student.(wk3,wk5)
Evaluating each student and writing down his weaknesses and strengths.(wk1,wk8)
References: L. T Lombardi, (2001a) DIFFERENTIATED INSTRUCTION , RESPONDING TO THE NEEDS OF DIFFERENT LEARNERS, 12(2), 72-109
HYPERLINK “https://www.google.ae/search?q=action+plan+cycle+in+education&biw=1280&bih=618&source=lnms&tbm=isch&sa=X&ei=NUSOVNBSw7RRrfmBuAg&ved=0CAYQ_AUoAQ” l “tbm=isch&q=action+research+plan+cycle+education&facrc=_&imgdii=_&imgrc=80XyU5FeiWMYKM%253A%3BXb0X1LXgV2-p5M%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Fgifs%252Ftar_cycle.gif%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Ftar%” https://www.google.ae/search?q=action+plan+cycle+in+education&biw=1280&bih=618&source=lnms&tbm=isch&sa=X&ei=NUSOVNBSw7RRrfmBuAg&ved=0CAYQ_AUoAQ#tbm=isch&q=action+research+plan+cycle+education&facrc=_&imgdii=_&imgrc=80XyU5FeiWMYKM%253A%3BXb0X1LXgV2-p5M%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Fgifs%252Ftar_cycle.gif%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Ftar%252Fcycle.html%3B419%3B263
(about.2014) HYPERLINK “http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm” http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm
Appendices:The interview questions:-
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The Impact of the Use of Interactive Whiteboards on Students Engagement in Middle Schools
The Impact of the Use of Interactive Whiteboards on Students Engagement in Middle Schools
Abstract
This paper analyses the impact of interactive whiteboards on the engagement of students in the middles schools. The paper will use a survey based on questions to distinguish the three categories of student engagement used in the proposal as the research objectives. Three categories of student engagements as influenced by the interactive whiteboard technology will be analyzed and include behavioral engagement reaction, cognitive reaction, and emotional engagement. The main aspect this analysis will be the way students react as a response to the impact of the use of this interactive whiteboard technology. The research shall be done to test the hypothesis that, “The use of interactive whiteboard results in greater student engagement during the learning process in the classroom than in classroom without an interactive whiteboard.” With respect to this hypothesis, students in middle schools are found to be highly influenced positively by the use of interactive whiteboard as a tool of learning in classrooms. The research shall establish that the behavioral category of student engagement is the most affected and may result to the effect on the other two categories of student engagement that include cognitive and emotional engagements.
Introduction
As the interactive whiteboard technology increases, there is the need to investigate on the impact of the interactive white board technology on the engagement of students in middle schools. While the technology is taking a new shape each day, teaching professionals and the providers of the interactive whiteboard technology are concerned on the effect generated by these whiteboards in learning (Newmann, 1992). The kind of learning of concern here is student engagement and specifically in middle schools. Students in middle schools experience a schooling mood that is centered between first schooling and their last years in schooling and involve students in their years of schooling, between their fourth year or the fifth year, to the ninth year of their schooling. As part of secondary education, students in the middle schools are sensitive to learning changes and introduction of new technologies could cause a significant impact on their engagement and performance. The impact on any aspect of the students schooling can as well be initiated by the style of teaching that the teacher employs (Manzo, 2012).
Many teachers could talk of interactive learning in class but the students could be interested or overexcited by the technology but not by the way learning is becoming easy. In the interactive whiteboard, students are mostly excited about the technology. Almost every student would seem to like the feature of this technology including its capabilities in multimedia, its versatility specifically in the classroom, and the fan about the interactive whiteboards (Hall & Higgins, 2005). The good aspect of the interactive whiteboard technology is the fan in the technology and its capabilities but Hall & Higgins (2005), in their research point out that students interviewed about the whiteboard talked of the technological problems with limitations of students having the ability to access the information.
Interactive whiteboards are described as large presentations tools, which work mainly with projectors and computers to provide learners with the required lesson information. The technology is aid to be one of the latest technologies as computers grow in use in the education sector. As technology advances in the computer industry, presentation tools are seen to increase in use and popularity especially for educators. Educators find the use of projection tools such as the interactive whiteboard as a good way of sharing their ideas or information with larger numbers of students than it could have been possible with the use of traditional white and black boards in education. School managements want to have their students increase their engagement in learning and involve them in learning with the use of more advanced learning technologies. This idea has been highly achieved by many middle schools’ managements with the interactive whiteboard technology (Bell, 2013).
Research Questions
IWB increases students’ engagement through behavioral actions
IWB increases students’ engagement by changing their cognitive learning abilities
IWB increases students’ engagement by changing their emotions in learning
Literature Review
There has been an increased case of the efforts established to improve the way students, in the middle schools, interact with their teachers. Teachers strive hard as much as they could to meet the need of students. In order to meet the needs of these students, teachers are expected to understand their engagements abilities and ways of interaction with others in the classroom. The way students engage in the classroom define their mode of learning and understanding the concepts taught in class. The method of teaching and interactive ability of the teachers to their students also determines how they engage in learning (Lyons, 2005). As Lyons (2005) notes, students mostly take for granted whatever they are taught hardly taking note or being keen that whatever they learn shall be applied in their real if experiences. Teachers are the most responsible people in their students’ performances and they are faced with situations where they would need to find ways of developing these technologies, which could assist their students, engage more in learning (William & Beeland, 2002).
The interactive whiteboard technology has been proven to impact the way students engage in learning positively. William and Beeland (2002) establish that their school has invested in interactive whiteboard technology as a way of improving the environment of students’ learning within their school. They pointed out that a barrier to learning is created whenever students are apathetic to learning. These barriers to learning are removed with the use of technologies like the interactive whiteboard technologies. The many forms of technologies available to boost the performance of teachers in the class are said to add something to students’ interactive and learning abilities. The most trusted and new technology that has brought out positive changes in the middle schools is the use of the interactive whiteboard. The use of the interactive whiteboards is said to have increased in the recent past. The use of this technology started in late 1990s (William & Beeland, 2002).
The impact of interactive whiteboard technology is found to influence students in one of the three major ways mostly analyzed by researchers trying to find out about the impact of the interactive whiteboard technology on students engagements. There are three stages through which teachers progress in their interactions with students. The first stage is the supported and didactic stage. This stage involves the use of interactive whiteboard as a visual support (Newmann, 1992). In this stage, the IWS is hardly integrated into lessons. This aspect makes the use of the interactive whiteboard technology be viewed as novelty for a significant length of time. The technology then goes to the second stage, the interactive stage. In the interactive stage, there is the progression of the first stage, supported didactic stage (DIGREGORIO & SOBEL-LOJESKI, 2010).
In the second stage, various stimuli to students learning and their engagements are viewed from this stage of the IWB technology. From tested research, the IWBs usually becomes the vocal point of learning therefore bring in the issue of behavioral change (DIGREGORIO & SOBEL-LOJESKI, 2010). The issue in this case is that many teachers lose concentration and may cause some aspect of excitement to students too. In the enhanced interactivity, the final stage integration of concepts and development of students’ cognitive thinking is done. Students change their emotions towards the IWBs thereby improving on their performance (DIGREGORIO & SOBEL-LOJESKI, 2010).
Current Study Description
The current study and the research hypothesis will guide the researcher through the data analysis and findings. All the findings will be directed towards answering the research questions and find the truth about the hypothesis. The research shall be conducted from the two groups of students and from each case, the attempt is to establish how the IWB use affect students’ behavior, cognitive ability, and their emotions towards learning. The research hypothesis in this case is:
The use of interactive whiteboard will result in greater student engagement during the learning process in the classroom than in classroom without an interactive whiteboard.
If the research finds that IWBs have no impact on great student engagement during the learning process, the hypothesis will be rejected. If the research finds that IWBs improves student engagement during learning, the hypothesis will not be rejected.
Method
This section of the research proposal will involve the methods used in collecting data and information for the main research. The research shall make use of survey data from two student groups from which three categories of affected students would be analyzed. The data collected in the survey would be used to show the impact of IWS on student engagement in three categories of the engagement. The data would then be analyzed to find if the set hypothesis would be rejected or it will not be rejected.
Limitations of the Survey Method
The use of this survey as a method of providing data for the research is inadequate due to the data size. The data collected is less in scope to generalize on other middle level schools with the IWB technology and middle schools without the technology. This research makes use of self reports and the respondents, students, may misinterpret various facts. The research has limitation of variables while a wide research could have included a larger number of variables as factors contributing to students’ engagement in middle schools. In this research, there could be a combination of factors contributing to student engagement in middle schools through the IWBs. Future researchers should be focused on a wider data and area of scope as well as incorporating more variables that could work collectively to influence the effect of IWBs on student’s engagement.
Research Design
The research design shall involve the use of two groups of students from two middle schools. Their results will be then analyzed differently. In one school, the students learn through the IWBs technology while in the other they use the traditional white and black boards. The research shall then use the t-test statistical analysis in which two independent groups are compared. The two independent variables for the comparison in the real research shall be student engagement in a middle school without IWBs and a middle school with the technology.
Definitions
Interactive Whiteboard: This is a large interactive display, usually touch-sensitive board, and involves the use of a supportive computer as well as a digital projector. The information from the computer is projected to a whiteboard display. This adjustment of learning content is done using a special pen or one’s fingertips.
Student Engagement: This involve the extent to which students identify with their school and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet the formal requirements of schooling and have serious emotions, cognitive investment in learning, as well as having behavioral aspects that make them act towards school activities.
Results and Choice of Statistical Analysis
From the research, it will be established that a larger number of students from the middle school using IWBs feel happy to be part of their school than in the school without the technology by analyzing the means and standard deviations of the two groups. Students using IWBs for learning want to learn as much as they can in their school and work hard to do their best at school. This group of students also listens more carefully than students without the technology do. The IWBs can enable the learning of more idea from which students enjoy. Most of the students attend school every day and contribute to their class discussions. Students using IWBs keep trying until they understand what they have learned and feeling involved in class. Students in this group also pay attention, understand that learning is important, and find their classes as their favorite place to be.
The IWBs technology makes them have the feeling that most of what they learn is useful and thus find school fun and exciting (Kenny, Kenny, & Dumont, 1995). Not many students in both cases would turn their assignments on time due to similar problems. Most of them are interested in the schoolwork. The two groups agreed to the fact that they concentrate on where they understand best in homework. The two groups agree that schooling would benefit them in the future and are hopeful about the future. Independent samples will be analyzed using the independent t-test statistics.
Discussion and Conclusion
Interpretation of Results
From the analysis, it will be indicated that there is a significant difference between learning by students having the technology and learning by students without the technology. Since students in the first group that makes use of IWBs technology are more interested in all school activities as indicated by a higher mean difference of 4.1 against 2.75 in the group using traditional methods of learning, it follows that the hypothesis will not rejected.
Application of findings
The use of interactive whiteboard technology steers great concern as to whether the new technology whiteboards have a positive impact on student engagement. This concern ultimately turns out to be true from the analysis done on the research Student engagement happens with students striving hard to conceptualize what their schools offer by changing their behaviors towards the interest of the school and the technology (Hake, 1997). Students mostly learn by making psychological investment of what they are taught at school through cognitive investment of what they learn from the IWBs. The result of good students’ engagements is success in their exams and prospering in their life after school as most of them agrees in the research.
Other than the formal indication of success such as good grades, the use of the interactive whiteboard technology is found to make students better off in other aspects especially in technology and communication skills, which make them, opt for a brighter future than students in the other middle school where IWBs is not used. The interest and excitement generated by this kind of learning technology motivate students in their engagements making them understand the learning material better than if they were using the traditional technology of black and white boards (Schlechty, 1994 ). The implication here is that interactive white boards have a positive impact on student engagement and this happens by changing their emotions and behavior and interest for their school. Students make more use of cognitive learning techniques to invest what they have learned in school. In this research proposal, the hypothesis will be confirmed true in the research that the use of interactive whiteboard technology causes a positive impact on students’ engagement in middle schools.
Reference
Bell, M. A. (2013). Why Use an Interactive Whiteboard? Retrieved April 24, 2013, from HYPERLINK “http://teachers.net/gazette/DOI JAN02/mabell.htm” http://teachers.net/gazette/ JAN02/mabell.htm.
Digregorio, P., & Sobel-lojeski, K. (2010). The effects of interactive whiteboards (iwbs) on student performance and learning: A literature review. Educational Technology Systems, 38(3) 255-312 , 255-312.
Hake, R. (1997). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. . Am. J. Phys. 66(1) , 64- 74.
Hall, I., & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning; ISSN 0010-4086, 21(20) , 102-117.
Kenny, G., Kenny, D., & Dumont, R. (1995). Mission and Place: Strengthening Learning and Community Through Campus Design. Oryx/Greenwood.
Lyons, J. (2005). Factors Affecting Student Engagement with Learning: a pilot study in an Accounting department. Investigations in university teaching and learning, 3 (1) , 5-11. DOI: 0010-4086. Print
Manzo, K. K. (2012, March 24). While experts see whiteboards as powerful tools for improving instruction, teachers vary widely in their ability to use them effectively. Retrieved April 24, 2013, from http://www.edweek.org/dd/articles/2010/01/08/02whiteboards.h03.html
Newmann, F. (1992). Student Engagement and Achievement in American Secondary Schools. New York: Teachers College Press.
Schlechty, P. (1994 ). Increasing Student Engagement. NY: Missouri Leadership Academy.
William, D., & Beeland, J. (2002). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? Retrieved April 23, 2013, from http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf
The impact of the Third World Debt Crisis and Globalization on Developing and Developed Nations
The impact of the Third World Debt Crisis and Globalization on Developing and Developed Nations
There are extreme cases of the debt crisis in the modern world, and it needs to be understood well. Often the debt crisis refers to public and private external debt that is experienced by developing countries. The latter has been taking place since the 1970’s and exists up to date. The global economy is being affected tremendously by the debt crisis. Furthermore, the government of the United States is suffering immensely as it seeks to correct the problem of budget deficits. Also, its loans and savings institutions, as well as its balance trade deficits are being affected by the debt crisis.
On the other hand, Globalization is changing the relations that exist between the developing and developed nations. The world is on a daily basis having an integrated economy that is global. It means that decisions regarding social relations and production consumption have transnational dimensions. It cannot be denied that the influence of globalization is felt everywhere, and it is quite strong. Globalization has ensured that forces such as consumption patterns, information, and technologies, real and financial capital are present.
This paper seeks to give a critical analysis concerning the relationship between developing and developed nations. Moreover, it seeks to find out how their relationship has been affected by Globalization and the Third World Debt Crisis.
Critical analysis of the Global Debt Crisis and its impact on Developing and Developed nations
It is claimed that the developing world will never repay its debts fully, and this is due to the fact that they cannot afford it. Loans were initially given to the developing world as a form of stimulus to get rid of their poverty. Some economists claimed that in order to ensure that the citizen’s plight is addressed; they have to give them loans. People living in the developed world often cannot relate to poverty. Those living in developing nations do not have access to proper housing, nutrition, health care and even education.
The first world seeks to find ways of making sure that the debt crisis is resolved before it escalates any further. In turn, it has come up with three methods, and they include; reduction, adjustments of repayments and repudiation. Debt repudiation has been quite common in South American countries such as Peru and Brazil. Unfortunately, this measure has only been temporary. Jeffery Sachs an economist claims that repudiation will never be a solution to the debt crisis. In fact, it is known to affect the relations that exist between the developing nations. Some of polices established by the International Monetary Fund are discriminative. For example, the IMF believes that by controlling the currency values of African countries it can maintain the debt crisis. In Tanzania, the IMF has sort to solve the problems that are related to balance of payments. The latter attempt by the IMF failed, and this made the world know that the debt crisis cannot be handled by the organization.
Countries such as Brazil and Mexico have massive debts, and this is due to the international financial system, which they focus upon. Another region known to be affected by the debt world crisis is the region of Sub-Saharan Africa. Development in the third world is being hindered as a result of the debt crisis. It has made the debtors have a life quality that is not superior. For example, in most African countries such as Somalia and Sudan there is constant fighting. The decline in life quality is due to the political violence that is taking place in those regions. The Somali government has many debts that it cannot be able to pay and in turn the country is in chaos. The Al-Shabaab that is against the Somali government has resorted to find ways of taking over the country. They have resorted to engage in terrorist activities and some analysts’ claim this is due to the debt crisis that has affected Somalia.
Most of Africa is taking the time to develop as the debt crisis has made them become heavily indebted. The international economic system is the key reason why poverty levels are extremely high. There are some African nations, which are extremely rich, while others are the complete opposite. Egypt is a rich African country that cannot be compared to others such as Senegal and Mali. The first world seems to favor Egypt and often finds ways of removing their debt burden. In turn, Egypt has an opportunity to progress while other regions are ignored by the first world. African nations have resorted to protecting their own territories and not become involved with each other. In turn, the debt crisis is blamed for affecting the relations between members of the third world.
It is argued that the relationship that exists between Developing and Developed nations has been affected by Globalization. Recently, there has been an increase in interconnection, which is economic in nature. In turn, it has led to changes that are political, and it seems to affect many countries and especially the poor ones. Developing countries are extremely dependent on the economies of developed countries. For example, the United States is viewed as a power that can fully support most developing countries. America is known for its high levels of technology levels as well as capital expertise. Multinationals are a perfect example of how globalization has affected the relationship between the two diverse nations. Brands such as Sony, Nike and Coca Cola are examples of products that affect globalization. Also, as a result of globalization, capitalism has emerged and it has three features that are unique. The most distinct features are the ones concerning delocalization and its relation to globalization.
People are becoming familiar with one another through mediums such as the internet, telephones, media, advertising as well as economic exchanges. This means that, at the same time, material consumption is enhanced by the developing and developed nations. For example, the American brand known as McDonalds is widely found. In fact, the chain has outlets in all almost all the continents. Local communities are also affected by the activities that are conducted by multinationals. The latter often search for developing countries whereby, they can obtain cheap resources and labor, in order to carry out their operations. In turn, the local communities benefit as there is a flow of wealth and this enhances the globalization process. Also, the scenario can bring about cases of unemployment that is large scale. The result is that there will be wide gaps of inequality between the local communities and the multinationals For example, employees working in a multinational in a country such as China, for the company known as Nike, often complain about poor pay. In a 1998 in China, it was found out that manufacturers such as Nike and Ralph Lauren underpaid Chinese workers. They were being paid as little as 13cents every hour, while their counterparts in other companies in the same region were being paid 87 cents every hour. Moreover, workers doing the same job in the United States were being paid at least 10 dollars every hour. In turn, the relation between the United States and China was strained as a result of such cases.
Conclusion
In conclusion, the first world does not seem to try and solve the problem of the debt crisis in the third world. It is almost a daily occurrence to hear of loans being given to third world countries. This is despite the fact that they are heavily indebted and cannot find a way to pay back. It is vital that suitable ways of helping the developing third world are found, other than give them loans that cannot be repaid easily. Globalization has totally widened the gap between developing and developed nations. At the same time, globalization has been enhanced by beliefs and ideas that have been spread through western imperialism. This is an error that is costly as well as serious that multinationals in developing nations should be aware of. Since they have the power of improving a developing countries economy, they should control the macroeconomic forces that exist. In turn, the local community in the developing country will be satisfied by the changes that are taking place.