Tuesday, March 16, 2010

CHALLENGES OF A UNIVERSITY STUDENT LEADER

MU-IUPUI 2010 INTERNATIONAL SYMPOSIUM ON PEACE

YOUTH EMPOWERMENT FOR PEACE, RECONCILLIATION AND DEVELOPMENT: YOUTH LEADERSHIP AND INITIATIVE IN THE JUSTICE AND PEACE PROCESS

 PAPER TITLE: CHALLENGES OF A UNIVERSITY STUDENT LEADER

BY

Godwin Ong'anya, +254 723 877 098 Email onganya@yahoo.com

Department of History, Political Science and Public Administration, School of Arts and Social Sciences, Moi University, Eldoret, Kenya, P.O BOX 3900-30100.

Abstract

Being institutions of higher learning and training grounds for leadership, universities have been credited for being centres of excellence in pursuit of talent and innovation. Being a student leader therefore bestows to the incumbent a responsibility that defines youth leadership. Often, national leadership has been criticised of insensitivity to serious policy concerns. It is argued in this paper that the society is reflected in the kind of leadership in place, and that it is always the best leadership in place fit for the society in question. University student leaders face a lot of challenges mainly balancing their academic endeavour and the leadership/political responsibilities. Without proper information, conflicts often arise as to the feeling from the student fraternity that the institution is insensitive to their plight. The student leader has to master the tactics of convincing the students that the institution is considerate as s/he tries to not to perceived as too sympathetic to the university. On the other side s/he has to press for student concerns to the administration, which could sometimes label the student an inciter. Pushing a student agenda is another herculean task. The student needs a convincing approach. The system operates in a way that vested interests may interfere with objectivity in consideration of an agenda.

YOUTH AND LEADRSHIP: THE DANGERS OF PREFERENTIAL TREATMENT

MU-IUPUI 2010 INTERNATIONAL SYMPOSIUM ON PEACE

YOUTH EMPOWERMENT FOR PEACE, RECONCILLIATION AND DEVELOPMENT

YOUTH AND LEADRSHIP: THE DANGERS OF PREFERENTIAL TREATMENT

 BY

Godwin Ong'anya, +254 723 877 098 Email onganya@yahoo.com

Department of History, Political Science and Public Administration, School of Arts and Social Sciences, Moi University, Eldoret, Kenya, P.O BOX 3900-30100.

Abstract

Debates have been advanced in favour of youth in positions of political and policy leadership. It is true that youth provide the force for economic process and so there should be a clear manifestation, and not merely manifestoes on how the youth could be engaged in the socio-political and economic production force of any society. It has been argued that the youth are the leaders of the future, a future that may be desired indefinitely. This advances perpetual hope to the youthful generation, who only get to leadership in their elderly ages. This paper disputes the notion that the youth should wait for "tomorrow's" leadership, and instead engage the society to prove their capabilities and attempts to wrestle power from the olden generation. For the general population, the paper argues that it is not appropriate to divide in blocs, where the youth vote for a youth and the old vote for the old. Instead, there should be a rational consideration where both young and old are considered as leaders to be enlisted in positions of influence in terms of capability and vision. The paper emphasises the need for recognition of experience, arguing that lack of experience often turns out disastrous. Systems should be made to adapt to reality, according realism and pragmatism more consideration than theory and ideology in handling leadership. Empowerment needs to concentrate on economic rather than political and personal considerations. Personal effort can also guide on selection of leaders rather than age, as this would be a sure recipe for conflict, leading to injustice.

QUESTIONNAIRE AS A DATA COLLECTION INSTRUMENT

Godwin V Ong'anya

Dr Harry O. Ododa

Research Methodology

25 February 2009


 

Discuss the questionnaire as a data collection technique

A questionnaire is a set of systematically structured questions used by a researcher to get needed information from respondents. Questionnaires have been termed differently, including surveys, schedules, indexes/indicators, profiles, studies, opinionnaires, batteries, tests, checklists, scales, inventories, forms, inter alia. They are

…any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers. (Brown 6)

The questionnaire may be self administered, posted or presented in an interview format. A questionnaire may include check lists, attitude scales, projective techniques, rating scales and a variety of other research methods. As an important research instrument and a tool for data collection, a questionnaire has its main function as measurement (Oppenheim 100). It is the main data collection method in surveys and yield to quantitative data. Also, due to provision for open endedness, the instrument may be used to generate qualitative and exploratory data (Dornyei 101)

Measurement specification will depend on several factors. The nature of the population to be surveyed is the major concern. The kind of survey may be factual or analytical. If factual, then complications are less. If analytical, the survey may be hugely value laden as to reduce accuracy. However, it is possible to objectify the subjectivity by designing more complex research questions. The kind of respondents would also play a big role in determining how the survey will be conducted. For instance, there may be slight differences on how to conduct a survey with chief executives of flourishing multinational corporations, as opposed to the aged in a remote set up. Survey into phenomena that is subject to seasonal fluctuation would also vary with one that does not fluctuate.

Value laden surveys need complex questions so as to reduce biasness. Such deal with subjects like social representation, opinion, attitudes, stereotypes, awareness, brand images, precepts and values. Due to their multifaceted nature, they warrant questions that are equally multifaceted. Responses from such subjects are often influenced by the environment, and hence tentative. Findings are difficult to validate since they reflect the state of the mind at a given time in a specific environment.

Three types of data about a respondent may be accessed by use of questionnaire instrument. Factual questions: These include demographic information, socio-economic status, education, etc.

Behavioural questions: deals with both past and present deeds of the respondent;

Attitudinal questions: comprises of world views. It covers people's opinions, attitudes, beliefs and values.


 

Elements of a Standard questionnaire

  1. Title: this identifies the domain of the investigation. The respondent is initially oriented to the investigation. It should be captivating enough to attract attention and enthusiasm.
  2. General introduction: this has a description of the purpose of study as well as the organisation(s) involved. The respondent is assured of anonymity/confidentiality of information volunteered, making clear that there are no wrong or right answers. Honest answers are also requested.
  3. Specific instructions: this offers succinct demonstration on how to carry on with the business of responding to the questionnaire.
  4. Questionnaire items: is the main part of the questionnaire schedule, to be clearly separated from the aforementioned parts.
  5. Additional information: includes the full contact information of the researcher/ administrator. May include a promise that a copy of the summary of the final report would be send to the respondent on request.
  6. "Thank you" may end the questionnaire.

Before coming up with a questionnaire, a researcher has to come up with a precise operational statement on the variables. The instruments to be used have to be well identified and variables well defined. Several considerations have to be made before designing the questions. These considerations are discussed below.


 

  1. MAIN METHOD OF DATA COLLECTION

The case here is the consideration of a questionnaire. This includes a standardized formal interview, the postal, self-administered questionnaire and the group administered questionnaire. Each method has its strengths and weaknesses, and this should help in coming up with an appropriate one to suit a specific survey need.


 

Mail questionnaires and standardized interviews

A mail questionnaire is one that has been sent to a respondent by a researcher, and the respondent would answer at his own time, basing on his own understanding. It is not as controlled as with the case of a standardized interview. Mail questionnaires however have their own advantages.

  1. The researcher incurs low cost of collecting data. Just designing a questionnaire and sending it to a respondent;
  2. Analysing and processing the data is less expensive in terms of both time and material resources;
  3. There is no likelihood of interviewer bias as the interviewee would be interpreting the questions his own way;
  4. The questionnaire can be handled by a geographically distant correspondent.

A number of disadvantages abound.

  1. There is no follow-up mechanism;
  2. No control n how questions are being answered. Questions may be passed on to another person;
  3. Response rate is low;
  4. Some questions may be left unanswered;
  5. Not suitable for a low literacy society, the old, of small children;
  6. Not suitable for the visually impaired persons;
  7. No data (ratings or assessments) based on observation.

As opposed to mail questionnaires, interview schedules have a higher response rate and provide an opportunity for both the interviewer and the interviewee clarifying their points. Follow-ups are possible as ratings and assessments can be taken from observation. There may be no problem with disabled or less literate respondents. The major disadvantage is the huge time and material resources need for the purpose.


 

Self-administered questionnaires

Self administered questionnaires are presented to respondents, but the researcher is available to make little clarifications. He does not, however, interpret the questions for the respondents as this may increase interviewer bias. There is some degree of personal contact as the two parties would be interacting. The advantage with this is that response rate is high and clarification are made where need arises.


 

Group-administered questionnaires

This is presented to respondents in a group. The group may be one of students or labourers, where they are supposed to respond as a group. These questionnaires will be administered by the researcher, and may be in form of a film being shown, and then the respondents are asked questions to respond. Is such cases, the size and literacy of the group is a vital consideration. Each respondent may be required to respond, and in case of a film, it may only make the responses flow. The respondents will be answering by following a certain pattern as the film progresses. Questions may be read out aloud as respondents answer on their own.


 

  1. APPROACH TO RESPONDENTS

It would be better if all questionnaires are returned, but more often this is not the case. A researcher must come up with a formula that would enable him get all questionnaires back whenever possible. There are various approaches to this.

  1. An advance warning to the respondent informing him of the study;
  2. Explain to the respondent the method of sampling used, and how this respondent came to be selected;
  3. The aspect of sponsorship is also important. This is where the researcher presents an identification card and a pamphlet from the research organisation. Alternatively, he may have a cover letter or one of introduction addressed to the respondent from an influential person of the firm;
  4. The envelope used should be as official as possible, addressed to an individual to be supplied with the questionnaire. It should have some personal touch, as opposed to being so mechanical.
  5. Create awareness of the project through publicity, where possible;
  6. Provide incentives, though not to the extent of causing bias of any kind. This incentive would influence the respondent to fill the questionnaire with objectivity and return it;
  7. Confidentiality should be assured in certain cases. Only the researcher should access all survey data. In case there is need for information about identifiable persons to be published, is should happen with express permission of the of the person in point;
  8. Reminders may serve to increase the response rates, as some respondents may not complete the questionnaire out of mere forgetting;
  9. Anonymity is another way of increasing the response rate. In such a case, the personal identification details of a respondent are not taken. The respondent may instead be identified by a code number. Alternatively, the respondent may be assured that at the data processing stage, all identifying information will be destroyed.
  10. The general appearance of the envelope and the letter would also affect the way the recipient would attend to it. The envelope should be addressed to the respondent personally, and with a stamp, not a franked one. The appearance of the letter should be conservative, and the topic should be of some interest to the respondent. It should not be wordy as this would be boring. The letter should be sent with a return envelope.


     

  1. THE BUILD-UP OF QUESTION MODULES

    The researcher should be careful in the selection of questions to appear at the start of the questionnaire. The instrument should not start with sensitive information that may put the respondent off before he kicks off in response. The module should be arranged in a systematic way so as to flow as the respondent moves down, with the opening questions maintaining neutrality.


     

  2. ORDER OF QUESTIONS WITHIN MODULES

    The funnel approach has been fronted as a good example of questionnaire design. When preceded by filter questions, the approach has been widely used, though others sequences may also be considered. The funnel method would start by asking a broad question, then narrows down to specifics. A filter would then exclude some questions from respondents, if a response would have been noted through an answer to a different question (Seymour and Bradburn).


     

  3. QUESTION TYPE

    There are two main types of questions, open and closed. Open questions are those that afford the respondent an opportunity to speak his mind. It is more detailed with little, if any, interviewer bias. Open response may allow graphic examples, illustrative quotes, and generally provide some unanticipated data. We may fall short of imagination in the range of possible response categories thus the strength of open-ended questions. However, analysis of this data may be difficult as varied responses would have been presented. It is not advisable to have open-ended questions in a professional questionnaire (Dornyei 105). Closed questions are easier to answer, process and analyse. They are mostly 'yes' or 'no' answers, without provision for the respondent giving his explanation (Oppenheim 112).


     

    Open ended questions

    These should be guided, however open. They may be of four kinds:

    1. Specific open questions: these ask questions anticipating factual responses. It may include the respondent's preferences, past activities, his details, inter alia.
    2. Clarification questions: seek further elucidation after selection of a category. It may be in form of "Please specify."
    3. Sentence completion: a respondent is asked to complete a sentence. "Democracy is practised well, however.…"
    4. Short answer questions: comprises more than a sentence, but less than a paragraph.

    Types of close-ended items

    1. Likert scales: this has a statement of which a respondent is expected to rate, for instance from best to worst; or from "strongly agree," to "strongly disagree."
    2. Semantic differential scales: with this technique, a respondent marks in a continuum between two line adjectives or extreme ends. Summation and averaging s the same as in Likert scales. It is important not to have all the positive poles on one side. Alternating avoids position response.
    3. Numerical rating scales: involves assigning marks in an attempt to describe a feature of the target. We may calibrate a continuum from excellent to poor; always to never, inter alia. Due to its similarity to semantic differential scales, the two may be interchangeable.
    4. True-false items,
    5. Multiple choice,
    6. Rank order items: involve a list of which the respondent is asked to rank.


     

    Strengths and weaknesses

    1. Questionnaires are highly versatile. They can be used by a variety of people, in different environments, at different times, targeting a variety of topics for analysis;
    2. Questionnaires are easy to construct and convenience to work with. May provide for anonymity to respondents, should need arise;
    3. They are cheap to undertake, both in terms of time and material resources;
    4. Data collected is easy to process as the questionnaire is straight forward;
    5. Produces superficial data, touching non comprehensively to specificity- it not good for qualitative data;
    6. Its investigations are limited owing to the short time a questionnaire is attended to (30 minutes to 1 hour);
    7. May not be suitable to an illiterate respondent.
    8.  

Works Cited

Brown, J. D. Using Surveys in Language Programs. Cambridge: Cambridge University Press, 2001.

Dornyei, Zoltan. Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. 1st Edition. Oxford: Oxford University Press, 2007.

Oppenheim, A. N. Questionnaire Design, Interviewing and Attitude Measurement. London: Pinter Publishers Limited, 1992.

Seymour, Sudman and Norman M. Bradburn. Asking Questions. San Francisco: Jossey-Bass, 1983.


 

US-RUSSIA RELATIONS

MOI UNIVERSITY

US-RUSSIA RELATIONS

 
 

Ong'anya

3/16/2010


 


 


 


 

US-Russia Relations

The US-Russia relations informed the age of nuclear arms race during the Cold War, an era of mutual suspicion of the intentions of the opposite number since the end of the World War II. There was a massive proliferation of weapons of mass destruction with the purpose of deterring the enemy.Ideological differences were well demarcated with the United States espousing democracy and capitalism in a free world of ideas and movement while the Union of Soviet Socialist Republics championing Communism and state control aspects of life: totalitarianism.

Alliance formations came up soon after the Allied victory in the World War II against Germany, Italy and Japan. The North Atlantic Treaty Organisation was established in 1949 to take care of capitalist expansion. The aim was to contain the spread of communism around the world, an ideology that John F. Kennedy termed an international conspiracy against freedom of humanity. The mutual security agreement endeavoured tocontain the spread of communist ideology as marketed by the Soviet Union. The WarsawTreaty Organisation was formed as a reaction of NATO to help in expanding Communist ideals, and to free the workers of the world form Capitalist chains and western aggression.

The Cold War thus set in full gear with the patrons (US and USSR) fuelling conflicts within client states of the Third World. Effects were felt in Africa, Latin America and Asia. Opposing sides facilitated militant operations of factions and individuals of ideology sympathizers. In Angola, for instance, there were FRELIMO and RENAMO factions. In Zaire, the conflict led to a near grounding of the United Nations as the conflict between Lumumba and Kasavubu caused an open conflict between the United States and the Soviet Union, with the Soviet Union accusing the United Nations of being pro-capitalist. Eventually the Zaire conflict led to the shooting down of the plane carrying the Secretary General of the United Nations, DaagHammarskjöld.

Successive regimes in both the USSR and US concentrated on increased insecurity measures resulting in a more expensive venture of arms race. Offensive structural realism informed the arms race.

The status of mutual suspicion was sustained untilMarch 1985 with the enthronement of Mikhail Gorbachev as Soviet President. Gorbachev was a moderate who got concerned with the economic advancement and structural reforms rather than excessive militarization. He thus came up with policies of perestroika and glasnost, for restructuring of the economic system and openness. He thus introduced democracy in the Soviet Union, opening the Soviet system to both criticism and appraisal. Gorbachev had already declared his favour for détente. At the time Gorbachev was taking office at the Kremlin, Ronald Reagan had been re-elected to the White House. Reagan's second term in office was more accommodating to the Soviets. He had softened his hardliner rhetoric in his campaigns by promising more diplomacy in approaching foreign policy issues.Reagan had an entrenched negative view of the Soviet Union, that he never attended funerals of three Soviet leaders who died during his presidency. He once joked that he had signed a legislation outlawing Russia forever, and that bombing would start in five minutes.

With the election of George H .W. Bush in 1988 as US President the tide changed in the world order. As an astute diplomat and moderate Republican, Bush negotiated, giving in to much compromise in an effort to end the Cold War. As an experienced statesman having served in a chain of related offices, Bush convinced the Gorbachev regime to cut military and defence expenditure.

The fall of the Berlin Wall which was hitherto a symbol of ideological divide in 1989, symbolised the end of the Cold War. Further, the split of the Soviet Union, resulting in the Commonwealth of independent states marked the end of Communism, and the victory of capitalism as had been predicted by Ronald Reagan that the United States would transcend communism, not just containing it. The United States remains the sole superpower in a unipolar world order.

The USSR split with satellite republics breaking down into independence. The events related to the Cold War and to major world earned the United States the description of the "owner" of the 20th century. It all started with the victory of the Allied forces in the World War I, World War II and then the Cold War.

The US administration under G.H.W Bush offered aid to the former Soviet Republics which had spent most resources in militarization, including the exploration of the moon, in an attempt to prove its technological capabilities.

In her address at US- Russia Relations at the German Marshall fund on September 18 2008, US Secretary of State DrCondoleezza Rice described Russia as increasingly authoritarian at home and aggressive abroad, following the conflict between Russia and Georgia. The US accused Russia of bullying her neighbours by launching full-scale invasion against Georgia.

Dr Rice warned that Russia was making unfortunate choices. Russia's choices, according to the US, will be shaped by the actions of the United States, US friends and allies through incentives and pressure.Russia was accused by the United States of bullying her neighbour thus flouting international instruments of engagement. Efforts by both the United States and the European Union Presidency under French President Nicolas Sarkozy failed to stop Russians aggressive character, reminiscent of the Cold War era where she fought proxy wars with the United States in third countries.

The US-Russia relations may also be considered from the age of the Cold War, during the Cuban missile crisis. The crisis almost led to a shooting war between the USA and the Soviet Union as a militant approach was conveyed in J.F. Kennedy's Cuban missile broadcast on October 22 1962. The young American President declared his country resort to full defensive strategy against Soviet (and communist) invasion of the Western Hemisphere. He accused the Soviet Union under the leadership of Chairman Nikita Khrushchev of using Cuba as a pawn, a situation that does not serve Cuban interest.

In a heavy laden speech, President Kennedy declared

we will not prematurely or unnecessarily risk the costs of world-wide nuclear war in which even the fruits of victory would be ashes in our mouth-but neither will we shrink from that risk at any time it must be faced.

The world was at the brink of a hot nuclear confrontation that would, as Kennedy argued, win the victors ashes in their mouth. Broadcast was a terse one, referring to the Soviet Union. It necessitated an emergency meeting of the United Nations Security Council to try and bring the two principles on a negotiating table. Any attack against any Western Hemisphere nation from Cuba according to the United States, was an attack on the United States by the Soviets and would attract a full retaliatory response upon the USSR.

During the Cold War, the arms race costed the world a whooping amount of money. It was of the opinion of Secretary Henry Kissinger to implement the détente policy. The principle antagonism spent almost three times the cumulative amount spent by all world's governments on health, on military and armament.

Mutual mistrust was the guidingprinciple as each side sought to increase its relative power, seeking offensive hegemony. Other nations were drawn in as allies to these major powers, either on the liberal Capitalist west or Communist east.

At the time, arms control proved viable than disarmament. The later called for the scraping of existing military hardware, while the former encouraged non proliferation and preventing an eventuality of arms build-up thus, the former involved psychological efforts at reducing tensions between the antagonistic sides. This led to the signing in 1963 of the partial Nuclear Test Ban Treaty and the 1968 Nuclear Non-Proliferation Treaty.

During the SALTnegotiations in 1969, it was clear that nuclear superiority was not to be an issue. Kissinger held the belief that "sufficiency" sufficed and effectively convinced his president against superiority posturing. In the ensuing situation, Kissinger believed that the safety of weapons would increase the safety of the people and so there was need of assurances that no side would aim to attack the military capability of the antagonist. The SALT negotiations were founded on this basic principle.

The détente policy worked on by Kissinger gained roots, as it was acknowledged by bothsuperpowers. In 1973, East and West Germany gained entry to the UN, and Nixon and Brezhnev kept close contacts. Henry Kissinger was anastute diplomat who worked on flexible programmes without compromising US interest in terms of global security. With the advent of Jimmy Carter, Kissinger was replaced as Secretary of State by CyrusVance. Carter attacked the USSR of non-observance to human rights, and based anynegotiations on SALT II to respect for human rights(Stoessinger). This was not received positively by the Soviets, who accused the US of selective morality. The Soviets argued that the US ignored violations in dictatorships such as Chile, Iran and South Korea, because these were to the service of the US interest.

During the Cold War era, trade between the superpowers went on. The Soviet Union imported grains from the US. Trade is a vital link to friendly interactions, though not the surest way of binding sustainable friendship. Kissinger embarked onstrengthening trade links, as he did on other sectors of cooperation to maintain détente. An agreement was reached in 1972 allowing the Soviet Union to purchase $0.75 billion of American grain. The OxidentalPetroleumCompany concluded a $3 billion deal for exploitation of natural gas from Siberia. Another, major agreement was the settlement of the outstanding World War IIlend-lease debt owed to the US, to be cleared over a period of 29 years. The Soviet Union received a most favoured nation status in trade relations with the US, a status which had been suspended since 1951. Kissinger's plan did not work well, however, as he met stiff Senate opposition led by Senator Henry M.Jackson, who doubted the benefits of détente to the United States. Jackson insisted on the Soviet Union to allow free emigration of Jews from the Soviet Union. The conflict progressed between Kissinger and Jackson, and was exacerbated by the October 1973 Middle East War. Soviets were accused of enjoying the benefits of détente while not owning up to the obligations, and as such, détente was a lopsidedly executed policy. More criticism from the US indicated the support policy given to the Arabs (Egypt and Syria) during war against the Jews.

October 1976 was the agreed date when the SU could procure up to 8 million metric tones of grains from the US. This was however a trade bargain that Kissinger used to get cheaper oil from the SU. This served the US national interest in relations to Arab oil and the oil cartel.

The coming to power of JimmyCarter had far reaching effect on the détente policy. The US imposed a grain embargo against the SU, as a reaction to Soviet invasion of Afghanistan;Soviet fishing rights in American waters was withdrawn as all high technology exports to the US were suspended. The 1980 Olympics games in Moscow were boycotted by the US and some of her allies. Sino-America relations were strengthened to water down Soviet expansionism.

Relations strained in 1970 when the Soviet Union supported the Syrian offensive against Jordan and Lebanon with military hardware and software. This shook Kissinger, who promised support for Israel against any aggression. The Syrian invasion was viewed in terms of control of the Middle East by Russia, including Saudi Arabia's oil wealth. This would destabilize the international balance of power to Soviet's advantage. The US prevailed on Israel to fight against Syria in Jordan promising to intervene in case Egypt and the Soviet Union would physically join the battle front.

The United States and the Soviet Unionfoughtcontinuous proxy wars in different regions.In the Indian sub-continent, Russia supported Indira Gandhi's forces againstYahyaKhan of Pakistan. Khan was then involved in a civil war with the Bengalis of East Pakistan, separated from West Pakistan by a thousand miles of hostile Indian territory. PresidentKhan had nullified election results that could have earned the presidency to East Pakistan- Bengali. A reprisal caused 10 million refugees fleeing to India, pausing a challenge to Gandhi's government. India chose to dismember Pakistan by giving an ultimatum on December 1 1972 for Pakistan to withdraw her forces from East Pakistan. India had weighed the cost of feeding the 10 million refugees and found it astronomical. President Khan ordered air-strikes against India. Gandhi's reaction was to send Indian army to Dacca, the capital of East Pakistan.

Keen to maintain the balance in the sub-continent the US intervened on the side of Pakistan, since India and the Soviet Union were on one side of the conflict. This followed the August 1971 friendship treaty signed between India and the Soviet Union. The war ended December 16 with the split between West and East Pakistan.

Another proxy war was fought by the two superpowers in 1973 between the Israelis and the Arabs. After Israel had entrapped100,000 Egyptian soldiers, the Soviet Union warned of a unilateral action to stop the imminent Arab defeat. The US responded by alerting its military on any eventuality even as Kissinger embarked on diplomacy. Thus "gun-boat" diplomacy was Kissinger's practice.

Elected in 1980, Republican Ronald Reagan had a negative attitude against the Soviet Union. He variously referred to the SU as ruled by men who commit crime, lie and cheat at their discretion; an evil force; a focus of evil.In fact, the American President did not attend Leonid Brezhnev's funeral in 1982, neither did he attend those of his successors, Yuri Andropov and Konstantin Chernenko. His take on containment was different from his predecessors. He believed that the US would not contain, but rather transcend communism. It was his wish to wipe the Soviet Union out of the world map. John Stoessinger says, Reagan's perception on communism was "us against them"reminiscent of George W. Bush Junior's war on terror statement of "you are either with us or against us" referring to his crusade against terrorism after the September 11 2001 attacks upon the     World Trade Centre.

The shooting down of a Korean airline by the Soviets leaving 239 civilian passengers dead caused among the worst relations between the superpowers. The Soviet Union was described as an international outlaw as the Soviets, under Yuri Andropov, compared Reagan to Hitler. The exchanges continued till the death of Andropov in February 1984. InMay 1984, however Reagan lowered his militancy by appealing to the Soviet Union to reduce tension build-up.

The SU boycotted the 1984 American Olympics in Los Angeles, a sign of strained relations. The same year, there were literally no negotiations, on anything, as each side kept to itself. Breaking the ice was a herculean task for both sides, as none had the courage to approach the adversary as it happened during John F. Kennedy's time.

The Soviet-American relations sobered after Reagan's landslide presidential victory of 1984, when "Reagan II" extended an olive branch to the Communist bloc and the Soviet Union in particular. Apparently, Reagan intended to leave a legacy of peace. He instructed his Secretary of State George Shultz to meet his Soviet counterpart Andrei Gromyko. The meeting was arranged in Geneva to negotiate peace and defence.

Relations improved even further with the elevation of 54-year old Mikhail Gorbachev as Soviet leader in 1985 and as Stoessinger puts it "the first Soviet leader younger than the Soviet state itself". Five summits were held, leading to a signing of an arms reduction treaty, the first one in history. Diplomatic manoeuvres also led to the Soviet withdrawal from Afghanistan and greatly improved Soviet-American relations. Gorbachev engaged in glasnost and perestroika interpreted as the sure way of improving the living standards of the hungry Soviets, and ending the non-beneficial Cold War and arms race. The first meeting between Gorbachev and Reagan was on November 211985 in Geneva. The meeting was cordial, and it laid the foundations for the end of the ideological divide and the Cold War.

Reagan visited Russia in May 1988, with emphasis on respect for human rights. The perestroika and glasnost had taken root in most Soviet territories and spheres of domination, except in East Germany where the regime feared for the entrenched Communist stability. The US emphasized on press freedom, freedom of speech and expression, religious rights and emigration. The emigration issue concerned mainly Jewish Russians who wished to emigrate from the Soviet Union fearing xenophobic attacks.

A 1988 speech at the United Nations by Mikhail Gorbachev was a dramatic change of tone from the Kremlin. Gorbachev spoke against armament, fully supporting the freedom of expression and of choice. He emphasized the need for democratization and openness of the political system. The effects of his speech were instant in the US. Americans perceived Gorbachev as a reformist and icon of peace, contrary to his predecessor who were perceived as cardboard figures, saluting from the Kremlin wall.

The April 1989 election of Gorbachev as president of the Soviet Union was a milestone in Soviet democracy, the last elections having been conducted in 1917.The 2,250-member Congress'election of Gorbachev was a test of the Soviet leader's popularity and his glasnost and perestroika programmes. It sounded the ending of Communism and the adoption of democracy.

The US won SU's cooperation in James Bakers' shrewdness to democratically unseat the Sandinistas in Nicaragua in February 1990. Baker had prevailed upon the Soviet Union to cut their military assistance to Nicaragua and to prevail upon the Sandinista to accept electoral results. The product was a victory of a coalition, led by newspaper publisher, Violeta Chamorro.

The election of Boris Yeltsin in 1990 as the head of the Russian Federation created a complication for George Bush, who was a personal friend and ally of Gorbachev. An alcoholic Yeltsin was popularly elected and was a radical reformer, placated by Gorbachev in 1987 for his quest for rapid reforms. His 1990 election propelled him to prominence, and would later lead him to the apex of Soviet power.

The 1991 Persian Gulf War was a symbol of Russo-American relations. The USSR joined the US by supporting the US mission in the mid East. Saddam disputed the Kuwait-Iraq boundary drawn by the British imperialism in 1922 because it cut him from the sea. Kuwait also pumped voluminous oil, thus causing price reductions. The other reason was that, Saddam sought dominance in the Middle East, faultily assuming that the US would intervene, being owed by Iraq $40 billion in exchange of arms in the war with Iran in the 1980s.

Strategic and tactical decisions had to be made, as Kuwait hated Israel with a passion, and was eastern oriented, even though the Cold War had ended. The national interest of Britain made her to prevail upon the US to engage in the war. Britainwas a major trading partner of Kuwait. Bush declared his mission of liberation and the need for a new world order guided by the rule of law. This was the first time that the USSR were partner in MiddleEast peace process.

In the attempted coup against Gorbachev in August 1991, the US came up in support of the embattled Soviet leader. Bush's national security advisor General Brent Scowcroft declared"we should not burn our bridges" to mean the US could not side with the right wingers to overthrow Gorbachev. Luckily, Boris Yeltsin, leader of the Russian Federation joined in support of Gorbachev to defeat the conservatives. Gorbachev later disbanded the Communist Central Committee to curb the strength of the conservatives.

On August 1 1991, a day after a treaty that would transform nine of the 15 Soviet republics into sovereign states was to be signed,President Bush prevailed on the Ukrainian legislature not to declare its sovereignty from the Soviet Union.

American investors captured the opportunity in Russia after the failed coup. General Motors, Pepsico, Chevron and Colgate established their industries in the then world's largest oil producer at a daily rate of 11.5 million barrels.

In 1992, Bush declared the victory of the USA in the long Cold War. The UShad won and remained the sole superpower. Despite this chest-thumping, she could not rescue her falling friend Gorbachev, leading to his resignation on the Christmas day of 1991. Neither could she force the "Hitler" of Iraq out of power in the Operation Desert Storm(LaFeber 341).

The Cold War spelt the end of some common understanding within the United States. Americans were united in their quest to contain the Communist expansion and now that Communism has bowed, there had to be a paradigm shift in looking for a new world order. The Republicans disagreed over foreign policy engagement in the run-up to the 1992 elections, causing a blow to George Bush. A 46 year old Democratic candidate and Arkansas governor, Bill Clinton won the presidential election, riding on Bush's economic mishaps. Americans sought to advance their interest large and wide, in the new concept of "enlargement" a successful replacement of "contaminated" The first test of "enlargement" was in Somalia, an engagement that tainted, but shaped Clinton's later engagement in foreign countries. The Somali case was the first where the international community intervened without invitation or agreement by any local authorities.

During the Cold War, Somali had accumulated weapons much enough to fuel civil war for 100 years. The country was a Cold War hotspot, owing to its strategic location as a sea route to the Middle East. The US used Kenya to access the sea at the port of Mombasa, and to keep vigil over communist activities within the region.

The Somali debacle influenced America's involvement outside. The civil wars in Liberia and Rwanda went on without America's interventions. The latter left a startling black spot in the continent as almost a million people died in the ethnic conflict between the Hutus and Tutsis in 1994.

Milton Leitenberg concluded that the end of the Cold War set America free to pursue its interest in African, without communist interference. To her surprise however, she discovered she did not have any interest in the continent.

The Bosnian crisis of 1995 once again brought in the Russians on the side of the US. The Yugoslav civil war, as pundits put it, was the US's Third Empire, after dominance in the 1898 war and the World War II. This was however done against Russian public opinion. Demonstrations were held against Yeltsin's decision, and the military lost morale. The Orthodox ChristianRussians were not ready to work under the US in protecting the Serbs.


 

Bibliography

LaFeber, Walter. America, Russia, and the Cold War, 1945-1996. Mc Graw-Hill, 1997.

Parmet, Herbert S., ed. "Kennedy's Cuban Missile Broadcast." Microsoft Encarta 2009. 2009.     [DVD]. Microsoft Corporation. 2008.

Stoessinger, John G. Nations in Darkness: China, Russia and America. 5th. New York: Mc     Graw-Hill, 1990.

US State Department. "Secretary Rice Addresses US-Russia Relations at the German Marshall     Fund." 18 September 2008. US Department of State. 1 December 2009     <http://www.state.gov/secretary/rm/2008/09/109954.htm>.


 


 


 


 


 


 

PROBLEM SOLVING

Godwin Ong'anya

13 February 2009

Problem Solving Process

A problem is a part of human life. It is "a difficult situation, matter or person" (Problem). It would be to one's imagination to conceptualise how life would be without challenges. The Oxford Advanced Learner's Dictionary defines a problem as "a thing that is difficult to deal with or understand" (Problem).

Problems are a normal occurrence in our day-to-day life and different people have different ways of confronting specific problems. Society is awash with conflicts. Bertrand Russel argues that "... he must know the good: this he can only do by a combination and intellectual and moral discipline." (Russell, 1984: 123-24).

Problems are meant for humanity, and I am not an exception. I have encountered a number of problems and with each, devising a way of confronting it, rather than running away from it. It has never been my practice to run away from a problem or finding a scapegoat. On this I concur with elderly statesman Nelson Mandela that that "the greatest glory of living lies not in never failing, but in raising every time you fall" (Mandela qtd in Clinton 715).

A remarkable problem I encountered and which I choose to use as an example in this article is as a student leader in my first year in campus. It was in 2005 at Moi University. University fee had been capriciously increased by US$ 100. This was contested by the studentship but as first years we did not know how to go about it. I decided to risk and present the case to university authorities. I received threats of suspension for engaging in "petty students' politics," an allegation I categorically denied.

In a Communication Skills course, we had been taught on the chains of communication, while the bureaucracy involved within the chain had been introduced in a different course, "Introduction to Political Science." As a student leader, I championed for a diplomatic solution, which was not easy. I urged my colleagues to stage a boycott of classes for as long as the increment could be refunded or at least succinctly justified.

The boycott hastened negotiations which later led to the Committee of Deans sitting to deliberate on a speedy resolution to the impasse. S.K. Misra argues that the society is composed of three types of social organisation. These are the element of coercion, exchange and social responsibility and integrity (Misra).

A deal was finally struck during the second week of the mass action, and the increment was nullified, thus causing refunds to be paid to the students. However, this was not an easy breakthrough as the Vice Chancellor has to intervene. The process involved haggling and compromising behind the scenes as students were peacefully demonstrating outside the Principal's office. David Lockwood contends thus "consensus is a unique constitutive property of societies." (Lockwood 3).

Behind me was the huge advantage of a large student following. I had to consult on major issues before taking a position. In the case of the decision to boycott classes, I organised a series of meetings sensitising my subjects on the gravity of the mass action.

Secondly, I sought advice from my colleagues as well as some university staff who had no iota of biasness despite their positions within the establishment. Most credit goes to the head of Department, Political Science and Public Administration Dr Harry Ododa who strengthened the students' case by questioning the increment in his department without prior consultation.

Thirdly, I maintained close touch with the university management throughout the process, asking my colleagues not to go on rampage. In fact the protest ended without any stone being thrown as is usual with like activities by university students in Kenya.

It was my first test of leadership in the university. I therefore objectify my subjectivity in arguing in favour of courage and objectivity as the major requirements in confronting a problem. Humanity is more or less the invariable, as it is 99.9% genetically the same thus enabling our peaceful coexistence (Clinton 686). There is no particular formula, because problems come within a context, and it is the context to determine the approach to a solution.

 

Works Cited

Clinton, Hillary Rodham. Living History: Hillary Rodham Clinton. New York: Scribner International, 2003.

Lockwood, D. Solidarity and Schism: The Problem of Disorders in Durkheimian and Marxist Sociology. New York: Oxford University Press, 1998.

Misra, S. K. "Structure and Development of Economics." Binwal, J. C., A. S. Chandel and Veena Saraf. Social Science Information: Problems and Prospects. New Delhi: Vikas Publishing House, 1990. 54-55.

"Problem." Encarta Dictonaries. 2007. DVD. Redmond, WA: Microsoft Corporation, 2007.

"Problem." Oxford Advanced Learner's Dictionary. Special Price Edition. Oxford: Oxford University Press, 1998. 921.

 

HYPOTHESIS TESTING

MOI UNIVERSITY

RESEARCH METHODS

HYPOTHESIS TESTING

 

Ong'anya

3/16/2010


 


 

Presented to Dr Harry O. Ododah


 

Hypothesis testing

A hypothesis is a proposition of a set of propositions that guide a researcher in finding facts about a phenomena being investigated. The hypothesis may be a mere statement of a probable result, or may be a statement backed by empirical proof. Whichever way, hypothesis needs to be tested to ascertain their validity within the framework of scientific investigation.

Characteristics of hypothesis

  1. Must be testable and allow for other provable deductions to be made from it. It must provide for the ability to prove or disprove these deductions.

  1. The hypothesis must use a clear and simple language.
  2. It must be testable within a reasonable time.
  3. Must be concisely stated for ease of testing
  4. It must be factually based, consistent with existing knowledge.
  5. In case of a relational hypothesis, the relationship between variables must be clear.
  6. The statement must be simple, devoid of jargons for ease of understanding.
  7. It must explain what it claims to explain, with empirical data. In other words, the need for investigation must be clearly elaborated.

Basic concepts in testing hypothesis.

  1. Null versus Alternative Hypothesis

A null hypothesis is the statement about the population parameter and the basis of investigation, which should be stated precisely. It is put forward either because it is believed to be true, or it is to be used as a basis of argument, but is yet to be proved. The opposite is alternative hypothesis which is accepted whenever the null is rejected. Null hypothesis is when two variables are assumed to be equal in terms of quality. In case one is stated to be more superior to the other, then we are stating an alternative hypothesis. The final outcome is always stated in terms of the null hypothesis, which may be its rejection or acceptance. However, by its rejection it does not mean that it is wrong. It basically means that no sufficient evidence was found supporting it. The converse is true.

The null hypothesis dominates our interest. It is concisely stated so that whenever adequate proof is found as to lead to its rejection, then it is rejected in favour of the alternative hypothesis. It should be clear that the aim of testing is not to reject the null, but rather to test it on the basis of data available.

Whatever the sample result, if it does not support the null hypothesis then it is concluded that something else other than the null hypothesis is true. The alternative hypothesis H1 is then accepted at the expense of H0. The alternative hypothesis H1 is a statement which a statistical hypothesis test is set up to establish. As stated earlier, it is more complicated as compared to a null hypothesis.

  1. Significance level

It is the level of proof of a null hypothesis thus the chance of making a Type I error. It fixes the probability of wrongly rejecting the null hypothesis. It is usually small so as to prevent an investigator from inadvertently making false claims to disprove the null hypothesis. Supposing we have a significance of 5%, this would mean that the probability that the null hypothesis would be rejected is 0.05.

  1. Decision rule/test of hypothesis

This is simply a decision made concerning the use/acceptance of a null or alternative hypothesis. We may decide that given 100 items we may accept H0 if up to 10 will be favourable, otherwise we get with H1. This basis is the decision rule.

  1. Type I and Type II error

These are errors credited to the null hypothesis. Type I error (error of a first kind) is where a null hypothesis that could have otherwise been accepted is rejected. Type II error (error of the second kind) is the reverse of this. Type I error is denoted by alpha α while type II by beta β. In a scientific research, care should be taken as to balance these errors noting that increasing the probability of one has a counter effect of reducing the probability of another. For instance, a medic is researching on certain chemicals. He is confronted with a situation where he has to make a solution that requires time and extra material resources. For economic purposes he would work on reducing costs. On the other polar end, these chemicals may cost a patient's life. There is therefore a need to increase the probability that the chemicals be safe, while decreasing the aspect of cost effectiveness.

On the basis of this analogy, situation 1 represents Type I error while situation 2 Type II error. If a sample size is too small then the chances of a Type II error is more likely. It depends on the kind of research to determine the balance of these two errors.

A test statistic is a quantity calculated from our sample of data. Its value is used to decide whether or not the null hypothesis should be rejected in our hypothesis test.

The choice of a test statistic will depend on the assumed probability model and the hypotheses under question.

A two-tailed (two-sided) test rejects the null hypothesis if the sample mean significantly differ with the hypothesised value of the mean population. It is a statistical hypothesis test in which the values for which we can reject the null hypothesis, H0 are located in both tails of the probability distribution. The critical region for a two-sided test is the set of values less than a first critical value of the test and the set of values greater than a second critical value of the test.

In such a case we may have the alternative hypothesis either greater than or smaller than the hypothesised mean but not equal. Represented in a curve, the rejection region would be found on either side.

A one-tailed (one-sided) test tests the one sidedness of the hypothesis. It tests whether the population mean is either lower than or higher than the hypothesised value.

A one-sided test is a statistical hypothesis test in which the values for which we can reject the null hypothesis, H0 are located entirely in one tail of the probability distribution. In other words, the critical region for a one-sided test is the set of values less than the critical value of the test, or the set of values greater than the critical value of the test. A one-sided test is also referred to as a one-tailed test of significance.

The choice between a one-sided and a two-sided test is determined by the purpose of the investigation or prior reasons for using a one-sided test.

Procedure for hypothesis testing

Testing hypothesis means telling whether or not the hypothesis is valid on the basis of data collected. It will determine whether or not to accept the null hypothesis. Various steps are at play in the testing process:

Statements of a hypothesis must be clear on the basis of the research problem. The formulation of a hypothesis would determine whether to use one tailed or two tailed test as it would determine whether we use ≠ or </>.

For instance, in determining the number of students in an undergraduate class, the class should not be less than five students. The hypothesis would be stated as:

H0: µ=5

H1: µ>5

This represents a one tailed test. Illustration II is where a national popularity of a politician is 60%. In evaluating this popularity from one region of the country it is found to be 40%. The pollsters want to know if there is a significant deviation of this regional opinion vis-a-vis the national poll. The hypothesis may be stated as:

H0: µ=60%

H1: µ≠40%.

This is an example of a two tailed test.

Usually, hypotheses are tested on pre determined level of significance. Often a range of 5% level or 1% is adopted. Determinants of choice of level vary. They include:

Normal and t-distribution are the generally used sampling distribution. One needs to select the method best suited for his research.

This involves coming up with a sample to aid in the research. The sample must be as representative as appropriately possible. This is done using a relevant distribution.

In case the null hypothesis was true, what is the probability that the sample result would diverge as expressed in the expectations?

Here a comparison is made between the calculated probabilities with a specific value of significance level. If it turns out that the calculated probability equals or smaller than the significance level, then for a one tailed test the null hypothesis is rejected. For a two tailed test the null hypothesis is rejected when half the significance levels equals or less than the value of significance. By rejecting H0 we run the risk of committing Type I error up to the significance. However, by accepting H0 we run the risk of committing Type II error, the extent of which cannot be specified as long as we have a vague null hypothesis.

Diagrammatically, the above procedure may be shown as:


 

State H0 as well as H1

Specify the level of significance

Decide the correct sampling distribution

Sample a random sample (s) and work out an appropriate value from sample data

Calculate the probability that sample result would diverge as widely as it has from expectations if H0 were true

Is this probability equal to or smaller than α value in case of one tailed test and α/2 in case of two tailed test

Yes

Reject H0

No

Accept H0

Run the risk of committing Type I error

Run some risk of committing Type II error


 

Measuring the power of hypothesis test

The power of a statistical hypothesis test measures the test's ability to reject the null hypothesis when it is actually false - that is, to make a correct decision. In other words, the power of a hypothesis test is the probability of not committing a Type II error. It is calculated by subtracting the probability of a type II error from 1, usually expressed as:

Power = 1 - P (Type II error) = 1 - β

The maximum power a test can have is 1, the minimum is 0. Ideally we want a test to have high power, close to 1.

A power curve is a result of plotting 1-β for each possible value of the population parameter. Absolute care should be taken not to reject the null hypothesis (α) when in effect it is correct.

Tests of hypothesis

There are two main kinds of such tests, parametric or standard tests and non parametric or distribution free tests of hypothesis. Parametric tests assume certain properties of the parent population. These assumptions may include measurements of the mean, variance, et al. They use measuring scale of at least interval level.

In non-parametric tests, statistical methods are used if or when these assumptions cannot be made or are questionable. The tests are devoid of assumptions, and they often assume nominal or ordinal data. All tests involving ranked data are thus non parametric. The non-parametric tests come in handy in detecting population differences because they do not assume, as does the parametric tests, that the differences between population samples are normally distributed. They need more observation as compared to parametric so as to care for probability of error.


 

Works Cited

Kothari, C. K. (2004). Research Methodology: Methods and Techniques (2nd Revised Edition ed.). India: New Age International (P) Ltd.


 


 

CONCEPT, NATURE AND SCOPE OF PUBLIC ADMINISTRATION

Godwin Ong'anya

Dr John Mwaruvie

Comparative Public Administration (PPA 813)

23 February 2009

Concept, Nature and Scope of Public Administration

Comparative public administration is the study of two or more public administration systems, and then drawing parallels from them. It has to do with an analysis of the operations of the system in question, for the purpose of finding the strengths and weaknesses. Generally, comparative studies present problems of a general nature (Rodgers, Greve and Morgan 1968, 11), not necessarily concerned with one particular society. It brings out a general view of phenomena, drawing parallels for betterment of the system in question. Through the study, new ideas are generated thus according new solutions to existent problems on the basis of an analytical approach. As the society is dynamic, it becomes imperative to reinterpret and re-evaluate administrative structures to be in line with the ever changing trends in life. This is best done through Comparative Public Administration. A comparative study is usually done on an interdisciplinary format, thus encouraging more analysis on social phenomena. In discussing the subject, it is imperative that Public Administration be defined.

Public Administration is the bureaucracy of government, the latter being the working machinery under which the state operates. The government exists for the good of the population/the state. According to Thomas Hobbes, in the absence of state, man's life is 'solitary, poor, nasty, brutish, and short' (Hobbes 1651). The same may be said of the absence of government, and therefore public administration.

The government has the responsibility of providing security, safeguard the fundamental human dignity and happiness for all. It is therefore charged with serving the proletariat against bourgeoisie exploitation and vice versa (the dictatorship of the proletariat). Anticorruption and antipoverty campaigns are a part of the commitment of public administration in a political system. However, here is a global clamour for democracy, a nebulous concept connoting communalism and pluralism which may be based on irrational decisions. This sharply contrasts bureaucratic coordination on the basis of professionalism, elitism and hierarchical system of operation. The nexus between bureaucracy and democracy is thus provided by public administration (Henry 2007, 3).

Public Administration is the act of implementing public policies, as feedback is relayed to the policy makers. It is government in action, a collective effort of getting things done in accordance with the laid down procedures and within the legal framework. Various scholars have come up with various definitions, all of which have a hinge on the public. It "pre-supposes planned human activities by organising human and material resources" (Mukhi 1998, 2). L. D. White says it is that which "consists of all those operations having their purpose fulfilment or enforcement of public policy." In his words, former American President Woodrow Wilson defined it as a detailed and systematic application of law (Wilson 1941). To him, therefore, any application of law amounts to public administration.

Corson and Harris define public administration as "… decision making, planning the work to be done, formulating objectives and goals… establishing and reviewing organisations, directing and supervising employees … exercising control and other functions performed by government executives and supervisors. It is the action part of government: the means by which the purposes and goals of government are realised" (Harris and Corson 1963). It has been argued that public administration should be considered as the fourth arm of government, in addition to the known executive, judiciary and legislature (Barber 1972). This is because administration is quite different from the executive, as it comprises of bureaucrats. This is the full time professional civil service, with technical expertise in policy.

Nicholas Henry talks of public administration as

… a broad ranging and amorphous combination of theory and practice; its purpose is to promote a superior understanding of government and its relationship with the society it governs, as well to encourage public policies more responsive to social needs and to institute managerial practices attuned to effectiveness , efficiency and the deeper human requisites of the citizenry. (3)

From the above definitions, one thing is clear. Public administration has to do with the policy process in general, and policy implementation in particular. However, there is no single definition so far of the concept except that it is government in action. It therefore becomes both a government as well as a public machinery of operation.

Different scholars still have different views on coverage of public administration. Some see it first and foremost as a policy science, thus categorise it as Political Science. These hold the integral view as they also believe public administration concerns itself with all activities and policies that go with administration. As a result, they lump ministers and legislators into one category of 'administrators.' Others conceptualise it as an art. Administrators are thus people who get things done through others, as managers. On their own, they cannot do the work.

As such, public administration provides a link between the three traditional arms of government, namely the legislature, executive and judiciary. It may be said to be supportive in each case, without which the arms cannot operate. As the establishment that interacts with the general public, public administration is part of the political process, and therefore helps in policy formulation through feedback mechanism.

Lutter Gullick contends that functions of public administration include the following:

  • Planning- setting the broad agenda and fixing the targets to be met by the staff.
  • Organising- establishing formal structures of authority, coming up with a chain of command.
  • Staffing- getting the correct people for the correct job specifications in a public office.
  • Directing- giving orders and providing guidelines to the responsible staff.
  • Coordination- creating harmony between and among different departments for optimum functioning. It reduces duplication and wastage.
  • Reporting- getting the right information to the right persons within the organisation, for record management.
  • Budgeting- this function deals with financial planning and controls as well as budgeting, as the name suggests.

This traditional view has not gone without criticism that it is a shallow view of the concept of public administration. It has been criticised for neglecting human relationship. It is also

silent on assigning of roles to trade unions and other organised working classes. Modern view of PA considers the subject in terms of administrative theory (the knowledge) and applied theory (the practice), both of which a public administrator should possess. It lays much emphasis in interdisciplinary approach as it deals with human behaviour which is affected by a whole complexity of issues.

Elements of Public Administration.

  • Public administration holds the administrative machinery and this is based on the principle of organisation.
  • The subject deals with the staff, that is, the public servants and individuals.
  • Finances are also a part of the commitments of public administration.
  • Work study includes research of administrative resources and where they are available. This brings in material management as an element of public administration.
  • Managerial techniques.

Comparative public administration

After the World War II, there was a misconception that public administrative system could be applied uniformly across the world. However, this was not the case as the western kind of weberian bureaucracy could not apply in some areas. This then brought a need for a comparative study, considering the environment that the system is to apply, a study of which brought the advent of Comparative Public Administration. This is the study and analysis of different administrative systems from different social, geographical and cultural backgrounds, then putting them on a balance. Robert Jackson believes that there is need to come up with a science of Public Administration. To achieve this, the various patterns of administrative behaviour across different administrative systems need to be brought together then subjected to rigorous systematic analysis. This would bring about a body of knowledge in Public Administration.

Jackson argues that there should be a full exploration of the administrative systems across other cultures for purposes of analysis with empirical findings being put together for scientific analysis. By doing this, hypotheses may be drawn on administrative patterns, and then those that are found to be universally applicable integrated into a general Public Administration theory.

The Comparative Administrative Group has expanded their definition of Comparative Public Administration to include the practice and the theory of the subject. They define it in terms of theory of applied Public Administration across cultures and national sceneries, as well as the accurate data by which it can be inflated and tested.

Nature of Comparative Public Administration

Ferral Heady has categorised Comparative Public Administration into four. The first category is the modified traditional focus of research, and has to do with administrative institutions and organisations, organisational structure, local administration and administrative system of public sector industrial units. This is characterised by a comparison of administrative functions and systems in the west on the basis of their civil service.

The second focus is on the development oriented research. This deals with the omnipresent socio-economic and political changes. Due to the current trend of globalisation, these changes have to find a way of being harnessed for the better of society: public administration has to provide a solution for this.

General system model building is the third focus. It has no specific area or system of focus, but rather the whole complexity of Public Administration. It studies the whole administrative system relative to the environment in place. The middle range theory is then the last focus and this considers a particular administrative system. It is the mirror image of the general system model building.

Fred Riggs has laid three trends he believes are taking place in the study of Comparative Public Administration. The first one is the shift from normative to empirical orientation. According to him, traditionally the study was centred on norms rather than factual basis. Thanks to Behaviouralist Revolution, current studies are based on hard facts.

The second shift is one from ideographic to nomothetic orientation. Ideographic concentrates on particularities or unique cases, as opposed to nomothetic which focuses on generalities and regularities.

The final one is the shift from non-ecological to ecological orientation. Initially, administration did not consider environment in its study. There is always interaction between the people and the environment, and so a society cannot be understood without regard to environments, thus the need for the shift.

Scope of Comparative Public Administration

Just like the scope of Public Administration, the scope of Comparative Public Administration is in doubt, though the ubiquity is not. However, attempts have been made at setting the scope, with scholars arguing that it studies public administrative system of a country or a culture and of different countries and cultures.

Comparative public administration studies the democratic institutions and systems of different countries, the causes of success or failure of distinct democratic institutions, how the concept is applied and the level of success of a democratic system. Political systems are also studied, as of the working of a parliamentary system in one country, as compared to another with the same system or different like the presidential in the United States.

The different methods of controlling administration are also studied. Different political systems have different ways of administration. The way administration in a unitary totalitarian regime works is different from the way operations of administration are run in a decentralised liberal democracy. The workings of the three traditional arms of government also vary with the political system in place.

Control and management of human resources is also within the scope of the study. It does not only consider methods of employee administration but also individual employees in their social life. Thus problems and grievances are addressed in Comparative Public Administration. In the developing world, there are often cases of industrial action on the base of working conditions and remunerations, issues which are not pronounced in the affluent societies. Work place discipline is also relatively higher in the developed world as opposed to the least developed countries which wallow in the miasma of poverty, corruption and political impunity.

In the hobbesian sate of nature, life was brutish, short, and characterised by fratricidal bloodletting. The state came in to bring sanity and order. A welfare state therefore emerged to take care of its citizens, and so Comparative Public Administration studies the different ways of administering a welfare state with due cognisance of the social, economic and cultural environment.

The workings of the traditional three arms of government are studied relative to different political systems. The role of the head of state in a parliamentary system like in the United Kingdom where real power rests with the monarch, and that of , say, the United States where real power is vested in the President. In such cases, the study considers the influence of the head of state in administration of the state. The subject also studies administrative systems in presidential systems, like in France and the United States, where power rests with the president, but applied differently. Studies on the interaction between the three arms of government are also made. Whereas the United Kingdom has a fused system, the United States has separation of powers with a strict system of checks and balances.

Comparative Public Administration studies institutions at international levels. The changing paradigms in international relations brought about by globalisation, terrorism, piracy, global warming, etc all are within the scope. It studies the operations of local self institutions in different countries, as well.

As the study intensifies, the scope of study widens. With globalisation developing at an ever faster rate, so is the exchange of ideas on public administration reforms. International conferences and seminars have been organised around the world to have a way for public administration and has worked to widen the scope of study. An example is the introduction in Kenya and Zimbabwe of a mixed system of a president and a prime minister.

 

Works Cited

Barber, Michael P. Public Administration. London: McDonald and Evans Limited, 1972.

Harris, and Corson. Public Administration in Modern Society. London: McGraw Hill, 1963.

Henry, Nicholas. Public Administration and Public Affairs. 10th Edition. New Delhi: Prentice-Hall Inc, 2007.

Hobbes, Thomas. "Project Gutenberg EBooks." Project Gutenberg. Edward White. 1651. (accessed February 19, 2009).

Mukhi, H. R. Comparative Public Administration. Delhi: Surjeet Book Depot, 1998.

Rodgers, Barbara N., John Greve, and John S. Morgan. Comparative Social Administration. Edited by Brian Chapman. London: George Allen and Unwin Ltd, 1968.

Wilson, Woodrow. "The Study of Administration." Political Quarterly, 1941.