Saudi Arabia's Economy Essay Example | Topics and Well Written Essays - 2500 words

Saudi Arabia's Economy - Essay Example It is acknowledged that the oil industry is a major contributor in the GDP of Saudi Arabia. However, one should not lose sight that other sectors also have significant roles in shaping the economy of Saudi Arabia. These other sectors, though currently not as significant as the oil industry have a considerable bearing in the performance of Saudi Arabia. Also, the Hubbert Peak Theory, which foretells the downslide in Saudi Arabian oil production, warns of the possible collapse of the oil industry's which will considerably reduce or even eliminate the significance oil to the country. This paper will look at the economy of Saudi Arabia as a whole. The first part will talk about the country's GDP and its composition. Next, it will tackle the contributing sectors individually mostly concentrating on the oil industry. An assessment of the Hubbert Peak Theory and its opponent will also be done. In general, Saudi Arabia has a robust economy supported by its strong oil industry. Saudi Arabia's economy began to flourish during after 1973, when the price of oil in the world market skyrocketed. This phenomenon made the country one of the fastest-growing economy in the world as it enjoyed a substantial surplus in its overall trade transactions with its partners, rapid growth in imports, and the generation of substantial government revenue that supports the country's development efforts (Background Note 27-28). During 2004, the country recorded a total GDP of $310.2 billion dollars which translates to a per capita GDP of $11,742. It should be noted that in terms of GDP, the country is in a decline. The aggregated GDP average growth during the period of 1975-2000 was -2.2% as opposed to the -4.4 recorded during 1980-2000 (Saudi or Saudi Arabian Economy 5). In spite of the overall decline in the economy, Saudi Arabia is showing signs of slow recovery from the oil price collapse in 1998. Real GDP growth rate during 2004 was seen at 5.2% while experts forecast that Saudi Arabia will expand at an annual rate of 5.7 and 4.8% for the years 2005 and 2006, respectively (Saudi Arabia 2). The oil industry largely contribute to the total GDP of Saudi Arabia. As stated above, oil export revenue accounts for 90-95% of the country's export earnings, 70-80% of the total state revenue and 40% of the total GDP. The largest chunk of the country's GDP is shared by the industry sector which makes up 58.8%, followed by the services sector at 36.5%. The remaining 4.7% is accounted for by Saudi Arabia's agricultural sector (Saudi Arabia 2). The Oil Industry Saudi Arabia controls the largest petroleum reserves in the world which is 26% of the proved total, ranks the largest exporter of petroleum and undeniably plays a significant role in the Organization of Petroleum Exporting Countries (OPEC). According to the Oil Gas Journal, Saudi Arabia possesses 261.9 billion barrels of proven oil reserves in the world including those, which are in the Saudi-Kuwaiti Divided. The country has 80 oil and gas fields though more than half of the total reserves is concentrated in only eight fields which includes Ghawar and Safaniya. Ghawar is considered the largest oil field with an estimated remaining reserves of 70 billion barrels while Safaniya is the largest offshore

Modernization Essay Example for Free

Modernization Essay Modernization is a process of modernizing a way of life. South Africa and China both attempted to modernize for a beneficial outcome. China was successful at modernizing and benefited greatly. South Africa resisted modernization and in the end suffered from harmful effects. South Africa and China both modernized in their own way. China attempted to modernize from the struggles that were present in the country. In China, modernization occurred later than then most countries; this allowed the Chinese to use other countries as a model. China began to focus on important industry’s that would help their country prosper. They began to advance in military, science, and technology, and established a strong economy by selling products to other nations. As a result of modernization China became urbanized, and industrialized. The nation also became economically stronger which made the growing nation prosper. Modernization benefited China in all aspects of a great nation. China modernization process started to begin after the Qing dynasty fell, with this the country wanted to reform which led to modernization. Modernization was a very beneficial process to china as a whole. South Africa did not benefit from the process of modernization. Modernization caused a loss of culture and society to African culture. The British came to South Africa hoping they could take over the country and modernize the country as a hole. The people of South Africa were known as the Zulus, the Zulu’s resented modernization of the British and wanted to modernize on their own. The British attempted to convert South Africans to Christianity to create modernization in the country. The Zulu’s lost the war to the British and their freedom; natives were forced to provide cheap labor to the British to make money for food. The British benefitted more from modernization then South Africans did. Modernization was not beneficial to the South Africans. Modernization was beneficial to China and was harmful to South Africa. China took years to modernize and was late in modernization but did eventually modernize and greatly befitted from it. South Africa did not benefit from modernization; they had a loss in society and culture. Modernization will always ether help a country or be harmful to the country. This will depend on how the country attempts this process as a hole and what they go off of.

Issues Surrounding Performativity In Education Education Essay

Issues Surrounding Performativity In Education Education Essay When attempting to comprehend the multifarious nature of performativity, it may be at first useful to view it in a historical and philosophical context. According to Munday (2010), performativity à ¢Ã¢â€š ¬Ã‚ ¦has come to denote the systemic relations within the social order of postmodernity. Through technological progress, the grand narratives of the enlightenment which adhered to either the emancipation of the individual subject or to the speculative approach to knowledge have been superseded by an economy that privileges utility over truth, success over justice and information over knowledge. (Munday, 2010:1) The spirit of this assertion, the final reference to information over knowledge is especially pertinent to issues in contemporary education reform and is echoed in the works of education scholars- including the authors discussed in this essay: Ball (2003), Tan (2008), Chua (2009), **** and sets the tone for the discourse that follows. In Balls paper, The teachers soul and the terrors of performativity (2003) the debate of performativity is brought to the foreground through his development of an encompassing and influential definition of performativity: Performativity is a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change based on rewards and sanctions (both material and symbolic). The performances (of individual subjects or organizations) serve as measures of productivity or output, or displays of quality, or moments of promotion or inspection. As such they stand for, encapsulate or represent the worth, quality or value of an individual or organization within a field of judgement. (Ball, 2003: 216) This important statement also serves as a starting point to which Tans Globalisation, the Singaporean state and educational reforms: towards performativity (2008) and Chuas Saving the teachers soul: exorcising the terrors of performativity (2009) both allude to in the process of developing their own arguments. In establishing a position on the qualities of technologies of performativity, Chua interprets Balls definition by surmising that: [P]olicy technologies of performativity define performance indicators and evaluate members of the organization based on their capacity to fulfil these indicators. (Chua, 2009: 160). Tan uses Balls idea to derive a more pragmatic interpretation, making a direct link to neo-liberal reforms in education: Performativity contributes to a devolved environment where à ¢Ã¢â€š ¬Ã‚ ¦ [s]chools are to take responsibility for transforming themselves by making themselves different from one another, improving themselves and competing with one another à ¢Ã¢â€š ¬Ã‚ ¦ The state employs monitoring systems for the school leaders and teachers through the mechanics of performativity such as league tables, the appraisal meeting, the annual review, report writing, site visits, inspections and peer reviews In other words, they are expected to organise themselves as a response to targets, indicators and evaluations under state regulation. (Tan, 2008: 113) To arrive at such conclusions as to the interpretation and definition of performativity in their respective studies, the above authors had to at first adopt an analytical design research approach with concept analysis and explore issues of globalisation and performativity and the implications for educational reform. construct their theories using research methodologies that involved the surveying of primary sources, including statistical and historical data and secondary sources such as work by other researchers (which include each other). For example, Tan (2008) argues that the rise of the culture of performativity is an inevitable by-product of Singapores strategic embrace of neo-liberal policies through globalisation and Chua (2009) cites Tans work in support of this view. Ball, more interestingly, elucidates on this theme in more epidemic terms: Education reform is spreading across the globe à ¢Ã¢â€š ¬Ã‚ ¦ An unstable, but apparently unstoppable flood of closely inter-related reform ideas is permeating and re-orienting education systems in diverse social and political locations which have very different histories. (Ball, 2003: 215) ****TITLE***** As both Tan (2008) and Ball (2003) point out, given the current global context where regional economic and social interconnectivity is increasing, it is not surprising that high-performing counties in the Far East, such a Singapore and Japan have experienced a reform agenda that shares many commonalities to that experienced in Western settings. Hence, similar to nations such as the UK, the United States and Australia, contemporary educational reform in Singapore and Japan are increasingly positioned as sites where broader political and economic reforms cross and at times clash with a range of political, economic and socio-ideological positions (Tan, 2008:114). Having worked within the Japanese local government sector, at a board of education as an Assistant (English) Language Teacher on the Japan Exchange and Teaching (JET) Programme from 2005-2010, I was in a unique position to observe such patterns of transformation that were occurring within the education system from an impartial and objective, if ineffectual standpoint. When discussing contemporary educational change in Japan, a link must be acknowledged with a national corporatist reform agenda. Prevailing critique within Japan centres on the three general areas: falling enrolments, legislated curriculum reform and fiscal constraint. Contemporary educational reform in Japan could be placed within a unique historical context that is characterised by long periods of stability followed by radical structural reforms over condensed periods of time. (Hood, 2001) The reforms can also be weighed against the fact that schools and institutions have historically been constrained in their ability to react quickly to change due to the fact they have long been administered by a centralised state educational system. This, however, is changing in the current climate of contemporary neoliberal reforms and appears to have permeated right down through to the grass roots of the education, creating a transient system increasingly reliant on outcomes and the establishme nt of new ways of auditing and verifying such outcomes (Ball, 2003). Possibly one of the clearest examples of this was during the course of my work at a Japanese senior high school: I was asked by the head of the English department to assist in the implementation of an online e-learning computer system for the English curriculum. It was to function something like a TOEIC preparation course, with a test at the beginning and at the end to measure the students progress. It was promoted to teaching staff as learning aid that would make life easier for all as the tests and study materials were already written. When I challenged senior teacher as to what exactly was the purpose and goal of this new system (which tested non-contextualised, discreet items of English language), the response was We finally have an objective way of measuring their achievement. We can show this to universities, or the education ministry, so they can see objectively through statistics that our students are improvingà ¢Ã¢â€š ¬Ã‚ ¦ we [teachers] do not really test the students; their grades are based upon our [teachers] subjective feelings. We need results to be more accurate, and that is why weve bought these well-packaged materials made by professionals. We have already finalised the contract with the company, so we ask for your cooperation. When looking back reflectively, how could this deliberated and justified scheme not be anything but of benefit to both the students and staff alike? Even after only the briefest of considerations, could any genuine educator articulate the simplest of critiques: how could this standardised test be considered objective? Simply because a score is produced, what does that number actually represent? As the students were not required to do the same test at the end of the course that they took at the beginning, how could this be considered any measure of achievement? These may be only discreet factors in the larger scheme of the pedagogy of assessment, but they are all too often the first casualties following the implementation of performative policies in education. Fortunately, however, even changes such as these in the name of convenience and efficiency cannot be readily imposed without some form of backlash from the rank-and-file teachers, as I observed my other Japanese colleagues voice in their opinions, frustrated with the system they had been forced to subscribe to: This is a [computerised testing] scheme developed by a commercial interest from outside our school that does not know, or even care about, our students learning goals. à ¢Ã¢â€š ¬Ã‚ ¦. To be perfectly frank I dont feel good about people from outside telling me what the content of the courses should be and what it takes to improve students or how success or achievement can be measuredà ¢Ã¢â€š ¬Ã‚ ¦. Why are outsiders determining our educational policy- my classroom policy? This, increasingly legitimate, question from teachers is recognised by Ball (2003), when he aptly observes: One key aspect of the current educational reform movement may be seen as struggles over the control of the field of judgement and its values à ¢Ã¢â€š ¬Ã‚ ¦Who is it that determines what is to count as a valuable, effective or satisfactory performance and what measures or indicators are considered valid? (Ball, 2003:216) What must not be forgotten here is the condition of the teacher who is promoting the new tools and systems of reform. In the above scenario, it was apparent that the terrors of performativity (Ball, 2003: 216) had already taken a victim, in this case, the head of the English department who, with the best of intentions, believed he was still functioning in the capacity of a traditional school teacher. He may have even agreed with Chua (2009) who contends, the aim of teaching is to transform a situation into a preferred one, i.e. students that are more knowledgeable, more skilled etc. and that teachers are therefore designers, who employ designerly cognition, à ¢Ã¢â€š ¬Ã‚ ¦the deliberative logic that guides any activity aiming to transform a situation into a preferred one. (Chua, 2009: 159, 160). However, he may not have agreed, or even been aware that the introduction of such policy technologies of performativity could have quietly begun reconfiguring his designerly cognitive abiliti es, resulting in his: à ¢Ã¢â€š ¬Ã‚ ¦ cognitive trajectory [being] guided to aim merely at what one might call the horizontal, transitive dimensions, geared towards the production of à ¢Ã¢â€š ¬Ã‚ ¦ visible, measurable outcomes. (Ball, 2003: 216; Chua, 2009: 160) In short, similar to their UK counterparts, Japanese educators are becoming increasingly measured, audited and assessed within the context of their research, their teaching and their day-to-day administration all in the name devolved freedom (Ball, 2003: 217). The latter portion of the essay will focus on the performativity- related reforms in the UK education system, including personal anecdotal experience whilst continuing to reference the studies of Ball (2003) Chua (2009). Ball (2003) describes the mechanics of performativity as: à ¢Ã¢â€š ¬Ã‚ ¦ the data-base, the appraisal meeting, the annual review, report writing, the regular publication of results and promotion applications, inspections and peer reviewsà ¢Ã¢â€š ¬Ã‚ ¦ The teacher, researcher, academic are subject to a myriad of judgements, measures, comparisons and targets. Information is collected continuously, recorded and published ^ often in the form of League Tables, and performance is also monitored eventfully by peer reviews, site visits and inspections. The nature and characteristics of the modern teacher are defined by the many in which they partake; Within all this, there is a high degree of uncertainty and instability. A sense of being constantly judged in different ways, by different means, according to different criteria, through different agents and agencies. There is a flow of changing demands, expectations and indicators that makes one continually accountable and constantly recorded. We become ontologically insecure: unsure whether we are doing enough, doing the right thing, doing as much as others, or as well as others, constantly looking to improve, to be better, to be excellent. The election of the coalition government in 2010 prompted changes to the framework that Ofsted (Office for Standards in Education) uses to inspect schools. The framework was piloted in 145 schools during May and June 2011 to inform its development for use from 2012. Ofsted fosters a culture of compliance and performativity within a managerialist discourse. Its inspection framework operationalises this compliance; schools which do not achieve its standards risk closure. Its influence extends beyond inspection periods; many leaders subject themselves and staff to intense surveillance to ensure that practice corresponds as closely as possible to the Ofsted- sanctioned ideal: This inspection framework is therefore of great significance to the English education system as both a product of a discourse and a mechanism for its reproduction. Netherhall School has just been inspected under the latest OFSTED framework which came into effect earlier this term. The new style Grade 3 rating awarded to the school replaced the previous Satisfactory grade. The school had hoped to achieve a grade 2 Good rating with greater recognition of its strengths and outstanding features. Chair of Governors, The new OFSTED framework seems more subjective and narrower in its focus. It seems to lack the more rounded and balanced view of previous models used. Nevertheless, we are committed to working within the new framework and to learning lessons from this new process. The school highlighted that the bulk of the data evidence used was based on exams taken some eighteen months ago. The most recent 2012 exams for Netherhall showed many impressive exam outcomes including GCSE English and Maths being well above the national average . The school did significantly better than the national average in the new English Baccalaureate which prioritises GCSE Grade C and above in English, Maths, Science, History/ Geography, and a Language. More than a quarter of the 2012 cohort achieved 5A/A* grades. The 5A*-C GCSE with English and Maths has continued to be above average. Caroline McKenney, Principal commented As ever, and in common with other ambitious schools, Netherhall is very aware of its priorities and recognises the need for ongoing improvement in all aspects of its work.

The Fantasy of Out of Africa vs. the Reality of Ngugis A Grain of Whea

The Fantasy of Out of Africa vs. the Reality of Ngugi's A Grain of Wheat Both the film and the book versions of Out of Africa portray life in Africa as being a haven for European colonists. In these works, Africa was a beautiful land to move to where the Europeans could live like â€Å"royalty† in a sense. Their money went a lot further, and they could have African servants do all the work and chores for them. These African peoples adored the white settlers, and would peacefully work for them for very low wages. However, this view of Africa during colonial times is not accurate. The Africans did not always adore the Europeans; they were not happy to have their lands taken from them; and they did not usually accept the exploitation peacefully. This point is illustrated, for example, in Ngugi's A Grain of Wheat which reflects on the Mau Mau rebellion which led to the Kenyan independence in 1963. The film Out of Africa creates an Africa where a white person, such as Karen Dinesen, could move to and live happily, for a while anyway. Granted this is a movie, but it is based on the autobiography of Karen Dinesen. The film shows Karen moving to Kenya in about 1913 where she was happily greeted by her many African servants who were awaiting her. With her she has all of her lovely, expensive possessions that go well in her beautiful farmhouse. Karen and the rest of the white colonists are shown to have lives that are all play and no work. They sit about while the servants wait on them hand and foot, or they go out on safaris to see the countryside and wild animals. The image that the audience receives creates a dream world for them. It does not have any indication of violence between the colonists and the Africans. The book Out of ... ...r, it is not entirely realistic in its portrayal of colonialism. Karen Dinesen wrote her story how she wanted to see it. I am sure her life was as she wrote it to be, but I do not think that she took in to account the treatment of the Africans. I do not think that she intended to write of those aspects of colonialism. In my opinion, she want to share with the world the greatness of Africa as she saw it. A Grain of Wheat was written to share with people the violence of the colonialism. The hardships endured by those colonized was meant to be brought out to the audience. These two pieces of literature were written for different reasons: one to show a wealthy white woman’s life in Africa as she saw it, and the other to show the violence brought about by the colonization of Africa. Works Cited Fanon, Frantz. The Wretched of the Earth. (New York: Grove Press)1963.

BMW business model crunches gears as models expand, profit falls Essay

This article discusses the recent changes in sales, earnings, and profits of BMW, the German based manufacturer of luxury automobiles. The article opens by proposing five market scenarios that may affect the way BMW conducts business and earns revenue. The scenarios include changes in laws, consumer desires, auto financing availability, political climate, and consumer buying habits. Recently, earnings have declined by 63 percent and further losses are anticipated. Company executives and industry analysts note that earnings on certain models has declined while sales have increased over a 10 year period. The change is attributed to a lower demand for the high end performance cars that have been BMW’s core product. In response BMW has sold more smaller less expensive cars as a way to respond to changing market demands. This article demonstrates several factors that affect a company’s profitability: competition in the market, consumer demand and habits, and the company business model. In the case of BMW these changes were prompted by legislation regarding gas prices and environmental concerns which changed consumers’ driving and car buying habits. BMW responded to this change by switching to a different line of cars including SUVs and compact cars. They sold more units at lower prices compromising the overall profitability of the company instead of conforming their high performance base model to be fuel efficient. â€Å"Intel’s shock warning sounds alarm for tech sector† This article discusses the issues that led Intel to cut its revenue and profit forecasts for upcoming periods. Intel has reduced profit forecasts and their stock prices have declined by seven percent. Other technology companies including Microsoft, which uses Intel microchips, and competitors such as National Semiconductor Corp have also lowered their profit forecasts. These reports have spread fear across the industry that consumer spending will continue to decline. Intel also cited the credit crisis as an issue affecting demand for products and the ability of suppliers to provide services that Intel needs in its manufacturing process. Industry analysts note that Intel’s slow performance is normally indicative of early spring results, but do not speculate on how the current outlook may affect the coming spring results. This article demonstrates how one factor can have an adverse and possibly unnecessary negative affect on profitability: speculation. As mentioned in the article speculation alone caused stock prices to tumble. Investors assume that profits will be low and will either divest or not further invest affecting the company’s ability to finance production operations. Suppliers assume the worst and make it difficult for the company to obtain materials they need to manufacture and get chips to the market. End users like Hewlett Packard and Microsoft may purchase chips from competitors on the assumption that Intel will not be able to deliver. In other words, a grim forecast can become a self fulfilling prophecy. The difference in the two articles is that the BMW article demonstrates a verifiable and valid set of issues that can and do affect the profitability of the company and the automobile industry as a whole. The Intel article demonstrates how speculation can affect consumer confidence in a way that can reduce profitability. BMW has analyzed the real issues that have reduced their profitability and are in a position to change their business model to respond to the situations identified in the article. Intel, on the other hand, has subjected itself to speculation and must wait to see how the market environment plays out. They can change their forecast but that is not a solid guarantee that consumers will respond positively to the change.

Stepping Out of the Comfort Zone

Stepping Out of the Comfort Zone Communications break boundaries and bring connections between people. In â€Å"Some Friends and I Started Talking: Conversation and Social Change,† Margaret J. Wheatley describes communication as â€Å"a timeless and reliable way for humans to think together† (312). As human, communication is an essential need for everyday survival. It also brings people closer as they have a better understanding of each other through communication.For many cases, it takes people a lot of courage to step out of their own comfort zone and start conversations with others. When I came to the United States, the language barrier was keeping me from communicating with everyone around me. I barely spoke any English at the time. I would avoid talking to everybody. In class, I would sit by myself, putting my head down during lectures and avoid to be called on. But being so quite didn’t mean I was invisible to the bullies. During 8h grade, I was bullied by a group of Hispanic boys.They would throw my books into trashcans, made fun of my accent and pushed me as I walk through hallways. I was so afraid to come to school. My grades were dropping as the semester went by. I knew I needed to talk to somebody about it. Stepped out of my comfort zone, I seek my counselor Jane for help. Our conversation lasted for about two hours, but it changed my life completely. Wheatley mentions, â€Å"a simple conversation gave birth to actions that can change lives,†(312) in her essay.I soon found myself confronting the bullies and stopped them from bullying other people that were just like me. My grades also improved as my social life improved. This proves how communication is a â€Å"powerful tool in society† (Wheatley 313). Communication opens up new points of views and changes life for those who take courage and effort to begin a conversation. â€Å"We are hungry for a chance to talk. People want to tell their stories and willing to li sten to yours†(Wheatley 312). Communication is also the key to friendship and relationships.