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Programming is the process of making computer do the desired task. In technical term, it is the process that requires encoding an algorithm and representing it in a way that is easily understood and executed by computer. You can just take it like an obedient pet that follows all your instructions to give you the desired output. Algorithm is very important in programming. Without an algorithm, it is impossible to design any program. Algorithm are a well-structured set of instruction to solve given problem. Algorithm is written in such a way that a set of algorithm can be used in two similar programming languages.
Learning programming means obtaining deeper knowledge on the use of computer. Programmers formulate instructions that is required in developing a specific program. Then they run the program and test the result. If any error found, they need to review the provided input. Therefore, a programmer has responsibility of executing the designed program and testing its accuracy. Our online programming expert has explained two main components of Programming; syntax and semantics. If you want to get Programming assignment help in Syntax and Semantics, contact cheapassignmenthelp.co.uk and get your work done from a competent team.

Syntax

The external form of programming language is designated as syntax. Some programming language are textual that include arrangement of text having numbers, words and punctuation whereas others are graphical that uses visual associations of symbol to stipulate a program. Hence, syntax is the proper arrangement of symbols to form a syntactically accurate program.

Semantics

A Mathematical study of the denotation of Programming language is Semantics. In other word, syntax is the form of programming language whereas semantics is the meaning of the constructed form. It should be noticed that the programs that are syntactically correct are not necessarily semantically correct.
Therefore, Programming is a process followed in development of a program whereas a program is set of command that instructs computer to perform a particular task. Hence, program is written in the form of code (format that computer understand). There are different Programming languages used for coding like C++, C#, JavaScript etc. and each programming language has different syntax.
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Levels of Programming Language

Assembly language: It is a low level programming language that displays strong correlation between architectural machine code instructions and the language. Assembly language is converted to machine code by an assembler.
Low-level programming language: It is the language where provided command closely map to the processors instruction. Low- level language don’t require compiler or interpreter and is constructed to run very fast. Low-level programming language is considered quite tough because it requires thorough understanding of machine readable language.
High-level programming language: It is the language that can be understood by human, also termed as human readable language. This language is easy to use and understand. It requires translator like compiler or interpreter. Example: BASIC, C++, FORTRAN, Pascal etc.
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Translator

Translator helps in translation of programming language used in a program to other programming language. It is of three types:
Assemblers: It translates low-level programming language to computer/machine language.
Compiler and interpreter: Both translates high-level programming language to machine language. But there are some differences between the two.

Difference between compiler and interpreter

Compiler	Interpreter
1. Compiler takes entire program as input.	1. Interpreter takes single instruction as input.
2. It requires analyze and generate machine only once.	2. It may need to analyze and interpret the same program statement each time it meets.
3. Error are displayed after entire program is checked.	3. Error are displayed after each instruction is interpreted.
4. Execution is faster because it compile the whole program at once.	4. Execution is slower.
5. Memory requirement is more.	5. Less memory is required.
6. Example: C++, C	6. Example: Python, Ruby

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We provide Programming assignment help on different topics like C, C++, PHP, Java, BASIC and many more. Few of these topics are briefly described below:
FORTAN: It is a high-level programming language that is basically used for mathematics and scientific computation. Some of the features of FORTAN programming language are: easy to learn and execute, problem oriented, machine independent, etc.
C: Designed by Dennis Ritchie, this programming language is important in designing programs for personal computers. UNIX operating system was the first program written in C but now it stands independent of UNIX. C is termed high level programming language but the use of efficient code brings it closer to assembly language.
C++: Developed by Bjarne Stroustrup, C++ is another high-level programming language and an extension of C language. C++ is mostly used for developing large scale application. Templates, pointers, name spaces are concepts applied in C++.
JavaScript: Developed by Brendan Eich, it is a scripting language that allows to carry number of useful operation like creating cookies, applying visual effect, fixing layout issues, enhancement of interfaces and many more.

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Unit 2 Automotive Industry Assignment Help

Scope and limitations

 Scope
The dissertation aims at addressing specific challenges or pre-conceptions that renowned manufacturers can overthrow a small business. The digital transformation and networking has built by small businesses is far more advanced as compared to already developed manufacturers and this motivates the small businesses to use all their sources to produce the best products compared to the developed manufacturers. The semi-structured interviews with the small businesses will help understand the challenges faced in relation to the niche market and how they overcome their problems in comparison to their competitors. Through careful analysis we will be able to gain valuable insights into why the adoption of certain marketing strategies have been taken into consideration in relation to the industry and its exclusive customers.
Limitations
Limited peer content available on Hyper-car industry and its advertising strategies.
Semi-structured interviews with marketing practitioners in the automotive industry was a challenge considering their busy work schedule and with constant launches in the automotive calendar.
Traveling to the locations was not a financial option for most of the companies apart from Rim-ac Automobile in Croatia.
The industrial data collection has taken into consideration a few influences in the automotive industry who have different lifestyles and opinions of multiple influences was not able to be conducted with their working schedule. This approach would have helped to understand the consumer pattern of what products they desire within the niche market.
Read Also: Automotive industry UK

Major Contributions of the Dissertation

Based on the research questions and the objectives, this dissertation provides readers with comprehensive insight on the difference between Hyper-cars and Super cars, the core marketing concepts and the two most imperative models in marketing; the Segmentation, Targeting and Positioning (STP) model and the Four P’s of Marketing Mix. For a clearer justification, these models are applied to the small and large Hyper-car manufacturers to understand the various marketing strategies and tools adopted by them and how they are different from each other.
In addition, as the Hyper-car market is highly competitive, the Porter’s Generic Competitive Strategy and the Resource-Based View (RBV) model are used to understand the competitive strategies adopted by small Hyper-car manufacturers in order to differentiate themselves from each other. And finally, with the problem of flipping cars arising, this dissertation offers readers with viable solutions to the problem.

Rationale

This dissertation will be useful in understanding that in the modern era of globalization, the firms can avail competitive advantage, irrespective of their history and size, based solely on the uniqueness of the attributes that they can offer. Hyper-car market is considered to be an ultra-premium market, with the industry leaders spending billions of dollars on the product development and promotions. After completing this dissertation, it can be revealed whether the small firms can compete with the big giants for a share in this highly lucrative business Market and particularly which are tools that they can avail to survive and excel in this limited market segment, with immense profit potential. This research will be highly useful in analyzing the ways through the small firms can compete with the big companies in a niche market. It was a general notion that only the big companies have the resources and capability to operate for the premium products or in the niche market. But with the facilitation of the cost-effective technologies and effective marketing tools, the small firms and start-ups are also emerging in the niche market segments, which had been exclusive to the big companies till the last decade.

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This is a solution of Tourist Destinations Assignment Help that describes about  Developing business

Tourist Destinations Assignment Help

Introduction

This unit introduces learners to the main UK and worldwide tourist destinations in terms of visitor numbers and income generation and their location. Learners will look into the cultural, social and physical features of those destinations and the issues and trends that affect their popularity, as part of the essential selling skills and knowledge needed by managers within the travel and tourism sector.
Through studying visitor numbers, statistics and other relevant data, learners should be more aware of past issues affecting tourism, enabling them to appreciate the impact they can have on a destination and its continued popularity.

Aim:

The aim of this unit is to enable learners to gain understanding of UK and worldwide destinations, their cultural, social and physical features, their characteristics and issues affecting their popularity
Learning Outcomes and assessment criteria:

On successful completion of this unit a learner will:

1 Understand the scope of key UK and worldwide tourist destinations

2 Understand the cultural, social and physical features of tourist destinations

3 Understand how the characteristics of destinations affect their appeal to tourists

4 Understand issues likely to affect the popularity of tourist destinations

Indicative content:

LO1 Understand the scope of key UK and worldwide tourist destinations

Main destinations: by income generated, visitor numbers and tourism statistics

Tourist destinations: major tourist destinations selected from UK, Europe and the rest of the world

Generators: source of tourists

LO2 Understand the cultural, social and physical features of tourist destinations

Cultural: resources eg museums, monuments, churches, megaliths, festivals, food, drink, music

Social: social groups eg national, regional, religious; needs of different customer groups; impact of tourism on resources and the local community; carrying capacity; sustainability; local and national government policies; alternatives to mass market

Physical: landscape eg geology of lakes, mountains, coastline, profile of beaches, flora and fauna, preferences of landscape; effects of people and the need for conservation eg urban infrastructure, water supply, sanitation, transport networks

LO3 Understand how the characteristics of destinations affect their appeal to tourists

Economic characteristics: economic business growth and development; the process of economic development in countries eg pre-industrial society, industrial to a service economy; components of gross domestic product; provision of consumer goods; exportation of primary products; fluctuation of process in export markets; dependency on industrial countries; tourism as an economic alternative

Physical characteristics: physical conditions eg poor urban infrastructure, lack of clean water supply, inadequate sanitation, lack of utilities, poor transport network

Social characteristics: eg population pressures, infant mortality, life expectancy, migration  from rural to urban living, levels of poverty, construction and roles of family units, quality of life, incidence of disease, literacy levels, role of women and children

Political characteristics: forms of government eg absolutist, democratic, emergent democracy, tribal, theocratic; corruption, international links; use of tourism as a political tool e.g. Cuba, Burma

Destinations: selected from UK, Europe and the rest of the world, leading destinations, developing destinations

Appeal: popularity, change in visitor numbers, types of visitor eg business, pleasure, visiting friends and relatives; change, product life cycle.

LO 4 Understand issues likely to affect the popularity of tourist destinations

Issues: e.g. climate, global warming, Arctic flows, ocean current, natural disasters, natural phenomena; sustainability; political eg use of tourism as a political tool, human rights, growth of nationalism and religious fundamentalism; terrorism; economics; trade links, sports links, linguistic links, ethical, role of the media, conflict with agriculture

Popularity: visitor numbers, statistics, economic data; tourist generation e.g. factors determining demand, reason for growth; world distribution – domestic and international

Programme Specification

Accrediting Body:  ED EXCEL

Course: BTEC HND in Travel and Tourism Management

Unit: 9 TOURIST DESTINATIONS

Week	Lecture Schedule	Outcome of session	Activity/seminar and formative assessment	Resources
Introduction to the course module	Learning outcomes and Assessment criteria for pass
Week 2	Introduction: Main destinationsIncome generated,Visitor numbers, tourism statistic Tourism destination UK and Worldwide	Understand the scope of key UK and worldwide tourist destinations Introduction  LO 1 and to the Assignment Pass criteria 1.1 analyse main tourist destinations and generators of the world in terms of visitor numbers and income generation	Group work and analyse the tourism destinations in Europe and worldwide in the travel prospectuses. Case study.	Text book, Journals IT websites Travel agencies and tour operators prospectuses, travel magazines
Week 3	Tourist  destinations Major tourist destinations  e.g. UK  and worldwide   Generators Source of tourists	Understand the scope of key UK and worldwide tourist Destinations To understand the pass criteria for task 1 – P1.1 and P1.2 1.2 analyse statistics to determine tourism destination trends and predict future trends	Students to work in groups and seminars,analyse the tourism destinations in Europe and worldwide in the travel prospectuses,Case Study	Text book, journals Internet, Power points, travel prospectuses brought by the lecturer and the students.Geographic maps brought by students
Week 4	Tourist destinations: Income Generators in UK and worldwide
Week 5	Tourist destinations Cultural Features -Resources e.g.  Museums, monument, festivals, food, drink, music, churches.	Understand the cultural, social and physical features of tourist destinations To understand P2.1 analyse cultural, social and physical features of tourist destinations explaining their appeal to tourists
Week  6	Tourist destinations Social Feature - Impact of tourism on  resource, -Local community, Social group, -Local and government policies -Alternative to mass market, -Sustainability,-Needs different customer	Understand the cultural, social and physical features of tourist destinations To understand P2.1 analyse cultural, social and physical features of tourist destinations explaining their appeal to tourists	Students to work in groups, analyse the tourism destinations in Europe and worldwide in the travel prospectuses	Text book, journals Internet,
Week 7	Tourist destinations Physical Feature -Effect of people and the need for conservation e.g. urban infrastructure, water supply, sanitation, transport networks. -Landscape e.g. Coastline, profile of beaches, preference of landscape, mountain	Understand the cultural, social and physical features of tourist destinations To understand P2.1 analyse cultural, social and physical features of tourist destinations explaining their appeal to tourists P.2 .2 compare features of developing and leading tourist destinations	Lecturer, seminars and workshops: Students to work in group.	Text book, journals Internet, Power points, travel prospectuses brought by the lecturer and the students.Geographic maps brought by students
Week 8	Characteristics of destinations affect their appeal to tourist Economic  characteristics - Economic growth and development, -The process of economic development in countries e.g. pre industrial society, tourism as economic alternative, exploitation of product, export market	Understand how the characteristics of destinations affect their appeal to tourists To understand P3.1 and compare the appeal of current leading tourist destinations with that of currently developing tourist destinations.P3.2 3.2 evaluate how characteristics of a tourist destination affect its appeal	Lecturer, seminars and workshops: Students to work in group.	Text book, Journals, Websites search Travel magazines and travel prospectuses
Week 9	Physical Characteristics -          Physical conditions e.g. poor urban infrastructure, lack of water supply, inadequate sanitation, lack of utilities. Etc	Understand how the characteristics of destinations affect their appeal to tourists To understand P3.1 and compare the appeal of current leading tourist destinations with that of currently developing tourist destinations. P3.2 3.2 evaluate how characteristics of a tourist destination affect its appeal	Lecturer, seminars and workshops: Students to work in group	Text book, Journals, Websites search Travel magazines and newspaper’s articles
Week 10	Social characteristic -  Population pressure -  Quality of life Construction roles of family units -   Literacy levels, -   Incidence of disease. etc	Understand how the characteristics of destinations affect their appeal to tourists To understand P3.1 and compare the appeal of current leading tourist destinations with that of currently developing tourist destinations. P3.2 3.2 evaluate how characteristics of a tourist destination affect its appeal	Lecturer, seminars and workshops: Students to work in group	Text book, Journals, Websites search Travel magazines and newspaper’s articles
Week 11	Political characteristic -          forms of government; -          tourism as a political tool e.g. Cuba, Burma, etc	Understand how the characteristics of destinations affect their appeal to tourists To understand P3.1 and compare the appeal of current leading tourist destinations with that of currently developing tourist destinations. P3.2  evaluate how characteristics of a tourist destination affect its appeal	Lecturer, seminars and workshops: Students to work in group	Text book, Journals, Websites search Travel magazines and newspaper’s articles
Week 12	Destinations: UK, Europe and the rest of world, leading destinations, developing destinations. Appeals: -Popularity, -change in visitor numbers - Types of visitor, -change - product life. etc	Understand how the characteristics of destinations affect their appeal to tourists To understand P3.1 and compare the appeal of current leading tourist destinations with that of currently developing tourist destinations. P3.2  evaluate how characteristics of a tourist destination affect its appeal	Text books, journal seminars , Activities, Working towards the assignment	Text book, Journals, Websites search Travel magazines and newspaper’s articles bbc.co.uk/news
Week 13	Issues likely to affect the popularity of tourist destination - climate -   global warming -          natural disasters -          sustainability -          conflict with agriculture -          economic trade links, -          use tourism as political tool, etc.	Understand issues likely to affect the popularity of tourist destinations To understand P4.1 analyse issues that affect the popularity of tourist destinations. P4.2 discuss the potentials for responsible tourism to enhance the host community at worldwide tourist destination	Text books, journal seminars , Activities, Working towards the assignment	Text book, Journals, Websites search Travel magazines and newspaper’s articles bbc.co.uk/news
Week 14	Tourists destinations: UK and worldwide	Understand the scope of key UK and worldwide tourist destinations Introduction  LO 1 and to the Assignment Pass criteria 1.1 analyse main tourist destinations and generators of the world in terms of visitor numbers and income generation	Student’s individual work towards task 1 and task 2	Text book, Journals, Websites search Travel magazines and newspaper’s articles bbc.co.uk/news
Week 15	Characteristics of destinations	To work towards task 3 and task  4	Student’s individual work towards tasks	Textbook, journals, website

Recommended text and links:

Gillian, D. (2010) Travel and Tourism, BTEC edexcel HND Level 3, book 1 and Book2  Please use the right book with the right level.Travel and Tourism Management, BTEC HND TTM Level 4 and 5 Worldwide Destinations: The Geography of Travel and Tourism by B. Boniface, C. Cooper and Robyn Cooper (2012)

Tourism: Principles and Practices (2005) by Chris Cooper, Stephen Wanhill, John Fletcher and David Gilbert

Journals and newspapers

Travel supplement from weekly and daily newspapers – e.g. The Guardian, Times, The Daily Telegraph

Travel prospectuses e.g. Intrepid, Thomson, Signature – Thomas Cook;

UK and Worldwide geographical maps

Visit England, Scotland and Wales flyers and prospectuses

Lecturer: Mr. Olumide Ologan

Email address: ologanmide@yahoo.com

Campus: Wentworth house and Lord House

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: of the module

Outline Details:  report approx 4000 words.   Details enclosed in the assignment brief.

Teaching and Learning Activities

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

2.3       Teaching Ethos

The college’s approach towards teaching and learning is simple and effective. The main aim of UK CBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

2.3.1 Methods of Delivery:

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES: An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)  Read more About : Market Strategy For New Solutions At Getronics

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: 100% of the module

Outline Details:  report approx 4000 words.   Details enclosed in the assignment brief

ASSESSEMENT

Unit: 9 TOURIST DESTINATION
Learning Hours:  63Hours.                                          Self-learning hours:  87 hours.
Course: HND TTM – Level 4            CREDIT VALUE: 15 CREDITS
Term: Sept 2013 – Jan 2014
Lecturer: Olumide Ologan	Verifier: Mrs. S. Kotta

Learners Name
Registration Number
Learners Declaration: I certify that the work submitted for this unit is my own:
Signed:
Hand out Date:                                        Submission Date:

The Following Sections to be completed by the assessor:

Center Name:	UKCBC
Center Number:	08640

Please note that the assessors signature below denotes conformation that he/she has in no way influenced the outcome of the assessment:

Assessors Name:
Assessors Signature:
Has the unit been Internally Verified?                  Y/N Date of verification:
Internal verifiers signature:
Internal verifiers assignment brief:

Issue Date		28/05/14
Due Task- 1	18/06/14	Deadline for Jan 2014 intake	Thursday 18th  December 2014
Due Task- 2	18/07/14
Due Task- 3	18/08/14
Due Task - 4	18/09/14

Unit Outcomes

Outcome

Evidence for the criteria to pass.

Assessors decision

Internal verification decision. (agree, disagree)

TASK 1 You work as a tour operator in the travel and tourism industry. The new operational manager has recognized that there are challenges in the tourist destinations in UK and worldwide. He wants you to produce an information pack to enable him make good decisions and planning that might be pursued to further improvement. P 1.1 In your information you have to analyse the main tourist destinations for each country e.g. UK or worldwide country and to research the main generators in the world in terms of visitor numbers and income generation.  For example by  identifying the number of visitors , nights and spending by purpose  and by country of visit in recent data available P 1.2 In that pack you have to analyse statistics to determine tourism destination trends and predict future trends Address the LO 1 and the scenario for the purpose of the assignment in task 1 (approx 1000 words).

LO 1 Understand the scope of key UK and worldwide tourist destinations

P1.1- analyse main tourist destinations and generators of the world in terms of visitor numbers and income generation

P1.1 (P,M,D)

P1.1 (P,M,D)

P1.2-  Analyse statistics to determine tourism destination trends and predict future trends

P1.2 (P,M,D)

P1.2 (P,M,D)

Summarized Feedback for Task 1(reflecting 1.1 and 1.2- Pass merit and distinction.)

IV  comments towards Task 1

TASK 2 In this task learner is asked to carry out group research for the chosen the worldwide tourist destinations as for example UK, EU or any other country. Using the LO1 Scenario you need to carry out a research to address LO2 and support your individual work by using text books, journal, website, etc. submit individual report.  (approx. 1000 words)

LO 2. Understand the cultural, social and physical features of tourist destinations

P2.1- Analyse the cultural, social and physical features of the worldwide  tourist Destination selected by you explaining their appeal to tourists

P2.1 (P,M,D)

P2.1 (P,M,D)

P2.2- Compare features of a tourist destination in a developing country and leading tourist Destinations

P2.2 (P,M,D)

P2.2 (P,M,D)

Summarized Feedback for Task 2(reflecting 2.1, 2.2, Pass merit and distinction.)

IV  comments towards Task 2

TASK 3 Case Scenario You work in the product development department of a Signature the department of luxurious and adventure tourism of the tour operator Thomas Cook. You are required to investigate a leading worldwide tourist destination and a new and emerging destination from a developing country (e.g.UK, EU, Nepal or any developing country). Address the LO3 you need to provide a report as referred in the above scenario and  for the purpose answer the following (approx. 1000 words)

LO3.  Understand how the characteristics of destinations affect their appeal to tourists

P3.1 Compare the appeal of current leading tourist destinations with that of currently developing tourist destinations

P3.1 (P,M,D)

P3.1 (P,M,D)

P3.2-  Evaluate how characteristics of a tourist destination affect its appeal

P3.2 (P,M,D)

P3.2 (P,M,D)

Summarized Feedback for Task 3(reflecting 3.1, 3.2 Pass merit and distinction.)

IV  comments towards Task 3

TASK 4 Case Scenario You work as an Ecotourism Consultant for the department of eco-travel of an emerging worldwide tourist destination selected by you e.g. UK, EU Costal-Rican, Kenyan, Ghana, Nepal, etc. Your job is to create a report addressing the tasks as specified in P4.1 and P4.2. Address the  LO4 and the case scenario above and for the purpose and answer the following (approx. 1000 words)

LO 4. Understand issues likely to affect the popularity of tourist destinations

P4.1  Analyse issues that affect the popularity of tourist destinations

P4.1 (P,M,D)

P4.1(P,M,D)

P4.2 Discuss the potential for responsible tourism to enhance the host community at the worldwide tourist destination selected by you.

P4.2 (P,M,D)

P4.2(P,M,D)

Summarized Feedback for Task 4(reflecting 4.1, 4.2, 4.3, Pass merit and distinction.)

IV  comments towards Task 4

Merit grades awarded

M1

M2

M3

P1

P2

P3

P4

Distinction grades awarded

D1

D2

D3

Resubmit :

Any other comments

Grade given by the Assessor: Pass                                            Merit                              Distinction Assessors  Signature: Date:

IV Grading Check:                                    Comments if any: Agree Disagree                                                   Modify grade to IV signature: Date:

Students feedback: Student Signature:                        Date: I assure that this is my work. Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below: Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

 ASSIGNMENT

This is an internally assessed unit. In this assignment you will have the opportunity to show your knowledge and understanding of the UK, European and worldwide tourist destinations. You need to be able to understand and explain the main appealing factors of the different tourist destinations and to be able to locate the worldwide tourist destinations in a geographic map. The purpose of this unit is to enable you to become familiar with the tourist products, major popular tourist destinations in UK, Europe and worldwide and to enable you to become familiar with its culture, geography, economy, temperature and factors which appeal and deter tourists to visit those touristic places. Ultimately the aim of this unit is to prepare you to work in the travel and tourism industry. The example will be that you will be able to work either for a tour operator or for a travel agency where you need to quickly locate and assess the tourist destination requested by your client, in terms of its potential factors that might attract your potential clients to visit it and therefore which will enable you to sell the tourist product efficiently.

In order to pass this assignment you will have to successfully complete TASK 1 to TASK 4. For these you are required to follow the instructions as specified towards each task and support with research by using supportive materials like books, websites, articles from newspapers and travel magazines, online articles, to visit the country’s tourist destination embassy and collect promotional flyers and prospectuses, etc, and give a feedback on the findings by relating your arguments to the relevant case studies as specified towards each task.

Plagiarism from other projects or student’s projects or online resources will not be tolerated. Copies from websites will not be accepted. You can, however, copy quotations from an online article. All quotations need to be clearly mentioned and a bibliography and a reference system in place according to Harvard reference system or as used on social sciences.

LO 1 Understand the scope of key UK and worldwide tourist destinations.

Task 1

You work as a tour operator in the travel and tourism industry. The new operational manager has recognized that there are challenges in the tourist destinations in UK and worldwide. He wants you to produce an information pack to enable him make good decisions and planning that might be pursued to further improvement.

P 1.1 In your information you have to analyse the main tourist destinations for each country e.g. UK or worldwide country and to research the main generators in the world in terms of visitor numbers and income generation.  For example by  identifying the number of visitors , nights and spending by purpose  and by country of visit in recent data available

P 1.2 In that pack you have to analyse statistics to determine tourism destination trends and predict future trends

Address the LO 1 and the scenario for the purpose of the assignment in task 1 (approx 1000 words).

LO2 Understand the cultural social and physical features of tourist destinations

Task 2

In this task learner is asked to carry out research by the chosen worldwide tourist destinations for example UK, EU or any other country. Using the LO1 Scenario.

P2.1 Analyse the cultural, social and physical features of the worldwide tourist destination selected by you explaining their appeal to tourists

P.2.2 Compare features of a tourist destination in a developing country and leading tourist Destinations.

Address the LO2 you need to carry out a research to support your individual work by using text books, journal, website, etc. submit individual report.  (approx. 1000 words)

LO 3 Understand how the characteristics of destinations affect their appeal to tourists

TASK 3

Case Scenario

You work in the product development department of a Signature the department of luxurious and adventure tourism of the tour operator Thomas Cook. You are required to investigate a leading worldwide tourist destination and a new and emerging destination from a developing country (e.g.UK, EU, Nepal or any developing country). Addressing the LO3, you need to provide a report as referred in the above scenario and for the purpose answer the following (approx. 1000 words)

P 3.1 Compare the appeal of current leading tourist destinations with that of currently developing tourist destinations

P 3.2 Evaluate how characteristics of a tourist destination affect its appeal

LO 4 Understand issues likely to affect the popularity of tourist destinations.

TASK 4

Case Scenario:  You work as an Ecotourism Consultant for the department of eco-travel of an emerging worldwide tourist destination selected by you e.g., UK, EU Costal-Rican, Kenyan, Ghana, Nepal, etc. Your job is to create a report addressing the tasks as specified in P4.1 and P4.2. Address the LO4 as specified with the case scenario specified for the purpose and answer the following (approx. 1000 words)

P 4.1 Analyse issues that affect the popularity of tourist destinations

P 4.2 Discuss the potential for responsible tourism to enhance the host community at worldwide tourist destinations 

Assignment Guidelines: 

• Use a standard report structure, Word-process the report and use Normal script of a proper font size 12.
• Produce an academic report, detailing the above issues with a word limit of 4000 words.
• Complete the title page and sign the statement of authenticity.
• The Assignment sheet should be attached in the front.
• Submit the document in a folder in the form of a file as well as a soft copy on the submission date.
• It should be uploaded on E-Learning platform before the deadline and submitted to -------- and sign the submission form of the college.
• Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
• Collusion and Plagiarism must be avoided.
• Start each answer on a new page and pages should be numbered. Highlight each question clearly.
• Include a Bibliography at the end of the assignment and use the Harvard referencing system.
• All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit), etc.
• Try to give the page numbers, publishers' details and the year of publication
• In order to pass you need to address all the LO
• In order to get a merit you need to address the characteristics of M1, M2,M3
• In order to get a Distinction you need to address the characteristics of D1, D2 and D3.Use a common format for the questions, for example:
• Introduction (analyze the question.)
• Underpinning Knowledge (write about the relevant theory/points)
• Applied knowledge(Data Analysis)
• Conclusions and Recommendations (summarizing the whole scenario keeping in view pass, merit, distinction criteria.)

Student feedback form with the Assessment Grid indicating their pass, merit and distinction:

Name:                                                                               Registration Number:

Unit: 9 Tourist Destinations

Outcomes/criteria:	Indicative characteristics	Possible evidence	Feedback
P1. P2. P3. P4.	As per the assessment criteria specified for pass Do Do Do	Task 1 Task 2 Task 3 Task 4
Merit Description:
M. Identify and apply strategies to find appropriate solutions.	. Relevant theories and techniques have been applied.
	. Effective judgments have been made.
	. Complex problems with more than one variable have been explored.
	. An effective approach to study and research has been used.
M2. Select/ design and apply appropriate methods/ techniques.	. A range of methods and techniques has been applied.
	. A range of sources of information used.
	. The selection of methods and techniques justified.
	. Complex information/data have been synthesized and processed.
	.Appropriate learning methods/ techniques applied.
M3. Present and communicate appropriate findings.	. Appropriate structure and approach has been used.
	. Logical and coherent arguments have been presented
	. Technical language accurately used.
	. A range of methods of presentation has been used.
	. Familiar and unfamiliar contexts have been used.
	. It is appropriate for familiar and unfamiliar audiences.
Distinction Description:
D1. Use critical reflection to evaluate own work and justify valid conclusion.	. Synthesis has been used to generate and justify valid conclusions
	. The validity of results has been judged
	. Self-criticism of approach has taken place.
	. Evaluation has taken place using defined criteria
	. Realistic improvements have been proposed against defined characteristics for success.
D2. Take responsibility for managing and organizing activities.	Autonomy/independence demonstrated
	Substantial activities/projects or investigations have been planned, managed and organized.
	The unforeseen has been accommodated.
	The importance of interdependence has been recognized.
D3. Demonstrate convergent, lateral and creative thinking	Ideas generate and decisions taken
	Convergent and lateral thinking have been applied
	Capacity for innovation and creative thought has been used.
	Receptiveness to new ideas has demonstrated.
	Unfamiliar contexts have been applied.

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Dealing With Asthma

Dealing With Asthma

What is Asthma about?

Probably you have seen/felt a repeated and persistent shortness of breath together with a whistling sound coming out from the chest, and this happen especially when doing some physical activity and/or during the night.  These signs could be indicators for a visit to the healthcare provider since you may be witnessing/having an asthma episode. Dealing with Asthma may be a long term commitment that required the expertise of a specialized health care provider, but especially one should be inform of the details of this condition in order to take actions that can prevent the uncomfortable Asthma episodes.

Asthma is a chronic (long lasting) respiratory disease very common in children and according to the World Health Organization (WHO) this condition affects 235 million people worldwide regardless the level of development of the countries.

Where does the Asthma come from?

Asthma nowadays still remain as an “idiopathic disease”, which means its causes are not completely clear, but until now innate and acquired causes has been described:

• It refers to something has been existing from the time the person was born due to the parents or previous generation within the family have passed this “anomalous information” through their genes to the personthat is actually affected.
• Any kinds of aerial substance (e.g., dust, strong smells, smoke, animal dander, pollution, pollen) coming from the environment that irritates the airways are called “allergens”, these allergens activate the immune system and this in turn produce histamine thus causing an inflammatory reaction that swell the tissues and narrow the airways thus affecting the normal air flow through the lungs thereby provoking the Asthma episode. 

Preventing Asthma episodes

Despite all the inconvenient and setbacks this condition represent for those affected, it is possible to deal with it and to live as normal as possible. Here some advices to control this condition:

• Talk to your healthcare provider.This is the first step to consider since with the expertise of a specialized health care providerwho will evaluate your Asthma condition will determine what treatment and life style may be the most convenient for you, this is a priority decision to consider in order to control this condition by following an expert’s advice.
• Do exercise. It is well known that physical activity may provoke an Asthma episode, but these are the called long period exercise (e.g., running short distance marathons, football, basketball), however by using your “pre-exercise medicine” prescribed by your doctor and doing short distance and non-intensive exercise (swimming, walking, yoga, stretching, biking) will improve your condition and prevent the episodes.Doing aerobic and non-intensive exercise will help you to oxygen all the lungs areas which improve the air flow in the airways, and not even mention all the benefits from losing weight or keep you fit.
• Eat properly. Connection between diet and asthma isclearly defined, however the obesity has been associated with more severe asthma episodes, as well as some food that may provoke you allergy attackscould detonate an asthma episode as well.
• Avoid stress. Any tense situation (anxiety, stress, fear) that could interfere in a proper way to breathe in and out will not allow to oxygen your lungs properly which may lead you to repetitive asthma episodes.
• Smoking? Forget it! First, second or third hand smoke should be avoid it, since smoke irritates the airways and may detonate asthma episodes.Not everyone around may be aware of your condition thus while dealing with asthmaplaces where you may be exposed to this should be totally avoided.

Asthma Drug Treatment

Nowadays short and long-term pharmacological treatment is available for those with asthma, such treatments are determine for the health care provider once each individual have been evaluated and the condition has been known. But as you have read before, the life style and measures that one decide to take may have a great impact in the success of this journey.

There’s Hope

Although a lot remains unclear when decoding the real causes of this asthma disease, but much is already known about how it works and therefore it is a great benefit to apply these knowledge in order to live as free as possible when having this condition.

Always to Remember!

• Talk to your Doctor as soon as possible.
• Do aerobic-short distances exercise.
• Eat healthy.
• No stress.
• Do not smoke.

Dealing with Asthma is Possible

Asthma is a long-term condition to live with, it affects millions of people around the world regardless social conditions, the causes still are unknown although genetic and environmental causes are assigned to it which means from genes to aeroallergens (particles in the air) may trigger the episodes. Despite these facts all is not lost when fighting this disease, environmental conditions can be controlled with professional help and doing your part, this may take some effort but definitely it will help a lot the drug treatment your doctor has decided is the best. 

Research Institute For Law

Brian-Vincent IKEJIAKU The Relationship between Poverty, Conflict And Development

Research Institute For Law, Politics And Justice Keele University

Keele, Staffordshire, ST5 5BG, UK

Tel: 44-7944-765-923 E-mail: ike.bvo06@yahoo.com

Abstract

Contrary to the expectations and dreams nourished by many people that the end of the ‘Trio-Crisis Initiators’ in Africa: Colonialism (1960s) Cold War (1998) and Apartheid (1994), will bring stability and succour to the continent, however, the new era could as well be perceived as a turbulent period. This paper establishes the relationship between poverty, conflict and development (PCD) in analysing instability in the African continent. In its analysis, the paper examines several variable factors that can help in the explanations of the relationship between PCD in Africa. These variable factors includes: economic, political, population, climate and environment, ethnic composition, militarization, poor growth and political corruption. None of these varying factors can unilaterally explain the relationship between poverty, conflict and development as issues behind Africa’s instability. However, the paper argues that political corruption stands out as the most persuasive, compelling and primary explanation for the (causal) relationship(s) between PCD, though, it is not an exclusive one. While, the paper recognises that there are both exogenous and endogenous trends that influence political corruption, the paper adopts the endogenous (domestic political corruption) perspective, because political governance is now more controlled at home. The paper employs the human needs theory for analysis.

Keywords: Democracy, Poverty, Conflict, Political Corruption, Development, Growth, Human Needs Theory

1. Introduction

The African continent over the past three decades, particularly in the 1980s and 1990s has faced greater challenges to stability and progress in all ramifications than ever before. The continent is poor; Oputa (1994) tends to suggest thatsocio-economic conditions of the Africans have little or no impact on the welfare of the people. In spite of the fact that the African continent exceeds in its size and natural resources the combined territories of Europe, the United States and China, yet most Africans must struggle for bare survival (Seidman et al, 2006). That is absolute poverty: ‘poverty qua poverty’, the term I coin to describe the practical absolute poverty of Africa, particularly Sub-Saharan Africa where the majority find life excruciating because it is difficult to meet or satisfy their basic needs, such as food, clothing, shelter and education beyond primary school level. It is pathetic that an average African has grown poorer over the past decades, notwithstanding enormous aid disbursement and substantial gains in technology and trade that have helped boost growth in other regions, particularly on the Asian continent (Schaefer, 2005).

In much of Africa, very little economic growth has occurred over the past fifty years. Some countries are even poorer today than they were thirty years ago. Sub-Saharan Africa has had the lowest Gross Domestic Product (GDP) for decades. Statistics confirm that Africa has a population of about 600 million, more than double that of the United States, yet it is estimated that average real GDP per capita growth is 11% in Africa, which is lower today than it was in 1970. Evidence shows that 200 million Africans have no access to proper health care, and proper hygiene. Another 47% are without access to safe water. In some parts of Africa the power supply is constantly interrupted or almost non-existent(Marke, 2007: 1). The Economist (in Wrong, 2004) estimates that 40 percent of the region’s privately held wealth is held outside the region. Green and Seidman (1968) argue that there has been structural imbalance in African economies, compared to other regions. It may be contended that this view has been overtaken by time; yet, The World Bank (2005) notes ‘ Sub-Saharan Africa is the world’s poorest continent, with nearly half of its 719 million people subsisting on less than dollar US $1 per day’. The statistics from the latest MDGs Assessment (UN 2007) that poverty has declined in a number of African countries, does not exonerate Africa from being far the most poverty stricken continent in the world. It is because of Africa’s predicament that made Ali Mazrui (in Fapohunda, 2002) one of the most celebrated African writers to assert that Africa is the first home of mankind, yet the last to be made truly inhabitable in contemporary world as a result of poverty and underdevelopment. In fact, the common problem of poverty in Africa is a clear case of ‘res iptsa loquito’ (meaning the matter speaks for itself), particularly in the Sub-Saharan Africa.

Again, the countries of Africa, particularly those in Sub-Saharan Africa are a volatile mix of insecurity and conflict. The problem of conflict and insecurity is destabilising the continent’s peace process. It is right to argue that no continent that is bedevilled with the problem of peace and stability in its societal milieus could progress. Thus, the dire need for peace in the African countries is a matter that calls for great and urgent concern. This submission is given credence by the views expressed by Solomon and Wart (2005: 4), on African Peace and Security:

Territorial disputes, armed conflict, civil wars, violence and the collapse of governments and ultimately the state have come to represent the greatest challenges to peace, security and stability. On the African continent, these threats have been much more pronounced and indeed have taken on a scale, intensity and frequency that have defied even the imagination of the greatest science fiction.

The fact is that whenever conflict occurs, the development of the society in most times is seriously affected. As Wanyande (1997: 1-2) discloses the costs of conflicts in Africa in terms of loss of human life and property, and the destruction of social infrastructure are enormous. For example, between 1998 and 2002, some four million people died in the civil war in the Democratic Republic of Congo (Report of the Commission for Africa (RCA), 2005: 107). Besides, once conflict occurs, scarce resources are inevitably diverted to the purchase of military equipment at the expense of socio-economic development. While many factors contribute to creating conflicts, this study claims that African conflicts are mainly as a result of ‘poverty rooted on political corruption’. Gurr and Marshall (2003) argue that most African conflicts are caused by the combination of poverty and weak states and institutions, and these have had a devastating impact on Africa’s development.

The implication of the above discussion is that there appears to be a link between poverty, conflict and development in Africa. This paper aims to reveal that poverty rooted on political corruption is the major cause of Africa’s conflict, and this has led to poor development. This study proposes among other things that the denial of basic needs (poverty) by irresponsible governance in most African states have been at the heart of conflict, as well as the continent’s development problems. This study therefore pinpoints political corruption as the root of poverty in Africa.

This paper will specifically consider the following issues: Conflict and some of its effects in Africa, political corruption in Africa and political corruption as a causal explanation for the relationship between poverty, conflict and development in Africa. The use of ‘Africa’ in this paper is solely for clarity, and therefore means the conflicting countries of Sub-Saharan Africa.

2. Theoretical Approaches to Poverty and Conflict in Africa:

Poverty is a multidimensional problem that goes beyond economics to include among other things, social, political, and cultural issues. Scholars have been trying to develop a theoretical approach to poverty and conflict for a long time. Some like John Burton (1997), Laune Nathan (2003), Richard Sandbrook (1982) and Ted Gurr (1970) agree that poverty as a result of lack of human needs lead to reactions that result in conflict. The human needs theory championed by Burton (ibid) argues that there are conflict and instability in developing countries because people are denied not only their biological needs, but also psychological needs that relate to growth and development. The overriding importance of this theory is that it understands that needs, particularly basic needs (such as food, water, shelter and health) unlike interest cannot be traded, suppressed, or bargained for; thus any attempt to do this, leads to conflict. According to Aristotle (in Okanya, 1996: 3), social strife and revolutions are not brought out by the conspiratorial or malignant nature of man, rather revolutions are derived from poverty and distributive injustice. Therefore, when the poor are in the majority and have no prospect of ameliorating their condition, they are bound to be restless and seek restitution through violence. No government can hold stability and peace when it is created on a sea of poverty (Ibid).

In Africa the case is that of absolute poverty (poverty qua poverty). This means that lack of basic needs (like food, clothing, shelter and health) in Africa is the seed of conflict (though, as a matter of emphasis – all African countries are not equally poor and equally conflict prone). ‘Poverty qua poverty’ is a situation no human being would be contented with, because of the agonising pains that follow the lack of these basic needs. Therefore, people in most cases react negatively to such situation, in order to show their grievances and discontent, particularly when the government is corrupt. Conflicts are therefore often caused by an attempt to clamour for these basic needs by violent means. Africa, as a volatile mix of poverty and conflict has continued to be poorly developed. Thus, as long as absolute poverty (which is rooted on political corruption) remains in Africa, conflict is inevitable. The argument of this study is that poverty, conflict and underdevelopment in Africa are traceable to political corruption. Hence the question, how can Africa develop politically (particularly by eliminating political corruption) in order to effectively alleviate absolute poverty; in effect manage conflict in Africa to avoid further human losses? Is development possible in Africa, as the continent is embroiled in conflicts?

It is important to point out that there other theoretical strands, beside the Human Needs Theory (HNT), which can be employed for analysis of PCD in Africa. These include dependency theory, international liberalism and modernisation theory, but HNT is adopted because the paper finds it most relevant for analysing basic needs, which is its concentration.

3. Brief Theoretical Analysis and Explanatory Factors for conflict in Africa:

3.1 Modernisation, democratisation and colonisation

Scholars have emerged with different theoretical explanations for the causes of conflict in Africa. In the face of present crises in Africa, the flaws underlying both modernisation and democratisation theories and the theory of colonialism are being exposed. The long held notion that modernity would result in smooth transition from authoritarian system to democratic system, with gradual elimination of conflict has failed woefully in Africa (Irobi, 2005: 2). Again, the view that the end of colonialism (1960 onwards) – the theory that the end of social, political and economic control of the developing countries by the advanced capitalist nations, particularly the colonialists (Abbah, 1996: 6), would lead to peaceful African states did not stand, as Africa has been besieged with plethora of conflicts since the end of Colonialism.

3.2 Economic

The proponents of economic theory contend that the propensity to indulge in violent conflict is higher for low income or less educated people (Ehrlick, 1973: 521-26). A corollary of this position is that poor economic conditions and low quality of life could serve as a breeding ground for conflict. However, for the fact that poor economic conditions might result from different problems bedevilling Africa, economic factors could not fully explain conflicts in Africa. For example, Glaeser (2002) argues against economic factors noting that political leaders often encourage individuals and groups to engage in violence conflict in order to promote and project their parochial and egocentric interests.

3.3 Militarisation

Militarisation has also been employed to explain the cause of conflict in Africa. The exponents of this theory argue that violent conflict in Africa could be understood in the series of military weapons that have been employed in devastating and disintegrating many developing countries, particularly in Africa. Mohammed (1999: 1) for example argues that the intensity and frequency of civil wars in developing countries have increased unabated throughout the 1990s. However, Omitoogun (2004: 3) argues that in associating militarization and conflict, caution needs to be taken because rather than the proliferation of arms in the society, it is the welfare-reducing effects of militarisation that causes violence. Besides, when it is appreciated that developed countries with more sophisticated arms than Africa are not in conflict like the later, militarisation as an explanation becomes weak.

3.4 Ethnicity

Ethnicity is another crucial explanatory tool to the continent’s plethora of conflicts. Theorists believe that ethnicity underlies virtually all conflicts in Africa, since ethnic groups in their bid to compete for scarce resources such as property rights, jobs, education, and social amenities engage in violence. In his study Nnoli (1980) employed empirical evidence associating conflict to ethnic problems. However, Elbadawi and Sambanis (2000: 1) questioned the ethno-cultural and linguistic explanation for conflict in the continent, rather linking Africa’s conflicts to other factors – poverty, absence of democratisation and over dependence on natural resources. Collier (1997) argues that Africa is not inherently prone to war as a result of ethnic disparities, but the continent’s experiences of many wars, is fundamentally because it is poor and poverty is both the cause and consequence of Africa’s wars.

3.5 Population

Population is another important factor to African conflicts. It is argued that there has been tremendous increase in the population of developing countries, which has superseded economic growth. According to the RCA (2005: 112), between 1980 and 2002, the population of Sub-Saharan Africa has grown from 383 to 689 million people, which is an increase of 80 percent. In contrast, in much of Africa, very little economic growth has occurred over the past fifty years. For example, no other region of the world more urgently needs economic growth. However, instead of the desperately needed economic growth, Sub-Saharan Africa as a region has seen a decline in per capita GDP from $575 in 1980 to $524 in 2003 (World Bank, 2005, in Schaefer 2005)..Some countries are even poorer today than they were thirty years ago. Sub-Sahara Africa has had the lowest Gross Domestic Product (GDP) for decades (Marke, 2007: 1). Supporters of this explanatory tool therefore argue that high population growth has made things difficult in developing countries, as people have to scramble for available resources, which results to conflicts. However, countries like India, China and others have larger populations than most African countries, but they are not in violent conflicts like Africa.

3.6 Volatile climate and environmentalism

The argument that African conflict is as a result of volatile climate and elementary forces (such as drought and famine) in its environment that have affected growth, has been challenged by scholars. Sen (1999: 61-63) for example argues that famine, drought and related disaster are not allowed to occur in democratic polities because people have established mechanism to compel governments to address their needs and pressing problems. Also, Wisner (1988) argues that drought and other environmental problems cannot directly explain the 1986 disaster that hit 13 African countries since ten of these thirteen affected countries have experienced other problems such as war, civil strife, destabilisation (including apartheid) and a massive influx of refugees.

3.7 Political corruption

Trends of events in the past three decades reveal that political corruption is the ‘root’ cause of conflict in Africa. The contention here is that political corruption by sapping the economy of Africa renders the continent poor or worsens its poverty situation. And this renders most of the states in the continent incapable of providing the basic needs of the people. Burton’s (1979, 1997) human needs theory on conflict and conflict management recognises the indispensability of these needs, by pointing out that wherever such non-negotiable needs are not met, conflict is inevitable. Since political corruption is perpetrated by leaders entrusted with a nation’s coffers, the masses normally react by engaging in violence. According to the United Nations Human Development Report (in Fapohunda, 2002: 26), sixty percent of Africans live in abject poverty. The problem of poverty is compounded by the issue of corruption of the state resources, 37% of Africa’s assets are held abroad; Fapohunda (Ibid) argues that this figure, the highest for any region in the world, was more of the fruit of corruption. Egbo (2002: 289) maintains that,

‘this is public money siphoned overseas by corrupt political and military rulers for their personal use, the problem of poverty and breakdown among most third world countries has its root in the illegitimate and arbitrary methods of these men… the growth of the society becomes stunted’.

While all these competing factors are useful in the explanations of the rise in conflict in Africa, this paper sees political corruption as the most persuasive. In other words, while all these factors contribute to conflict inSub-Saharan Africa, political corruption is the most compelling.

4. Conflict in Africa and its consequences:

Africa has been experiencing a plethora of conflicts endangering the continent’s international order and development over the last three decades, particularly in the 1990s. Africa could be said to have witnessed four major types of conflicts, these include secessions, civil wars, regional conflicts, and internal crises.

Secession is a situation whereby a particular region, community or enclave strives to separate or withdraw from a state’s control or authority; that is an attempt to withdraw from a state’s sovereignty and organise its own government and separate institutions. Biafra’s dogged efforts to secede from Nigeria (1967), the notorious Katanga rebellion in Congo (now DRC 1970s), are notable examples. Usually, the seceding entities pursue autonomy, instead of formal or total independence.

Another form of conflict is civil wars (wars between government state army and the armed forces of a rebel government); these usually start as minor internal crises, but develop to fully fledged war, which are fought with conventional weapons. Although, it is extremely difficult to draw a line between civil war and regional or international wars, many civil wars have been connected with regional or inter-state conflicts. Countries in Africa, particularly those in the Horn of Africa, and for example Democratic Republic of Congo (1998-03),Somalia (1998), Sudan (since 2003), Angola (1975-02), Rwanda (1990-94), Kenya (1991/92, 1997), Ethiopia and Eritrea (1998-2000) and others have all involved in civil wars (Wayande, 1997)). Salih (1999: 141) observes that:

The states and peoples of the Horn of Africa have duly been compelled to choose between total collapse through civil wars or political survival with an uncertain future…

Regional conflict in the continent has been classified as being ‘irredentist’ (Ruiz, 1997: 1) in character. Conflict is termed as being irredentist when one country harbours some territorial ambitions over another country. Good examples of this form of conflict in Africa include the Somali claim on the Ogaden region of Ethiopia (in early 1970s), and Libya’s strive to annex part of northern Chad (early 1980s). The case of Tanzania and Uganda (1979) is a similar conflict, since Tanzania (under President Julius Nyerere) projected its forces over Uganda, in a bid to oust the Ugandan leader (President Idi Amin). Also the combined efforts by some African countries in overthrowing the Mobutu Sese Seko’s government in Zaire (1997) are yet other regional conflicts (Wayande, 1997).

Internal crises here mean disturbances of any kind which affect the state of peace and security, these among others include rampages, riots, and violent demonstrations. The Soweto riots in apartheid South Africa in 1976, Fanatical cult killings in March 2000 associated to the movement for the restoration of the ten commandments of God, also the Bryanda riots of 1994 (in Uganda), and series of students’ riots in Nigeria between 1999 and 2006 are germane.

Conflict has destabilised most African countries, Wanyande (1997: 1-2) discloses that the costs of conflicts in Africa in terms of loss of human life and property, and the destruction of social infrastructure are enormous:

Hundreds of thousands of people have been killed in many of the countries in which the conflicts occur. Many others have also suffered and continue to suffer untold psychological trauma associated with conflicts… once conflicts occur, scarce resources are inevitably diverted to the purchase of military equipment at the expense ofsocio-economic development (Ibid).

The Report of the Commission for Africa also notes that conflict causes as many deaths in Africa each year as epidemic diseases and is responsible for more deaths and displacements than famine or flood. When people are forced to flee their homes, poverty associated ailments such as malnutrition and diseases follow. Those who suffer most from conflicts are the poor and vulnerable, including children and women. Statistics reveal that there are 13 million displaced people in Africa, particularly due to conflicts and 3.5 million refugees (RCA, 2005: 107). Example includes Northern Uganda (2005), Kenya (1991/92), Rwanda (since 1994) and others. Making brief reference to the report of the commission of Africa (Ibid):

Out of sight of the world, in the biggest death toll since the Second World War, around 1,000 people die every day in the Democratic Republic of Congo. It is only one of Africa’s many conflicts. In recent decades Africa experienced more brutal coups, drawn …and bloody instability than any other part of the world.

The costs of conflicts are horrific, and in many cases conflicts wiped out the achievements of decades of economic and social development. Armed conflicts, in particular, involve complete economic paralysis, immense social costs and trauma, political quagmire and disintegration, as well as serious environmental degradation and dilapidation.

The RCA (2005: 161) also notes that some conflicts, like violence in Darfur, have been of high intensity, however, it observed that ‘there are countless smaller conflicts, such as those between herders and cultivators that are to be found in many parts of Africa, which are no less vicious’. Violence from these smaller conflicts also causes as many deaths in Africa as do diseases. For example, the human cost resulting from localised conflicts is devastating, since many are even sent to a ‘state of limbo’:

Millions of lives have been lost… As a result of ‘localised’ conflict in Nigeria, for example, at least 10,000 people lost their lives between 1999 and 2003, and an estimated 800,000 were internally displaced. More people have been forced to flee their homes in Africa than anywhere else in the world; many ending up in the slums of already – over crowded cities and towns. Malnutrition and disease increase. And those who suffer most are the poor and the vulnerable. War and conflicts does not only harm people. It destroys roads, bridges, farming equipments, telecommunications, as well as water and sanitation systems. It shuts down hospitals and schools. It slows trade and economic life, sometimes to a halt. The very fabric of society is torn asunder (RCA, 2005: 38).

The consequences of conflicts are much wider; conflict also weakens the stability of Africa and even extends its ‘destructive tentacles’ to global peace – ‘instability in Africa undermines global security. States weakened by strife increase international refugee flows. They also become havens for international terrorist organisations...’ (RCA: 38). In these ugly trends, it may seem odd to talk of optimism in most African countries where conflicts have become common, as in Nigeria (since 1985), apartheid South Africa(1948-1994), Mozambique (1976-1992) and DRC (1996-2001); others include Sudan (1983-2003), Somalia (1981-2002), Sierra Leone (1991-2000), Liberia (1989-2003) Rwanda (1990-ongoing), Burundi (1991-onging), Angola (1975-2002) and host of other African countries (Uppsala, 2003).

5. Corruption in Africa

The magnitude of corruption in most African countries, to say the least is alarming, terrific and disheartening. Corruption by political leaders has been identified as one of the major causes of poverty, and the failure in the development of developing countries, particularly in Africa. The incidence of corruption remains one of the greatest challenges of democracy in the continent as virtually all democratic experiments are associated with reports of hyper-corrupt practices (Okafor 2004: 98). The embezzlement of public funds by unscrupulous and ineffective leaders of most African countries leads to poverty, high debts and other socio-economic associated problems in these countries.

For instance, focusing exclusively on the top leadership, Transparency International estimates that Mobutu in Zaire and Abacha in Nigeria may have embezzled up to US $5 billion each (in Azmi, Daily Times 2005). According to Global Witness (in Ibid), several current leaders in Africa are plundering their own treasuries. Among them are Angola’s President Jose Eduardo dos Santos, who it says keeps large sum in bank accounts abroad, and Equatorial Guinean President Teodoro Obiang, who calls oil revenues a ‘state secret’. The Mwai Kibaki government in Kenya, which ousted President Arap Moi in an election in 2003, is investigating embezzlement to the tune of $1billion by former officials, the notorious ‘African Big Man’ the late President G. Eyadema of Togo was very corrupt.

Campbell (2004) observes that Billions of pounds, enough to pay for the entire primary health and education needs of the world’s developing countries are being siphoned off through offshore companies and tax havens. Aid organisations are alarmed that money which should be used for building the infrastructure of the poorest countries is being hidden in the havens by corrupt politicians and multinational companies exploiting tax loopholes (Ibid). In 1999, The Economist (in Azmi, 2005) estimates that African leaders had $20bn in Swiss bank accounts alone, twice the amount that Sub-Saharan Africa spends on servicing debts. A recent piece of research reveals that there was a high level of corruption in South Africa, particularly during the apartheid period. The apartheid government was a corrupt system of governance, in summary:

A near monopoly on money, power and influence were in the hands of a minority and they used this to either violently suppress the majority or, at least, transfer resources in order to stave off the inevitable revolution (Vuuren, 2006: 37).

Further more, roughly 3,000 member of African elites (the majority present and former political leaders), had Swiss Bank accounts totalling 33 billion dollars. One high official even owned a bathtub made of solid gold (Dorman, 1993: 10). In spite of these monumental accumulations, ‘these factionalized neo-patrimonial African elites still do not constitute an ascendant bourgeoisie. They have neither the will nor the independent power base to enforce productive priorities or discipline upon the state apparatus’ (Okafor, 2004: 99); thereby making poverty alleviation, peace and sustainable development far from realisation in most African states. There is no comparison for corruption in Africa with those of other regions. In analysing political corruption with regard to its relationship to the different rates of economic development in Africa and Asia, an excerpt from the Economist (in Calendar online 2007) is telling:

One of the factors behind the differing economic development in Africa and Asia is that in the former, corruption has primarily taken the form of rent extraction with the resulting financial capital moved overseas rather invested at home (hence the stereotypical, but sadly often accurate, image of African dictators having Swiss bank accounts)…. In contrast, corrupt administration in Asia like Indonesia under Suharto’s have often taken a cut on everything… but otherwise provided more of the conditions for development, through infrastructure investment, law and order, etc.

The implication of the above statement is that political corruption in Africa impacts negatively to the economic development because African leaders rather than investing their stolen wealth in the continent (like their Asian counterparts), stash them abroad.

6. Political Corruption: Causal Link – Demonstration and Explanation for PCD in Africa:

Authoritative sources have associated poverty in Africa to corruption. Sachs and his collaborators at the Millennium Project, for example argue on the implication of corruption on poverty in Africa. They contend that the quality of governance is proportionate to the amount of money available for it, and adjusting a number ofcorruption-related indicators for poverty, they found that African governance is not bad by international standards, pointing out that poor countries cannot afford the corruption controls available in better-resourcedones (Sachs et al, 2004: 3-4). The significance of their argument to this paper is that there are certainly‘corruption-related indicators of poverty’ in Africa that need to be adjusted (these include embezzlement, political patronage, money laundering, bribery, invoicing and over estimation of project and contract); this things impacts on governance negatively in Africa. Just as UN Secretary General Kofi Annan notes,

‘Corruption is found in all countries – big and small, rich and poor – but it is in the developing world that its effects are most destructive. Corruption hurts the poor disproportionately by diverting funds intended for development, undermining a Government’s ability to provide basic services, feeding inequality…. Corruption is a key element in economicunder-performance and a major obstacle to poverty alleviation and development (in UNODC, 2005: 92).

Wentling (2002: 5) castigates corrupt, oppressive leaders in Africa, and suggests that what is most needed is a consistent and aggressive “tough love’ diplomacy that refuses to deal with leaders who have fortunes stashed away in foreign bank accounts, and steps up support for legitimate, non-violent opposition groups, while most African states sink deeper into an almost irreversible morass of poverty and chaos.

Currently, there are further corruption charges against five African leaders and their families who used embezzled funds to buy homes in France: These are Gabon’s President Omar Bongo, Republic of Congo President Denis Sassou Nguesso, Burkina Faso President Blaise Compaore, President Teodoro Obiang Ngeuma of Equatorial Guinea and Angolan President Jose Eduardo dos Santos (The International Herald Tribune, 2008). The United Nations Office on Drug and Crime notes that siphoning off funds by wealthy elites is doubly problematic in Africa, as much of this graft is immediately invested outside the continent, and that about 40% of all African private portfolios are held overseas, and this share is likely to be even greater when the funds have been obtained through corruption. (UNODC, 2005: 91). It is therefore because of the devastating level of political corruption in Africa that Jeremy Pope, one of the founders of Transparency International, labelled the African model as ‘lootocracy, you don’t find it anywhere in the world’ (in Wrong, 2005).

There is a contrary view that African poverty is due to poor economic growth; Marke (2007: 2) argues that in much of Africa, very little economic growth has occurred and some countries are even poorer today than they were thirty years ago. Also according to J. Bradford Delong of California, Berkeley (in Marke, Ibid), ‘the twentieth century has been the century of increasing wealth in the industrialised economies: in material and standard of living, but for the majority of Africans, it has been an era of negative growth…’ However, studies have shown that corruption is the major factor negating ‘growth’ in Africa. The negative impact of political corruption on investment predominantly affects economic growth. The IMF for example (in Mauro 2004) notes, ‘there is a close association between corruption and slow growth, as well as between corruption and political instability’. Though the IMF just points out the association, however, the World Bank (in UNODC, 2005: 81) agrees that by distorting the rule of law and weakening the institutional foundation of economic growth, corruption is the single greatest obstacle to economic and social development; noting that the harmful effects of corruption are especially severe on the poor, who are hardest hit by economic decline, and are the most reliant on the provision of basic needs and public services.

Political corruption thus has a deleterious effect on poverty or aggravates the existing state of poverty in most African states. And it is likely that poverty caused by agents particularly political leaders entrusted with the nation’s wealth could be reacted against by the poor masses in a way of engaging in conflicts as a means of addressing their plights, because of their unmet human basic needs. These conflicts have many consequences since the people commit other atrocities to vent their aggression. As the World Bank argues in its October 2004 paper ‘Post-Conflict Peace Building in Africa’, conflict tears the fabric of the society, with the overall effect of lowering ethical standard and creating an environment that breeds crime (World Bank, 2004). This does not augur well for meaningful development.

Yet, another counter argument according to Nwankwo (1995: 218-221) is that in addition to the problems of hunger and poverty created by what he calls ‘irresponsible leadership’ (Ibid: 219); there are also the problems of poverty and want engendered by structural dislocation and mass dislocation of people. With millions daily losing their means of livelihood, and their lands being increasingly unproductive due to elementary forces, destitution sets in, with attendant malnutrition, disease and death. Material impoverishment and spiritual alienation of Africa’s millions add to the problem of slum and shanty dwelling, and the evolution of sub-culture of crime, violence, civil unrest, prostitution and other forms of social and moral depravity. This in turn reduces the percentage of the active population engaging in productive and creative ventures, compounding the problems of development (Ibid).

However strong Nwankwo’s contention might be, the true situation is that all socio-economic dislocations and other elementary forces, which he claims causes poverty, leading to instability and poor development, is possible in countries that lack political development (and this study will show that political development is incomplete in Africa unless there is an ‘absence of political corruption’). Just as Sen (1999: 61-63) argues, famine, drought and related disasters are not allowed to occur in developed and democratic polities because people have established mechanisms to compel governments to address their needs and pressing problems. And Daniel Kaufman, the World Bank Institute’s global governance director (in CIOB, 2004) notes that World Bank research has revealed a 400 per cent governance dividend where there was good governance and corruption was under control. Countries that improve on corruption could expect in the long run a four-fold average increase in incomes per capita. Thus a country with income per capita US $2,000 could expect to attain $8,000 in the long run by making strides in controlling corruption. Similarly, such a country could expect on average a 75 per cent reduction in child mortality and improvement in its poverty stance.

The above contention needs to be substantiated with more evidence; Japan and Hong Kong for example have a weak climate, coupled with negligible natural resources. Yet these two countries (like other New Industrialised Countries ‘NIC’) conquered their environment because their developed political sectors invested in technology (Marke, 2007: 3) Similarly, Singapore, with a population of 4.5 million (July 2007), which became a British colony in 1867 is neither poor, nor is wide-spread conflict common there, and it is very developed and business operates in a corrupt-freeenvironment, since the leaders are not corrupt and they were able to meet the basic needs of their citizens. They all have a low level of corruption (with impressive ratings of 7.6, 8.3 and 9.4 respectively, see CPI Transparency International, 2006). In Sierra Leone (which became a British colony in 1808), with a population of 6.1 million (July 2007 estimate) is endowed with substantial mineral, fishery and agricultural resources, but is extremely poor like many Africa countries and corruption, particularly political corruption is endemic in the country as in many countries in the continent, and the basic need of the citizens are not met (ibid, see also Appendix A).

The argument that African poverty has much to do with a population is also pertinent. For example, the size of the population between 1980 and 2002 in Sub-Saharan Africa grew from 383 to 689 million, suggesting an increase of 80% (RCA, 2005: 112), while growth rate declined from US $575 in 1980 to $524 in 2005 (Schaefer, 2005). Though the African population undoubtedly is increasing and impacting on Africa, however, when it is appreciated that African population is still young (the youngest among all the continents), 44% of Africa’s population is under 15 years old, compared with only 34% in South Asia and 28% in East Asia (RCA, Ibid), then it stands to reason that this young population should be active and therefore an asset to Africa. A possible explanation is that majority of African leaders have exploited its youth, the national wealth, which the political leaders could have used in empowering the youths, particularly the investment which creates and safeguards sustainable jobs for the youths (that will enable them meet their basic needs) is either out-rightlyembezzled or corruptly stashed away in foreign banks by these leaders, thereby leaving the youths to idle away in hunger.

 

Historically, when youths are not engaged in meaningful work and are lacking the basic necessities, they bring attention to their plight by engaging in destructive behaviour (Marke, 2007: 7), this underscores the importance of Human Needs Theory. This view point substantiates the argument of this paper that when youths cannot bear their poverty (particularly lack of basic needs), caused or worsened by political corruption of most African leaders (who appear to be above the law or the law themselves) anymore, they react by engaging in conflict, with its negative effects, which stunt development. The case of youths in the Niger-Delta conflict in Nigeria is a good example, the youths committed lots of atrocities, including the kidnapping of UK expatriates (Onyeiwu, 2004: 6). This is also the reason why prisoners in Africa are mostly the poor who did little or nothing, just as Wentling (2002: 4) critically argues:

As long as political elites and the wealthy can do as they please without fearing any kind of legal sanctions, the huge and growing gap between the great mass of people who have little and the small percentage of the population who possess much will grow. Corruption (particularly by leaders) is endemic throughout the continent and at virtually all levels of society. In fact, sometimes Africans who defraud the government or private firms to enhance the status of their family are looked upon as role models than criminals. Justice is very much lacking: small-time thieves who steal food for themselves or their families are severely punished while big government officials who embezzle millions from the state treasury and live grossly opulent lives are applauded.

The CIOB (2004) points out that the embezzlement of public funds by unscrupulous and corrupt leaders of developing countries leads to poverty, high debts and other socio-economic problems that impact negatively on development. Irobi (2005: 1) states that the countries of Sub-Saharan Africa, including Sierra Leone, DRC, Ivory Coast, Liberia and so many others are a volatile mix of insecurity, instability, corrupt political institutions and poverty. However, the argument so far suggests that it is the corrupt political institutions, particularly political corruption that causes or worsens poverty (the lack of basic needs) that leads to instability in Africa.

As explained, my argument is that political corruption causes or worsens the state of poverty, which leads to conflicts, with the negative impacts that hinder development.

In Table 1 (below), Kenya is employed for illustration, this Table shows that in Kenya, by the time President Arap Moi entered into power, poverty in that country was at 27%, Gini Coeficient of 0.40 (Kayizzi-Mugwerwa,2001: 6) conflict was low, and GDP was between 3%-4.2% (Okafor, 2004: 67) however, during his tenure(1978-2002), Arap Moi embezzled the sum of $1billion, official figure (Azami, 2005). Within this period, particularly in 1991/92, poverty increased to 30%, Gini rose to 0.49% (Kayizzi-Mugwerwa, 2001) conflict was severe within this period – in 1991/92 and July 1997) (Wayande, 1997; 6) and development in Kenya was stunted, since her GDP came down to 2.1% in 1991, 0.5% in 1992 and 0.2% in 1993 (Okafor, 2004).

It is interesting to note too, that Kenya transited from the corrupt low-achievement leadership of Arap Moi to Mr. Mwai Kibaki in 2003, yet the situation has not changed (ibid). While President Kibaki is investigating the embezzlement of $1 billion by his predecessor, credible allegations of political corruption under the new regime are currently on board. For example, in an open revelation and without mincing words, the British High Commissioner to Kenya has stated that ‘the new corruption entered into by this government may be worth around $188 million (Azami, 2005). This is the case with Nigeria, and was particularly so during the regimes of Ibrahim Babangida and Sani Abacha. It was also the in apartheid South Africa, particularly during the tenures of P. Botha and F. W. De Klerk. Another case is Zaire, during the regime of S. Mobutu. These are in addition to the African countries (Angola, Equatorial Guinea, Liberia, Morocco and Togo) as demonstrated in the table (see Appendix A). Recent studies support this, for example the studies on the Gambia, Mozambique and Ghana in 2004, suggest that corruption allows the rich, particularly political leaders in Africa to avoid paying taxes (UNODC, 2005: 91). This fuels further income inequality (widening the gap between the rich and the poor), which is highly associated with conflict and has a negative effect on growth and development.

However, a comparative assessment with some countries, for example Botswana (the continent’s model of stability and good governance), Mauritius and South Africa (post apartheid), suggests that in these countries with low records of political corruption (these countries scored above 4.2 global average in the most recent ‘2006’ Transparency International – corruption perception index, 2006), their poverty level is low, for example, Botswana has just 23.5% population of those on poverty below $1 a day in 1990-2004 (UNDP Human Development Index, 2006) and wide-spread conflicts are uncommon (as illustrated in Appendix B). Furthermore, there is viable development, since Mauritius is in the High Human Development, Botswana and South Africa are impressive in the Medium Human Development, for example, they have 100, 95 and 88 respectively on population with sustainable access to an improved water sources, comparative to other African countries, particularly the Sub-Saharan ones (UNDP Human Development Report, 2006).

In Table 2 (below) The entire Africa and Sub-Sahara were also used for illustration, this Table suggests that the entire Africa andSub-Sahara, since the past three decades or more (particularly mid 80s and 1990s) statistics reveal that political leaders have stolen about $33 billion; this has caused or worsened poverty, making half of the Sub-Sahara’s live on less than 65 US cent a day, leading to over 32 conflicts, which has resulted in a rise in crime rates to 8%, 6% and 4% for burglary, assault and robbery, respectively. This has been accompanied by a decline of 0.8% in development in Sub-Saharan Africa (UNODC, 2005: 2).

7. Summaries and conclusion

In summation, my argument is that corruption, particularly political corruption directly undermines democracy and governance by destroying the trust relationship between the people and the state. An indispensable obligation of the state is to provide the basic needs of its people and also to ensure the safety of its citizens. When the state fails to fulfil this obligation, or provides for some groups, but not for others, or worse when the leaders are corrupt, the people effectively reclaim their right to use force (conflict) in the resolution of disputes, often with disastrous consequences, such as a rise in crime and stunted development. Thus, my argument is that ‘Political Corruption (POL C) causes or worsens Poverty (POV), which leads to an increase in Conflict (C), which in turn leads to the stunting of Development (DVP). That is POL C POV C DVP. In conclusion, though, there are no doubt, additional explanatory variables and theories for the relationship between poverty, peace and development in Africa, as discussed; it is my argument that political corruption is the major and most persuasive causal factor and the human needs theory most relevant for this paper.

Bibliography

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Table 3. establishes that in the entire Africa and Sub-Sahara within the last three decades political corruption worsens the state of poverty, which leads to more conflict and all this has retarded development in the Sub-Saharan Africa.

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Sources: Uppsala Conflict Data Programme (2003 in UNODC, p.17), Ikejiaku, B. (2008), The relationship between poverty, peace and development in Africa, political corruption emphasised 1960-2007: case studies of Nigeria and South Africa, unpublished (submitted) PhD Thesis, School of Politics, International Relations and Philosophy, Keele University, United Kingdom. Note: ‘not reported’ means absence of conflict or data unavailable; ‘normal’ means absence of conflict reported, while very low, low, average, high and very high are rated based on number of occurrence, intensity and duration of the conflict.