Effects of imperialism in Asia Essay

â€Å"What impact did Western imperialism and colonialism have on Asia† That Colonialism and imperialism played a significant role in shaping the modern world and particularly Asia is a prudent judgment. Colonialism is â€Å"a policy in which a country rules other nations and develops trade for its own benefit† and â€Å"the extension of power or authority over others in the interests of domination† (2004). ‘The West’, which refers to the societies of Europe and their genealogical, colonial, and philosophical descendants. Spain, France, Britain, Canada, and the United States of America are some examples of Western societies. These countries have spread their influence and hegemony over other nations for centuries; shaping today’s North America, Central-America, South America, Africa, Oceana, and Asia (Western Society, 2004). Indochina is a region that today we would consider as Southeast Asia, comprised of Laos, Cambodia, and Vietnam (Indochina, 2001). Its most recent and most important contact with the West came from France and America. The West had a negative impact on Indochina because its influence damaged Southeast Asia’s system of government, destroyed and diluted the indigenous culture, caused many people to lose their lives and liberty, and set the course for future economic depressions and poverty. INDO-CHINESE GOVERNMENT. Under French colonisation, the Indochinese political structure went into shambles (Hammer, 1966). The puppet governments installed after French colonization were â€Å"repressive, totalitarian, and corrupt which meant that age old traditional and cultural monarchies were replaced by despots under French influence. In little time, each country lost its own unique identity; Laos, Cambodia, and Vietnam disappeared off maps and were replaced simply by ‘French Indochina’ (Vietnam War, 2004). Only French-speaking or French-educated people were allowed to gain high positions in government, while others were treated as second-class citizens and toiled in the fields. Opposition to these policies was punishable by exile or imprisonment. This system of government ensured absolute French political control over Indochina’s administration and contributed to lost initiative among the working class people (Hammer, 1966). This system would dominate for about a  hundred years, suppressing regular riots and movements undertaken by the Indochinese people. As time went on, communism’s appeal grew stronger as the repressed saw a light in forms of promised equality, housing, education, money, and better jobs (Vietnam War, 2004). CULTURAL EFFECTS. Culture was also affected. Before French colonization, Vietnam was China’s ‘sphere of influence’. After French colonization, however, Vietnam was torn between two spheres of influence, Chinese and French. The French also imposed their influence on Laos and Cambodia. As a result, many Indochinese people became confused. They did not know whether they should embrace the new forceful French influence, or try to live their shattered pre-existing lifestyle in secrecy (Vietnam War, 2004). Hammer states, â€Å"the widely diffused Chinese educational system, teaching history and morality as well as language, which linked Vietnam with its past, was abolished.† (1966, p.63). The French did whatever they could to stuff their culture down the throats of the people of Indochina; one strategy was manipulating the education system. They implemented a policy where all public secondary education would be taught in French, not the native language of the people (Clayton, 2002). Since the beginning, France had plans to seed their culture in Indochina. Even before colonization of Indochina, French missionaries were sent around the world to spread the French culture through mission civilisatrice (civilizing mission). This policy affirmed that it was France’s â€Å"duty to spread the ways of the superior beings to inferior beings with inferior ways of living† (Ty, n.d., para.17). In addition to implementing new policies and changing existing ones, assimilation was another method of cultural dominance. The French were not hesitant to intermix with Indochinese women and assimilate them and their children to adhere to Western ways of life (Vietnam War, 2004). Everyday lifestyle changes were another method of ensuring cultural dominance. The French manipulated those who had power. A portion of the elite class in Indochina admired the French for their ‘prestigious’ lifestyle and converted to Catholicism, setting an example for the lower  classes (Vietnam War, 2004). Literature is an important part of culture, seeing that countries keep their records, history, and information in texts which would be stored for future generations. A French missionary named Alexander de Rhodes romanized the Vietnamese language, which used to utilize Chinese symbols. This new script, called ‘Quoc Ngu’, detracted Vietnam from its original culture and China’s sphere of influence. Quoc Ngu’s impact is so large, that it is the how the Vietnamese language is written and read today (Quoc Ngu, 2001). In the later 20th century, the Western urban youth’s rebellious lifestyle leaked its way to the Indochinese people. Many young Indochinese people embraced sexual freedom and the movies, clothing styles, and rock music from Western cultures became popular (Vietnam War, 2004). As well as corrupting the way of life for all of Indochinese people and destroying the cultural language of Vietnam, many important historical and cultural cities such as the ancient dynastic capital of Vietnam, Hue, were physically destroyed during the Vietnam War’s bombings (Vietnam War, 2004). As most people lost their government and culture, they became restless and weary of living their peasant lifestyle. Peasants struggled under heavy taxes and high rents. Workers in factories, in coal mines, and on rubber plantations labored in abysmal conditions for low wages. A growing nationalistic fervor was growing by shared feelings of anger, poverty, destitution, and lost liberty. This fervor contributed to the formation of many revolutionary movements. Many people died, became refugees, or became homeless while trying to overthrow foreign invaders out of their country to unify their people. The Vietnamese revolutionary group, the Viet Minh, had a prime objective to overthrow the oppressive governments and install a Communist regime to unify Vietnam. After the end World War II, Ho Chi Minh, leader of the Viet Minh, declared Vietnam’s independence from France (Vietnam War, 2004). Minh was prepared to go at great lengths and sacrifices to achieve his dream of a unified Vietnam. â€Å"You can kill 10 of my men for every one I kill of yours, yet even at those odds, you will lose and I will win.†, decreed Minh himself (Karnow, 1998, para.2). The French were unwilling to give up their colony, a symbol of their world power, so they opposed this informal declaration and attempted to reassert their power back into Indochina by militarist means. This resulted in the bloody Franco-Viet  Minh war where the French were defeated, but at a large human cost to the Vietnamese freedom fighters (Vietnam War, 2004). The victory for the Vietnamese in the eight-year-long Franco-Viet Minh war was supposed to end Indochina’s colonization, and end the bloodshed to unite their people. For nearly a hundred years the people of Southeast Asia resisted and rebelled to no avail, until this landmark victory. But the bloodshed did not stop. Minh’s declaration of independence and liberation would not happen for thirty more years of fighting. The second Indochinese War, The Vietnam War, had an even greater effect on Southeast Asians’ lives. American ‘Secret Bombing’ campaigns and countless napalm strikes lead to the destruction of many homes and at least 10 million people became homeless, and 800,000 became war orphans in South Vietnam alone at the end of the Vietnam War. Most crucially, most of these casualties were civilians. South Vietnamese civilians made up a significant portion of victims of the bombings, even though they were allied to the Americans. Entire cities, forests, mountains, and fields were laid to waste. One quarter of Laos’s population became refugees; which is approximately 500,000 people. In total, over 5 million Indochinese lives were lost fighting for their independence and freedom (Vietnam War, 2004). ECONOMICS. Indochina’s economic problems today can be traced back to colonial times. France’s mercantilist policy exploited the land, labour, and resources of Southeast Asian countries. Indochina was simply a large pool of natural resources for French industrialists. France would get the resources it needed from Indochina, manufacture them into goods, and sell them to her colonies at inflated prices. In addition, Indochina was not an autonomous colony, meaning it could not be self-sufficient. This was intentional because France wanted to have a monopoly on trade with her colonies (Hammer, 1966). France’s attempt to industrialize Indochina only ravaged the land. The sudden shift from calm subsistence farming to large plantations lead to a precariously unbalanced economy that was extremely dependent on agricultural exports; which would eventually be disastrous because of future  land degradation (State of the Environment Vietnam, 2002). A large decline in the number of farmers was not good for agriculture, either. During the time of European domination, productions of rice grew immensely. With this increase of production came an increase in quotas that impoverished peasants had to yield to their landlords, causing widespread famine (Hammer, 1966). Hammer states, â€Å"[Both areas referring to Vietnam] In the 1930’s, at a time when the Vietnamese people did not have enough to eat, Cochin China exported rice in considerable quantities, even Tonkin managed to export some.† (1966, p. 64). Adding to the famine was the insistence that nonfood crops like jute, oil seeds, and opium be grown in certain areas instead of rice (Hammer, 1966). Today, economic expansion is extremely difficult because of Indochina’s history. Laos, Vietnam, and Cambodia rank as some of the most undeveloped and impoverished countries in the world. Strained foreign relations as a result of Indochina’s wars and its communist system of government have lead to significant decreases in foreign aid over the past decades (CIA World Factbook, 2003). Although agriculture makes up a significant portion of Indochina’s economy, Indochina cannot even rely on their agricultural economy because Vietnam’s fields, forests, and streams have been contaminated or destroyed by Agent Orange and napalm strikes. As well, Laos’s beautiful jungles consisting of exotic woods, timber, and stones are laden with millions of deadly, unexploded land ordnance, and Cambodia’s prolonged anarchy has proven fatal for any form of significant economic growth. The effect of Indochina’s hardships created by the West has even hindered i ts ability to pick up where it left off, before foreign influence (Vietnam War, 2004). Even decades after formal European military conquest and intervention, Indochina continues to feel the sting of the West’s influence. Today, Southeast Asia is among the poorest places in the world, where people enjoy very little personal freedom and opportunity. Indochina’s primitive infrastructure and poverty-stricken society is burdened by its history and injured foreign relations. The future for Southeast Asia in terms of political stability, human liberty, and economic growth looks unpleasant  because of on-going internal civil tensions caused by unresolved conflicts brought upon by Western imperialism and colonialism. The West truly had a detrimental impact on Indochina because it caused the collapse of Indochina’s traditional system of government, loss and weakening of its pre-existing culture, diminishment of its people’s prosperity and freedom, and destruction of its economy. Concisely, Indochina’s relationship with the West brought nothin g but bloodshed, tears, poverty, famine, and a legacy of economic and social problems that will continue to plague Southeast Asia for centuries to come.

The Importance of Psychology

Psychology is involved in almost every job field in the modern era. Marketers use psychology to figure out how to convey their product to consumers. Car designers use psychology to give their cars features that would persuade potential buyers to choose their car. Doctors use psychology to understand their patients better. My chosen profession is education, and there are an unlimited number of applications for psychology. In teaching, psychology is the basis in which teachers understand their students. The specific area that would be most pertinent to teaching would probably be social psychology. College students basically take the same courses over their 4-year tenure in the university. But only certain students want to regurgitate the knowledge that they have acquired over the years. These are the students that have chosen teaching as their profession. The ones that want to pass on what they have learned to students need to not only be knowledgeable in their subjects, but need to know how to understand the students. If a teacher can not understand their students, then there is very little hope for the professor teaching the student anything. Understanding a student is a complex process that takes a lot of training. A teacher needs to know what the child is thinking in order to fully understand them. Teachers need to be able to communicate with the students so the student can tell the teacher what he is thinking. Another way to understand a student is to study social psychology. Social psychology is the study of the effects of people on people. More specifically, social psych observes how interactions between people affect an individual. Social psychologists study how people react in groups, emotional behavior, and attitudes and opinions of people. Since there is never a time in school when a child is alone, it is imperative that a teacher understands how children act and react when they are placed in a group or classroom. A teacher needs to understand why some kids are more outgoing, while others seem to fade away in classes. It is the teacher†s job to know the reason a child is not learning to the best of his capabilities. Social psychology looks at these problems and researches solutions that will remedy a child†s abnormal behavior in the classroom. A teacher that is fluent in social psychology and understands the way a child thinks is much more equipped to take on the everyday problems of teaching. Even though a teacher is more apt to benefit through social psychology, School Psychologists specialize in clinical psychology. While a teacher may deal with problems that a child has interacting with others, a school psychologist deals with behavior problems that do not necessarily have to do with the class. School psychologists study the individual instead. They deal with all aspects of school, not just teaching. They monitor not only learning and social relation, but testing, substance abuse, neglect of the child, and violence. But in the end teachers and school psychologists have the same goal in mind, which is creating the best learning environment for all students. Teachers have a great responsibility on their hands. They are accountable for what a child does in his school career. A teacher needs to know the best way to help a child learn. Psychology is a great help to let a teacher know what is going on in the mind of his student. Psychology is the key to a teacher understanding his students. The better a teacher can understand his students, the more the student can learn. If a student can learn, then that teacher is the most successful educator in the world.

Life in America in 1830-1850

The novel The Adventures of Tom Sawyer by Mark Twain was written in 1870. This novel unveils many important themes such as adventures and Christian values, social relations and stereotypes. The analysis of the characters and themes makes it possible to say that the novel reflects changes faced by the American society during 1830-1850. Thesis Mark Twain`s storyline along with his descriptions of his characters portrays the life of the citizens of St. Petersburg, Missouri as being very easy, simple and uncomplicated, however life for many other people in America was much of an endeavor. In the novel Mark Twain portrays the life of the citizens of St. Petersburg as being very simple and uncomplicated. â€Å"A new-comer of any age or either sex was an impressive curiosity in the poor little shabby village of St. Petersburg† (Twain 1920, 4). The simplicity of life is shown through other minor themes and symbols which help to unveil the realities of town life. During this historical epoch, poverty was what traps people in their humble abode. In contrast to these themes, Mark Twain describes people in the town as: â€Å"There was cheer in every face and a spring in every step. The locust-trees were in bloom and the fragrance of the blossoms filled the air† (Twain 1920, 12). The main female characters of the novel, Aunt Polly and Tom’s cousin Marry, are depicted as simple ordinary women. In reality, women were guided and supported by their husbands and family members. It is possible to say that all women represented in the novel do not suffer greatly, because of male oppression. Most of them including Aunt Polly and his cousin Marry was stuck to values preached by the society. The other characters, Huck and Sam, Judge Thatcher and Alfred Temple are also misrepresented. Most of the men are portrayed as ordinary citizens involved in town affairs only. In contrast to St. Petersburg town life, life for many other people in America was much of an endeavor. For instance, in The Narrative of the Life Frederick Douglass depicts another America influenced by racial inequalities and slavery.   In his autobiography, Douglass describes the hardship that he was through and quite self-obsessed with the cruel realities. The slave owners exploited slaves per 12-14 hours a day. The spread of slavery was also connected with industrialization and urbanization processes, proposing unlimited opportunities for newly emerged industries and factories to obtain cheap labor (Douglass 1995). Even the life of a free black man differed greatly from his white neighbors. In contrast to Twain’s idealized image of minorities and their life, Douglass addresses a problem of racial inequality in the society and its impact on the life of an ordinary person. He unveils that racism caused grievances to all citizens in spite of their color of skin or persuasions. According to Douglass interpretation, the direct victims of racism were black men and women. On the other hand, Mark Twain describes town people as moral persons free from social and racial prejudices. For instance, Mark Twain portrays the widow Douglass as: â€Å"the justice of the peace; the widow Douglass, fair, smart †¦ her hill mansion the only palace in the town, and the most hospitable and much the most lavish in the matter of festivities that St. Petersburg could boast† (Twain 1920, 43). In general, Mark Twain describes moral health of people and their imperfection through the lens of morality and traditions rather than historical facts. All citizens of St. Petersburg become victims of their own prejudices and false values. Taking into account The Narrative of the Life by Douglass and Cherokee Trail of Tears by Fitzgerald, it is evident that life of ‘blacks’ and Indians was marked by fight and rebellion. In big and small towns the problem was that American citizens, Indians and â€Å"blacks†, were not equal in their rights and â€Å"blacks† were not equally treated by majority of white population. While â€Å"whites† members of the society were universally proud of their background, African-Americans and Indians were the target of discrimination and outright racism. In The Adventures of Tom Sawyer, Mark Twain hides these problems portraying the happy life of all citizens. In the book Cherokee Trail of Tears, Fitzgerald describes events which took place in 1838 when Federal troops imprisoned 13,000 Cherokees in order to occupy their native lands. This was one of the most tragic events in American history unveiling policy of imperialism and segregation. Fitzgerald writes: â€Å"By 1835, nearly three dozens additional land cessions had been concluded, reducing the once vast Cherokee territory to nothing† (Fitzgerald 2006, 15). That created a demand for a substitute reality, which could only be found in the fictitious world. Mark Twain does not give a detailed analysis of the epoch, but the spirit of the age runs through the novel. For instance, Mark Twain uses the theme of crime to create a story conflict and impress readers: â€Å"A gory knife had been found close to the murdered man, and it had been recognized by somebody as belonging to Muff Potter† (Twain 1920, 99). In contrast, conflicts between Cherokees and the government depict the new social imperative of the society. These events unveil real history of American society and its attitude towards racial minorities. Fitzgerald describes that the Trail resulted in 5,000 deaths and ruined lives of 22 000 Indians. Fitzgerald critiques the era and uncovers discrepancy between different historical interpretations of this period. Taking into account the life of the pioneers going West and their fight with Indians, it is evident that the storyline of Mark Twain lacks the accuracy of narration and objective appraisal. For instance, many pioneers had to struggle with nature and native population. Struggle with nature probably was the only difficult battle in life. For the pioneers, rebellion meant absence of restrictions and compulsions, and in correlation with the idea of will, it is the opportunity to act as would be desirable. â€Å"To those who may be obliged to exchange a cultivated region for a howling wilderness,† declared its resolution [the Third Annual Convention 1833], â€Å"we recommend, to retire into the western wilds, and fell the native forest of America, where the ploughshares of prejudice have as yet been unable to penetrate the soil† (Taylor 1998, 33). Rebellion was necessary because it opened freedom to all who were genuinely interested and met the criteria of a rioter. That was main principle on which rebellions were based in the United States. â€Å"White western settlers rapidly constructed familiar racially based political and economic restrictions† (Taylor 1998, 33). The events which took place in Texas and their fight for Independence with Mexico show that live of people in small towns was not easy, simple and uncomplicated as depicted by Mark Twain. Texas War of Independence took place in 1835-1836. It was a war between American settlers and the Mexican government. This Revolution was considered as a rational choice which included its aims, alternatives, consequences and choice. If American nation had taken such an action, it was based on the purposes to overcome oppression and created a set of new values and tasks. In general, the aim of rebellion was to fight for land, freedom and equal rights. On the one hand, it helped to attract attention of masses to social problems such as injustice and oppression. Rebellion was necessary because it drove the national idea and the knowledge not only of the monumental significance of the actions to be undertaken, but also the impact of a free democracy. The main events were the Battle of Gonzales, La Bahia, San Antonio and the Battle of the Alamo. Texas War of Independence was necessary because it showed a struggle for individual freedom which means much more than the absence of physical coercion. Every rebellion had a short term and long term goals which helped mutineers to reach their target. Desire of a nation to struggle as such did nothing, because only active operations led to rebellion. It was people who made claims or felt marginalized, and people who often disagreed, some ­times quite fundamentally, about how their identity should be interpreted or understood. â€Å"One reason for this was the desire of Mexican Revolutionaries to secure material aid from the United States. As a result there were several composite Mexican-American expenditures into the vast territory during   the Revolutionary era† (Nofi 2001, 10).   In many cases, fight for freedom and equal rights made use of racial differences. In this case, a necessity to rebel served as a causal explanation of it. Rebellion was a relational choice which allowed to start fighting and attract masses of people to rebel. It served like a signal for those who wanted to be free. In sum, Mark Twain gives only general ideas of the historical epoch and morals of people, but does not include real historical facts and events into the novel. Mark Twain idealizes town life paying no attention to racial differences and inequalities which led to social rebellion and struggle.   He does not describe that non-white population obtained a secondary role in the society and was deprived human rights and freedom. Due to industrialization and urbanization, the period under analysis (1830-1850) was a time of chaos and great change which left people with a sense of disillusionment. The historical facts mentioned above show that Mark Twain idealizes a town life and social relations. His specific world view and interpretation of the American history has a great impact on his literary works where he ridicules St. Petersburg citizens, their way of thinking and style of life, their believes and prejudices, because for most of them nothing is sacred: neither love nor human relations. Historical events suggest that racial differences and oppression undoubtedly motivated people to acts of extreme violence against those whom they classify as â€Å"others.† Racial confrontations acting as an original cause of rebellion forced Americans to struggle. References 1.  Ã‚  Ã‚  Ã‚  Ã‚   Douglass, F. Narrative of the Life of Frederick Douglass, An American Slave. Dover Publications, 1995 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nofi, A.A. The Alamo and the Texas War of Independence, September 30, 1835 to April 21, 1836: Heroes, Myths, and History. 2001. 3.  Ã‚  Ã‚  Ã‚  Ã‚   Fitzgerald, D.G. Cherokee Trail of Tears. Graphic Arts Books, 2006. 4.  Ã‚  Ã‚  Ã‚  Ã‚   Taylor, Q. In Search of the Racial Frontier: African Americans in the American West, 1528-1990. W. W. Norton, 1998. 5.  Ã‚  Ã‚  Ã‚  Ã‚   Twain, M. The Adventures of Tom Sawyer. P.F. Collier & Sons, 1920.            

Critique a photography show Essay Example | Topics and Well Written Essays - 500 words

Critique a photography show - Essay Example He was trying to put across excitement. Looking at the way the woman’s hands are spread out, one gets the feeling of balance and exactitude. The woman’s hands are positioned in a way to give her perfect balance as she tackles the wave. Looking at the wave that the woman in the image is riding, one could say that the roughness of the wave is intended to portray challenges and she appears to be taking the wave head on. One could further say that the image portrays one who is facing life’s challenges head-on while knowing full well how to go about it; they have achieved balance in their life. Looking at another image of a lady who is clasping her hands, closing her eyes and tilting her head to the sky as if in prayer, one gets a feeling of innocence. The artist was trying to convey synergy. This can be shown by the simple way the lady is clasping her hands, the simple way she has closed her eyes as she is not doing it forcefully, and the serene environment that seems to surround her. All these coupled with the warm radiant colours of her clothing serve to convey calmness. She seems to be tilting her head to the sky as if seeking something that she knows is there. Looking at another image, this one of a painted man’s face, one gets the feeling that the artist was trying to convey aggression. From the use dark colours to paint his face, and the pattern employed in the painting; diagonally across his face, one gets the feeling that the man is getting ready for combat. From his untidy hair, one gets the feeling that the artist was trying to convey hostility. This is also achieved from the dark colour of his t-shirt. The grey background also adds to the feeling of aggression. In all the three images, the artist has beautifully used colour and shape to put across different emotions that one instantly connects with on examination of the images. The first image seems to

Read Hamlet Assignment Example | Topics and Well Written Essays - 500 words

Read Hamlet - Assignment Example His actions upon seeing Ophelia right after the ghost story tells that he is leaving her as described by Ophelia His actions show him giving bidding Ophelia farewell. His succeeding actions show indifference perhaps to hide his emotions of to help Ophelia get over him. He does not mention her in his soliloquy directly for he was talking in general terms. He does mention love and heartaches but such can refer to any other person. He was talking in generalities. He never did mention him after the funeral because he had other concerns more important than lamenting on loves lost. At the funeral he spoke these words: He merely acts as he is in order that his ways will not be questioned nor will it be banned or forbidden. By doing this he is within the castle walls and is able to observe the King. As they say, â€Å"it is good to keep your friends close but even better to keep your enemies closer.†When he was already making comments or observations the King was quick to make provisions to send him to England. Hamlet had a plan but he and the audience did not expect that it will end as such. Hamlet could not express a well laid plan to the audience for he was acting as a mad man. It is a technique in writing that keeps the audience in suspense as to what are the details of his real plan is or its execution? Even now as we read it, decades after it was written we are still left thinking and speculating. I believe he was not insane as evidenced by the fact that at his death he wanted Horacio to tell his cause and that he did right. He was right. The first is because these men are below him in rank. This being the case, they are no concern of his. As they say, Royalty and Servants do not mix.† But this is inconsistent with how he treats Rosencrantz and Guildenstern at the earlier part of the play. He calls them, Another probable reason is that Hamlet was already so engrossed in his present

Natural gas in Saudi Arabia Research Paper Example | Topics and Well Written Essays - 1250 words

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Iraqi Refugee Settlement in Australia - Essay Example Their state of mind tends not to be trustful or overly optimistic; indeed, these are people who have escaped from wars, from persecution for beliefs or affiliations, and in many cases suffered human rights violations. These people often include those whom have arrived in Australia under the government's Humanitarian Program, in the refugee stream, as Special Humanitarian Entrants, and have been granted permanent protection visas after arrival. There also include, and this is an important distinction, people that have arrived as asylum seekers and, after an assessment, have been granted only temporary protection visas. Classification issues, whether one is granted permanent or temporary protection, is highly relevant. The Iraqi communities in Australia have become an increasingly important concern as war rages in their homeland and as more and more Iraqis seek refuge in Australia. The 2001 Census recorded 24,760 Iraq-born people in Australia (an increase of 77 per cent over 1996); these people were diverse in terms of precise ethnic backgrounds, and actually included Arabic Iraqis (44 per cent), Assyrian Iraqis (41 per cent) and Kurdish-speaking groups from Iraq (4 per cent). (Victorian Multicultural Affairs, 2003) As an instance of local increases in Iraqi refugee populations, Victoria's Iraq-born population has increased from 3500 in 1996 to 6773 in 2003; this is a significant 93 per cent increase (Department of Victoria Communities, 2003). Some 77 percent of Iraqi arrivals since 1996 have been humanitarian entrants (refugees). Others have come as family members or as skilled migrants. Some came as unauthorised arrivals by boat, were put in detention centres, and were subsequently recognized as refugees, but were only granted temporary protection. Thus, not only is the Iraqi population in Australia fractured by diverse ethnic affiliations, but they are also present under different legal designations. Many settled in NSW and other state; Greater Shepparton is a city of some 55,000 people, 180 kilometres north of Melbourne, where many Iraqis have decided to settle. Local estimates are that the Iraqi community living in the Shepparton area in 2004 numbered about 3000 people, including Australian-born children. There are also some seasonal increases. The refugees have been mainly Muslims from the centre and south of Iraq. Various accounts are given of the first Iraqis coming to Shepparton. The first few Iraqis apparently came to the fruit and vegetable-producing Goulburn Valley in the early 1990s seeking employment. Larger numbers of Iraqi refugees arrived from 1997, having come from camps in Saudi Arabia and gone first to Sydney and Melbourne, then on to Kyabram, Cobram, and Shepparton. These refugees were granted permanent protection status. Within a couple of years, most of the Iraqis who had come to Kyabram relocated to Shepparton. Then, from 1999, some Iraqi refugees started arr iving in Australia by boat and were placed in detention centres and later released with Temporary Protection Visas. Some of these Iraqis settled in Shepparton with the support of the Ethnic Community Council. There were some 700 to 800 Iraqis on

The impact of short staffing on qualityof care and safety of the Essay - 1

The impact of short staffing on qualityof care and safety of the patients - Essay Example In addition, a critical analysis of the effects of short staffing of nurses in various hospitals in United Kingdom is established in the research paper (Bullock, Clark and Rycroft-Malone, 2012). The essay utilises existing literature regarding the influence short staffing of nurses on the quality of the services and the safety of the nurses. The issue of the relationship between patient’s safety and short staffing of the nurses remains controversial in the healthcare sector. The safety of the patients refers to the conditions that contribute to infections, death and ineffective treatment. Most healthcare facilities in the world focus on promoting the safety of the patients by acquiring adequate number of nurses in various preventive health and treatment department. In addition, the safety of the patient is the critical determinant of the effectiveness of the treatment criteria at the hospital. A safe healthcare facility tends to attract more clients because of the trusts and confidence patients have on its services. Nursing scholars and managers have explored the concept of the correlation between the patient’s safety and staffing (Barron, 2009). According to the research, short staffing refers to availability of inadequate number of personnel in a particular organisation. Most of the researchers focus on the negative influences of short staffing of the nurses on the safety and wellbeing of the patients. According to various studies in the healthcare sector, the safety of the patients correlates directly with short staffing of nurses in hospitals (Vincent, 2010). In this case, short staffing of the care giving personnel results to adverse effects on the patients health in a healthcare environment. In addition, research indicates that patients suffer minimum complications and recuperate faster when they obtain adequate nursing care at the hospital. Furthermore, a

Revelation Essay Example | Topics and Well Written Essays - 1000 words - 2

Revelation - Essay Example These mysteries although have been revealed by God in the bible, but still the human mind is too small to penetrate the truth inside it. These scriptures have not yet fully understood, as they consist of things which are beyond the ordinary work of the environment. Revelation is considered God’s direct words for mankind, through the Bible. Although it was prophesized by his chosen prophet, but this does not decrease the essence of revelation, it is God’s direct speech. Revelation according to Christian’s faith is â€Å"the truth which has come down from heaven†. God wanted to show His believers, His almighty power. He wants to reveal to the mankind the scripture of the thing which man himself may not be able to discover. The bible itself says that God wanted to show us things that are distinguished from all what we have discovered yet. It says: The inspiration was bestowed by God on His Chosen One, to writes all what God wants the world to know. God illuminated the mind of the writer and showed him all the events which will be occurring and are important for the believers to know. All these revelations given by God, was written down and is present in the Bible as its last book. Revelation the last book of the Holy Bible was written down by John the Apostle. He wrote the book in the last years of his life. God showed him vision, the vision of the spiritual world. God revealed the scriptures of the heaven to him. In the Book of revelation he wrote everything God illustrated him and the secrets of the mighty world that were exposed to him. Christianity is a one of the major religions of the world. It does not need the support of the theologians to study the God himself, but there is a need of the theologian to study the complicated scriptures revealed by God. God wants us to known the hidden meaning of the scripture. It is said in the bible, â€Å"the Lord is with you when you are with him. If you seek Him, He will be found

Gender Oppression Glossary Essay Example | Topics and Well Written Essays - 1000 words

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Qualitative Research Critique Essay Example | Topics and Well Written Essays - 1250 words

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Dalit literature Essay Example for Free

Dalit literature Essay Chaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of Translation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 100 100 500 Ins. Hrs/ Week 6 6 6 Credit Total 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 COMPULSORY PAPER ELECTIVE Paper-2 English Language and Linguistics Indian Literature in English Shakespeare American Literature Human Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100. 100 600 II year III Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature Literary Theory and Criticism I English Language Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. World Classics in Translation Women’s Writing in English Anatomy of Literature Total 1 M. A. English : Syllabus (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY PAPER 1 2 2 100 100 21 90 2100 Subject Total 2 M. A. English : Syllabus (CBCS) THIRUVALLUVAR UNIVERSITY M. A. ENGLISH SYLLABUS UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are : 1. exposed to early English literature with special reference to transition from middle English to the Elizabethan ethos. 2. introduced to the earliest English writers through representative texts 3. to gain a deeper knowledge of the writers and their works UNIT-I : POETRY 1. Chaucer : Prologue to the Canterbury Tales : The Knight, The Prioress, The Wife of Bath and the Doctor of Physic. 2. John Donne : 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II : POETRY 1. Edmund Spenser : Prothalamion 2. Wyatt and Surrey : As Sonneteers 3. Ballads 3 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Bacon : Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2. The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More : The Utopia UNIT-IV : DRAMA Webster :The Duchess of Malfi UNIT-V : DRAMA Ben Jonson : The Alchemist 4 M. A. English : Syllabus (CBCS) PAPER 2 THE NEO CLASSICAL AGE Objectives Students are : 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. trained to analyze the trends in literary expression of the period UNIT-I : POETRY Milton (1608 1674) : Paradise Lost Book IX UNIT-II : POETRY 1. Andrew Marvell (1621 1678) : To His Coy Mistress 2. John Dryden (1631 1695) : Absalom and Achitophel 3. Pope (1688 1744) : The Essay On Man : Epistle II (II. 1 92) (â€Å"Know then thyself†¦. Our greatest evil or great good†) UNIT-III : PROSE 1. Addison and Steele : The Coverley Papers : Sir Roger at Church Sir Roger at the Assizes 2. Milton : Areopagitica 3. Swift : The Battle of the Books 5 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. John Dryden : All for Love 2. Richard Sheridan : The Rivals UNIT-V : FICTION 1. Daniel Defoe (1660 1731) : Robinson Crusoe 2. Swift (1667 1745) : Gulliver’s Travels 6 M. A. English : Syllabus (CBCS) PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are : 1. to appreciate the influence of ever changing trends brought about by social and scientific developments 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth understanding of major writers of the 19th century UNIT-I: POETRY 1. Wordsworth : Tintern Abbey 2. Coleridge : The Rime of the Ancient Mariner 3. Shelley : Ode to a Skylark 4. Keats : Ode on a Grecian Urn 5. Tennyson : Ulysses UNIT-II: POETRY 1. Browning : My Last Duchess 2. Blake : Night 3. D. G. Rossetti Infant Sorrow : Blessed Damozel 4. Arnold : The Scholar Gypsy Ref: Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English : Syllabus (CBCS) UNIT-III: PROSE 1. Charles Lamb : From Essays of Elia: Dissertation on a Roast Pig : Poor Relations 2. Arnold : From Culture and Anarchy: Sweetness and Light 3. Thomas Carlyle : On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV: DRAMA Oscar Wilde : Lady Windermere’s Fan UNIT-V: FICTION 1. Jane Austen : Emma 2. Dickens : Pickwick Papers 3. Charlotte Bronte : Jane Eyre 4. Walter Scott: Ivanhoe 8 M. A. English : Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are : 1. trained to acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic thinking through a classic science fiction novel UNIT-I : POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen : Easter 1916 : Sailing to Byzantium : The Love Song of J. Alfred Prufrock : Strange Meeting UNIT-II : POETRY 1. 2. 3. 4. Hopkins. Seamus Heaney Thom Gunn Stephen Spender : Wreck of the Deutschland : The Tollund Man : On the Move : I think continually of those who are truly great. UNIT-III: PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow : Politics and the English Language : Why the Novel Matters : Two Cultures UNIT-IV: DRAMA 1. Beckett 2. T. S. Eliot : Waiting For Godot : The Family Reunion 9 M. A. English : Syllabus (CBCS) UNIT-V: FICTION 1. Virginia Woolf : Mrs. Dalloway 2. D. H. Lawrence : Sons and Lovers 3. Arthur C. Clarke : Childhood’s End 10 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATION Objectives Students are trained : 1. to gain a working knowledge of the origin and development of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian language and vice-versa UNIT-I : History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II : Theories of Translation Catford Nida Newmark UNIT-III : Translation of Literary Aesthetic Texts Problems and Techniques Translation of Religious Texts in India. Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV : Translation of Scientific Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of Official Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English : Syllabus (CBCS) UNIT-V : New trends Assessment of Translation Computer aided Translation Reference Susan Bassnett McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C. Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English : Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to : 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I : THE HISTORY OF ENGLISH LANGUAGE. Descent of English language; Old English Period; Middle English; Renaissance After; Growth of Vocabulary; Change of Meaning; Evolution of Standard English. Recommended Reading: F. T Wood An Outline History of English Language UNIT-II : PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III : PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English : Syllabus (CBCS) UNIT-IV : LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and clauses, phrases, Semantics, Pragmatics Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk Greenbaum. A University Grammar of English UNIT-V : SOCIOLINGUISTICS Language varieties; language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 20 21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 – 45). 14 M. A. English : Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISH Objectives Students are : 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic perception of Indian Literature in English in preparation for a teaching or research career UNIT-I : POETRY 1. Aurobindo : Thought the Paraclete 2. Nissim Ezekiel : Poet, Lover, Bird Watcher 3. A. K. Ramanujan : Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar : From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore : Gitanjali UNIT-II : POETRY 1. Daruwalla : Hawk (from The Anthgology of Twelve. Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat : The Star (from Monkey Shadows, Penguin India, 1993 pp 13-15) 3. Mamta Kalia : Tribute to Papa (from Nine Indian Women 15 M. A. English : Syllabus (CBCS) Poets ed. Eunice D’Souza, OUP, 1997, pp. 2021) UNIT-III : PROSE 1. Nehru : Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar : Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi: Arnold Publishers, 1990, pp. 47-54) UNIT-IV : DRAMA 1. Karnad : Nagamandala 2. Mahashweta Devi : Rudali (Calcutta: Seagull, 1999) UNIT-V : FICTION 1. R. K. Narayan : The English Teacher 2. Chetan Bhaghat : One Night @ the Call Centre 16 M. A. English : Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are : 1. enabled to establish Shakespeare’s contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his ‘universality’ which in this context means his ability to communicate to a far wider spectrum of people 5. prompted to recognise and appreciate his skills as a wordsmith 6. trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice soft and communicative skills. UNIT-I : As You Like It UNIT-II : Othello UNIT-III : Richard III UNIT-IV : The Winter’s Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English : Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are : 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the most representative texts UNIT-I : POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens : Crossing Brooklyn Ferry : Success is counted sweetest : Home Burial : Anecdote of the Jar UNIT-II : POETRY 1. e. e. cummings 2. Amiri Baraka 3. Gwendolyn Brooks : Any one lived in a pretty how town : An Agony as Now : Kitchenette Building UNIT-III : PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom : Self Reliance : Walden (Selected Chapters 1,2 and 17) : Nietzscheanization of the Left or Vice-Versa (from the Closing of the American Mind 1987) 18 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. Eugene O’Neill 2. Arthur Miller : Hairy Ape : The Crucible UNIT-V : FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov : Adventures of Huckleberry Finn : The Sound and the Fury : The Caves of Steel 19 M. A. English : Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of Human Rights Nature, Content, Legitimacy and Priority Theories on Human Rights Historical Development of Human Rights. UNIT-II International Human Rights Prescription and Enforcement upto World War II Human Rights and the U . N . O. Universal Declaration of Human Rights International Covenant on Civil and Political Rights International Convenant on Economic, Social and Cultural Rights and Optional Protocol. UNIT-III Human Rights Declarations U. N. Human Rights Declarations U. N. Human Commissioner. UNIT-IV Amnesty International Human Rights and Helsinki Process Regional Developments European Human Rights System African Human Rights System International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights: Children’s Rights Women’s Rights Dalit’s Rights Bonded Labour and Wages Refugees Capital Punishment. Fundamental Rights in the Indian Constitution Directive Principles of State Policy Fundamental Duties National Human Rights Commission. 20 M. A. English : Syllabus (CBCS) Books for Reference: 1. International Bill of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston What is Human Rights 4. Desai, A. R. Violation of Democratic Rights in India 5. Pandey Constitutional Law. 6. Timm. R. W. Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. Human Rights and New World Order. 9. G. S. Bajwa Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. Human Rights and Victimology. Magazines: 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH Objectives Students are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III semester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I : POETRY 1. Australia Judith Wright : At Cooloola 2. New Zealand James Baxter : The Ikons 3. Allen Curnow : House and Land UNIT-II : POETRY 1. Canada Al Purdy : Lament for the Dorsets (EskimosExtinct in the 14th Century AD) (from Norton Anthology of Modern Poetry) 2. Africa Kofi Awoonor : Song of War : The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies Grace Nichols Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Africa Achebe : Colonialist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin Bill Ashcroft) 2. West Indies V. S. Naipaul-India : A Wounded Civilization UNIT-IV : DRAMA. Australia Louis Nowra : Radiance J. P. Clarke : Song of a goat UNIT-V : FICTION Africa-Koetzee : Disgrace Canada-Maragaret Laurence : The Stone Angel Australia-Peter Carey : Oscar and Lucinda 23 M. A. English : Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are : 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I : POETRY. Australia A. D. Hope : Australia New Zealand Jessie Mackay : The Noosing of the sun-god Africa Abioseh Nicol : The Continent that lies within us UNIT-II : POETRY Africa David Rubadiri : A Negro labourer in Liverpool Dereck Walcott : Ruins of a Great House Canada F. R. Scott : The Canadian Author’s Meet (from Anthology of Commonwealth Verse ed. Margaret O’Donnell An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III : PROSE Sri Lanka Ananda : The Dance of Shiva Coomaraswami 24 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA Nigeria Wole Soyinka : The Lion and the Jewel UNIT-V : FICTION. Canada Margaret Atwood : Surfacing Australia Patrick White : Voss 25 M. A. English : Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are : 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II. Ancient Tamil and Sanskrit Criticism UNIT-III Johnson : Preface to Shakespeare Wordsworth : Preface to the Lyrical Ballads UNIT-IV Arnold : Study of Poetry T. S. Eliot : Tradition and Individual Talent UNIT-V N. Frye : Archetypes of Literature 26 M. A. English : Syllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are : 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific feature of ELT, in the Indian context, to become able teachers. 4. Problems and Principles UNIT-I The role of English in India; English teaching in India today UNIT-II Theories of language learning: cognitive-theory; behaviouristic theory. First language acquisition and second language learning; Attitudes to error; Inter language UNIT-III Approaches and Methods: Grammar Translation; Audio-lingual; Communicative and Current Trends UNIT-IV Classroom Management and Teacher Student Interaction Materials Production 27 M. A. English : Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R. A History of English Language Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus: Evolution Design Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English : Syllabus (CBCS) PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are : 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge Processing Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and Advertising UNIT-V : TECHNICAL WRITING Specs, Manuals, Business correspondence 29 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are : 1. exposed to the newly emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of Cinema in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A. English : Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the objectives for Literary Theory and Criticism I Students are : 1. sensitized to the transition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel Trilling: Sense of the Past Cleanth Brooks: The Language of Paradox UNIT-II Georg Lukacs: Ideology of Modernism UNIT-III Jacques Lacan : Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV. Barthes: Death of the Author UNIT-V Simone de Beauvoir : Introduction to â€Å"The Second Sex† 31 M. A. English : Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are : 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric ‘Soft Skills’ 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I : INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,  Jane Eyre UNIT-II : EMPATHY Honesty, cultural diversity, Ability to take other’s point of view, integrating cognitive and affective skills, Nelli in â€Å"Wuthering Heights† UNIT-III : INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV : COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V : LEADERSHIP Critical, lateral, strategic thinking; delegation; taking responsibility; giving praise and appreciation; giving and receiving feedback; ability to motivate; problem solving, â€Å"Things Fall Apart† – Achebe. 32 M. A. English : Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. Pocket Books. 33 M. A. English : Syllabus (CBCS) PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives: Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political background to  facilitate the development of cross-cultural perspectives. UNIT-I : Poetry Homer : The Sliad Book III Virgil : The Aeveid Book IV (438-563) Thiruvalluvar : Thirukkural Book II UNIT-II : Dante : The Inferno (Canto III) Gibran : The Prophet UNIT-III : PROSE St. Augustine : The Confessions Book – I Confucius : Analects 1, 2 Harace : As Poetria UNIT-IV : DRAMA Anton Chekov : The Cherry Orchid Kalidasa : Sahuntala Aristophanes : The Clouds UNIT-V : FICTION Leo Tolstoy : Anna Karenina Books (1 2) Thomas Mann : Magic Mountain 34 M. A. English : Syllabus (CBCS) PAPER 16 WOMEN’S WRITING IN ENGLISH UNIT-I: POETRY Elizabeth Barret Browming. Ways. : How Do I Love Thee? Let me count the Sylvia Plath : Lady Lazarus Maya Angelou : Phenomenal Woman Kamala Das : Introduction Toru Dutt : Sita UNIT-II: PROSE Virginia Woolf : A Room of One’s Own Arundhathi Roy : The Algebra of Infinite Justice. UNIT-III: DRAMA Mahashweta Devi : Mother of 1084 Caryll Churchill : Top Girls UNIT-IV: FICTION Jhumpa Lahiri : The Namesake Margaret Atwood : The Handmaid’s Tale UNIT-V: GENERAL Mary Woolstone craft : The Vindication of the Rights of Women Elaine Showalter : Toward a Feminist Poetics 35 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives. Students are : 1. enabled to acquaint themselves with the major generic divisions in English literature 2. trained in the universally acknowledged conventions of literary research and documentation UNIT-I : THE ANATOMY OF PROSE The form of prose vocabulary grammar and idiom written and spoken prose the paragraph prose rhythm individual and common style common style and cheap style simplicity and ornamentation objective and subjective abstract and concrete realism, romance and unreality special inventions prose for its own sake the historical approach the science of rhetoric writing prose. UNIT-II : THE ANATOMY OF POETRY The importance of form the physical form of poetry metre variation rhyme onomatopoeia internal pattern form in intonation repetition the main types of poetry logical sequence the use of associations patterns of imagery traditional verse forms free verse the choice of words illustrations cautions twentieth century techniques. UNIT-III : THE ANATOMY OF NOVEL The concept of fiction verisimilitude the point of view plot character character revealed conversation scene and background dominant themes the experimental novel 36. M. A. English : Syllabus (CBCS) UNIT-IV : THE ANATOMY OF DRAMA Live literature action plots conventional divisions direct experience of characters dialogue and conversation verse and prose types of drama drama and history use of notes interpretation UNIT-V : LITERARY RESEARCH Research and writing the mechanics of writing the format of the research paper documentation: preparing the list of works cited documentation: citing sources in the text abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954). Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English : Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below: 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.

Effect of Peers and Gender on Risk Taking Decisions

Effect of Peers and Gender on Risk Taking Decisions The Effect of Peers and Gender on Risk Taking Decisions on Breaking the Rules of College Students Frances Mae H. Balandan Jaymie Aileen T. Huang Patricia Audrey D. Lansang Louie Belle M. Regente Dorothy Joy S. Sy Abstract Keywords: peers, genders, rules, risk-taking The researchers would like to know if clustering and gender affects the decision making of college students that involves risk. Clustering refers to the participants in whether they are classified in a group of friends or acting alone in a situation on making a risky behavior. The typical finding is that, on the average, subjects (group) shift toward greater risk; that is, the group will most likely decide on the risky option than an individual deciding on his or her own. This is the prototype of the group-induced shift toward risk, or simply the risky shift (Clark, 1973). There are theories, such as the social comparison theory, that emphasizes that people with in a group decides differently than people in isolation (Levinger and Schneider, 1969). In terms of gender differences, male participants are more probable to engage in risky behaviors than female participants. In social decision making, males perceive less risk and are more likely to engage in greater risk. Boys’ risk judgments were signià ¯Ã‚ ¬Ã‚ cantly predicted by their ratings of injury severity (Harris, C. R. Jenkins, H., 2006). Female participants are less probable to engage in risk behaviors in the domains of health, gambling and recreational activities. Females judge the activities as less enjoyable than males (Harris, C. R. Jenkins, H., 2006). In terms of group differences, examples would be that couples on average are risk-averse in their choices, and that risk preferences are less diverse across groups than across individuals. Groups are more risk-averse in lotteries with low probabilities of winning the largest payoffs, but less risk-averse when these probabilities are high (He, H., Martinson. P., Sutter, M., 2011). The gender is a determinant on risky behaviors. Generally, males take more risks. But in some cases, females tend to make riskier decisions. A study showed that males tend to make riskier decision in terms of finances while females take more social risks (Menon, 2011). Risk attitudes expressed by groups and individuals dià ¯Ã‚ ¬Ã¢â€š ¬er. In most choice problems involving a safe and a risky option groups tend to take more risk (â€Å"risky shifts†) (Stoner, 1960). Further studies have shown that men prefer their decisions to be implemented as decisions in the group, while women are less likely to so. Risk attitudes in the individual decision-making task have no significant effect on the females’ decision, but have a positive effect for males (Gurdal, M.Y., 2010). Other studies have also shown that adolescents are likely to do risky decision making as compared to adults, because they are prone to the influence of the peers and they tend to conform. They do not want to feel left out because they want to be part of the group, and adolescents are more easily convinced towards risky choices. This not applicable for adults, because they are more mature and self-reliant meaning they can do it independently without relying on the other’s help. (Gardner and Steinberg, 2005) The researchers would like to know the following: Does gender affect the risky decision making of an individual? Does clustering affect the risky decision making of an individual? In this research, the researchers generated four hypotheses: If a group of students are exposed to a risk-taking situation on breaking the rules, then the group consensus will be riskier than the average of the initial individual decisions. If an individual student is exposed to a risk-taking situation on breaking the rules, then s/he will take on a lower risk than the average of the group of students. If a male student is exposed to a risk-taking situation on breaking the rules, then he will take on a higher risk than female students whether be in group, pair or individual decision. If a female student is exposed to a risk-taking situation on breaking the rules, then he will take on a lower risk than male students whether be in group, pair or individual decision. The purpose of the study is to know if the inclusion of a person in a group would influence his/her making risky decisions and to know if the gender of a person matters in making risky decisions. This research will be a breakthrough for parents and counselors in dealing with their son/daughters and clients in terms of risk-taking decision making on breaking the rules. This research is specified to know how and when college students are more inclined to do riskier behaviors. This can help prevent the circumstances and unfortunate effects to take place. This research will also be helpful in terms of being a new discovery as it will be set in the Philippines. Most researches are conducted to study western participants and graduate students. In the group’s study, we will concentrate on college students. The possible difference may lay in the different religion and culture that we have from the western countries. The different concepts the Filipinos have as a community, the different beliefs and the different perceptions may influence the results of this experimental research. Methods Participants The sample consisted of 200 undergraduate Lasallian students, men and women of ages 18 and above. The participants will be chosen via random sampling by asking some students for a few minutes of their time to participate in this experiment. Those willing to participate will be asked to fill up the consent form and log-in sheet before starting the experiment. Research Design Between-subjects mixed design will be used. The independent variables are college students. The levels are individual, and group. The dependent variable is decision upon result of risk taking. Procedure Participants were gathered via random sampling and participated in the experiment It will conducted in a laboratory and done in individually A participant will be asked to read risky situations, and be asked what are the chances that they will do the risky behavior (breaking the rule). The participant will be randomly placed in a risky situation where s/he will is alone or with his/her peers. In this experiment, we will measure the difference of the participants’ decision on whether they will break the rule if they are hypothetically with their group or acting alone. References Clark, R. D., III, Crockett, W. H., Archer, R. L. Risk-as-value hypothesis: The relationship between perception of self, others and the risky shift. Journal of Personality and Social Psychology ,1971,20, 425-429. Gardner, M. Steinberg, L. (2005) Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study. Developmental Psychology. Retrieved from http://uwf.edu/smathews/documents/peerroleinrisktakinggardnerandsteinberg.pdf Gurdal, M.Y.(2010) Deciding to Decide: Gender, Leadership and Risk-Taking in Groups. Retrieved from http://eaf.ku.edu.tr/sites/eaf.ku.edu.tr/files/erf_wp_1028.pdf Harris, C. R. Jenkins, H. (2006). Gender Differences in Risk Assessment: Why do Women Take Fewer Risks than Men? Judgment and Decision Making, 2006, 1(1), 48–63, Retrieved from http://journal.sjdm.org/jdm06016.pdf He, H., Martinson, P., Sutter, M. (2011).Group Decision Making Under Risk: An Experiment with Student Couples Retrieved from https://gupea.ub.gu.se/bitstream/2077/28122/1/gupea_2077_28122_1.pdf He, H., Martinson. P., Sutter, M. (2011). The Influence of Religious Priming on Self-Control and Risk Taking http://archives.ubalt.edu/ub_archives/inspired_discoveries/pdf/ADAMDspFINAL.pdf Jiang F. X., Jiang, Z. Kim. K. A., Zhang, M. (2013). Family-firm risk-taking: does religion matter? http://www.lingnan.net/seminar/upload/file/20130922/20130922103555225522.pdf Levinger, G. and Scheinder, D. J. (1969): â€Å"Test of the †risk is value† hypothesis,† Journal of Personality and Social Psychology, 11, 165-169 Menon, D. (2011, July 25). PRESS RELEASE. Association for Psychological Science RSS. Retrieved January 19, 2014, from http://www.psychologicalscience.org/index.php/news/releases/who-takes-risks.html Stoner (1961): â€Å"A comparison of individual and group decisions under risk,† unpublished thesis, MIT School of Management. Instruments Individual: Instructions: Read each situation carefully. Rate yourself to how much you are willing to do the stated situation, with 1 being the lowest and 10 being the highest. 1. You noticed that your teacher in your math class rarely checks the attendance. Everyone also noticed that some of your classmates are usually absent and cutting their class because the professor’s style of teaching is mundane. You sometimes ditch class with your classmates, but you noticed that you already exceeded the maximum number of absences allowed. You cannot cut the class more than 5 times. You are still tempted to cut the class, because you know that the professor rarely checks attendance. The risk is that the professor might have a roll call, thus leading you to a failing grade at the end of the term. The chances are __ in 10 that I will cut that class. 012345678910 2. You are required to write a group research paper for an English class. The topic must be new and something relevant to your course. You must contribute to writing the research paper. The paper is almost finished except for one significant part of the paper. The deadline is fast approaching you only have until 10pm of that night to finish the paper. You are tempted to plagiarize a portion of someone else’s work by claiming the paragraph of the person’s paper as your own without citation. The risk here is with rise of sophisticated anti-plagiarism software free for use on the Internet, there will be a chance of being caught with the act of plagiarism that will merit a failing grade. The chances are __ in 10 that I will plagiarize, copy a portion of that person’s work and not cite this person’s work. 012345678910 3. You are a part of a cheating chain (a group of students who pass the answers of one to another during a quiz). There are ten of you in the cheating chain a class. The teacher normally sleeps during examination, but he records the class on his phone. After two quizzes of not getting caught cheating, despite the presence of the phone, on the third exam, one of your cheating buddies was caught through the recording camera of the phone. He was the only one who was caught, and only received a warning and a zero on the exam instead of failing the entire course with a disciplinary demerit. The fourth exam is in a few minutes, and the only way to pass is through cheating. You are in desperate need of a high grade. With the fact that out of three exams, one out of the ten of you was only caught cheating, and that the teacher may be stricter due to catching one. What are the chances of you still partaking in the group’s cheating activities or abstain from it? The chances are __ in 10 that I will partake in the cheating chain. 0 1 2345678910 Group: Instructions: Read each situation carefully. Rate yourself to how much you are willing to do the stated situation, with 1 being the lowest and 10 being the highest. 1. You and your four friends noticed that your teacher in your math class rarely checks the attendance. Everyone also noticed that some of your classmates are usually absent and cutting their class because the professor’s style of teaching is mundane. You sometimes ditch class with your classmates, but you noticed that you already exceeded the maximum number of absences allowed. You cannot cut the class more than 5 times. You and your four friends are still tempted to cut the class, because you know that the professor rarely checks attendance. The risk is that the professor might have a roll call, thus leading you to a failing grade at the end of the term. The chances are __ in 10 that I will cut that class. 012345678910 2. You and your seven friends are required to write a group research paper for an English class. The topic must be new and something relevant to your course. Each member of the group must contribute to writing the research paper. The paper is almost finished except for one significant part of the paper. The deadline is fast approaching you only have until 10pm of that night to finish the paper. Your group is tempted to plagiarize a portion of someone else’s work by claiming the paragraph of the person’s paper as your own without citation. The risk here is with rise of sophisticated anti-plagiarism software free for use on the Internet, there will be a chance of being caught with the act of plagiarism that will merit a failing grade. The chances are __ in 10 that I will plagiarize, copy a portion of that person’s work and not cite this person’s work. 012345678910 3. You are a part of a cheating chain (a group of students who pass the answers of one to another during a quiz). There are ten of you in the cheating chain a class. The teacher normally sleeps during examination, but he records the class on his phone. After two quizzes of not getting caught cheating, despite the presence of the phone, on the third exam, one of your cheating buddies was caught through the recording camera of the phone. He was the only one who was caught, and only received a warning and a zero on the exam instead of failing the entire course with a disciplinary demerit. The fourth exam is in a few minutes, and the only way to pass is through cheating. You are in desperate need of a high grade. With the fact that out of three exams, one out of the ten of you was only caught cheating, and that the teacher may be stricter due to catching one. Will the cheating chain be active during the fourth exam? The chances are __ in 10 that I will partake in the cheating chain. 0 1 2345678910

Strategic Alliances In Integrated Supply Chain Management

Strategic Alliances In Integrated Supply Chain Management The objective of the study is to offer a theoretical framework to explain the positive impact of interdependence between strategic alliance partners with regard to the integration of work activities, information and alliance outcomes from the perspective of supply chain management. Methodology This approach adapted is a secondary approach where in the evolution of strategic alliances is comprehensively studied thus establishing the needs of organization across various time periods. Literatures of strategic alliances are approached from a strategic and supply chain perspective. Findings In the dynamic and ever changing business environments, strategic alliance has become an indispensable tool for the effective and efficient performance of a supply chain. With rapidly changing product life cycles and decreased durability of technologies, strategic alliances no longer became a strategic option; it became a necessity for an organization to survive the competition. Research limitation The information in this article is based on a sample literature available in this area. So the scope of information discussed in this article is limited to this literature sample. Practical implications The review of this literature highlight the importance of strategic alliances in supply chain management from the strategic perspective and explain the importance of information technology for effective integration of supply chain. Introduction For the purpose of this study, a strategic alliance is a trading partnership which links certain business processes of two or more companies which may augment effectively the competitive strategies of the firms involved while providing mutual benefits by exchanging technologies, skills, resources, or products. A strategic alliance can vary in form, function and framework. Increasing market competition, reduced product life cycle, high capital investment, increasing demand for innovation and new technologies are bringing additional pressure on companies to come up with new strategies for sustainable competitive environment (Denise Cristina Nishimura, 2010). In addition to these, all the exogenous factors like political, economic, social, technological and ethical factors related to automotive industry were the antecedents for automakers to engage in alliances. With the fundamental shift in power to the customer and customer dictating the terms of the market, issues of interdependence among members of supply chain became more critical. Winning customer loyalty becomes more difficult in this volatile environment and it becomes difficult for firms to compete in this competitive environment with inefficient and ineffective supply chains. So organizations rather than maintaining traditional arms-length relationships and having silo type structures, should strategically segment their supply chain partners and form durable arms-length relationships to allocate different levels of resources to each group (Damien Power, 2004). With ongoing globalization and increased competitiveness in the market place, it becomes difficult for the organization to have foot hold across many countries which require huge investment, technological agility to serve local customers and to overcome various environmental constraints like governmental regulations etc. So companies by forming alliances can share the financial, technological resources and can effectively serve multi-domestic markets. Strategic alliances are an instrument for combining co-operation and competition in corporate strategies. Patterns of co-operation and competition can be categorized into three groups (Nam-Hoon Kang, 2000): Co-operate while competing: Companies may continue to compete while they co-operate in some business areas in order to learn from each other to strengthen weak areas. Co-operate among them and compete with others: Companies may form alliance to compete with strong third parties. Co-operate, then compete: Companies co-operate among themselves to gain competencies and compete once they achieve a common standard. Major Alliances in Automobile Sector Source: Adopted from Kang, N. and K. Sakai (2000), International Strategic Alliances: Their Role in Industrial Globalization. Evolution of Strategic Alliances In the evolution of automotive industry it started with artisan production, passed through Henry Fords mass production to the present state State of the art technologies. Throughout the evolutionary past automakers formed alliances in the form of mergers, acquisitions and joint ventures. Strategic alliances have been formed between firms on a national or international basis. The current form of alliances is distinguished from the past forms. In the new alliances firms remain independent from each other. During the arrangement there are common goals, but each firm has its own strategic goals. The partner firms are frequently collaborating reciprocally in their core areas of their competences rather than in peripheral businesses (Denise Cristina Nishimura, 2010). As on 2004, 80% of the passenger cars have been manufactured by the ten firms of the five industrialized countries. The strategic alliances in the passenger car industry happened mostly among countries like USA, European Union, Japan and Korea. General Motors and Toyota, Ford and Mazda, Chrysler and Mitsubishi have formed strategic alliances (Ayegul Samsunlu, 2006). Out of these only small number of companies leverage on supplier relationships, involving suppliers in their key business processes. Traditionally companies followed multi-supplier model, avoidance of long term contracts to enforce high bargaining power and keep the margins low. In this model organizations view themselves as individuals which are creating value to the customer by producing the deliverables. This is later dominated by a co-operative model where in companies share vital information to the suppliers, recognize areas of common interest, areas of distinctive competence among suppliers to leverage on their resources and integrate suppliers to their business process for effective and efficient performance of supply chain activities. In this organizations view themselves as a part of supply chain which creates value to the customer. This integration process among various partners of the supply chain is further facilitated by development in technological solutions that integrates information that surpasses organizational boundaries. This concept of supply chain further evolved into supply networks where in many firms in the supply chain are a part of different supply chains (Damien Power, 2004). Reasons for Strategic Alliances One of the reasons the automobile industry allies with foreign firms is to survive global competition under a weak relationship between the government and the industry (Hyun Young LEE, 2005). The reasons for forming strategic alliances changed over a period of time. Reasons for Alliances (Source: Adopted from Margarita Isoraite Importance of Strategic Alliances) Strategic alliances are supposed to create value for partner firms and their customers. This value is generated through synergy among the partnered firms. A large number of factors are responsible for creating the value like access to common resources, fit between partners needs, cost sharing, market penetration, scale economies etc (Bing-Sheng Teng, 2003). An alliance can create value in three possible ways. They are (Bing-Sheng Teng, 2003) Increases unit sales Lowering average costs per unit Increasing the customer willingness to pay An alliance along with leveraging on the competencies should also overcome the issues associated with partnering. In August of 1966, Nissan took over Prince. Besides the Nissan-Prince merger, six separate auto producer tie-up arrangements were negotiated in the late 1960s; Toyota-Hino (1966), Toyota-Daihatsu (1967), Fuji-Isuzu (1967), Mitsubishi-Fuji-Isuzu (1967), Mitsubishi-Isuzu (1968), and Nissan-Isuzu (1966). Toyota-Hino and Toyota-Daihatsu mergers materialized. It is notable that the product lines of three companies were complementary; Toyotas passenger cars, Hinos trucks and Daihatsus mini cars. All three firms were profitable in their primary line of products. This alliance created value because the activities in which these firms are competent are complementary, so the companies leveraged on these to generate added value. On the other hand, the four negotiations involving Mitsubishi, Isuzu, and Fuji failed because they could not overcome the various obstacles; product line ov erlapping, management independence, and antagonism between firms (Hyun Young LEE, 2005). The aims of strategic alliances are product differentiation, reduction in development costs, optimization of manufacturing capacity, reduction in time to market, improving productivity, speeding up the product development cycle, spreading the high cost of RD and leveraging know-how where ever. For example, GM has created strategic alliances. It has created strategic alliances with Suzuki for small cars. It has created strategic alliance with Toyota for technology, Honda engines for Hummer, Fiat for regional dominance and Isuzu for diesel engines and trucks (Ayegul Samsunlu, 2006). Some prime reasons for strategic alliances are (John D. Daniels, 2009) To spread and reduce Costs At a small volume of business, it may be caper for companies to contract the work to a specialist rather than handle it internally. A specialist can spread the fixed cost across many companies. Similarly a company having excess production and sales capacity that it can use to produce or sell for another company. Using this capacity for production or selling, the contracting company reduces its costs by not investing in fixed assets. Ford (US) had an alliance with a Japanese carmaker, Mazda. Ford focuses on cost reduction through communalization of car platforms, power trains (Nam-Hoon Kang, 2000). Synergy and competitive advantage Achieving synergy and a competitive advantage may be another reason why firms enter into a strategic alliance. Competition becomes more effective when partners leverage off each others strengths, bringing synergy into the process that would be hard to achieve if attempting to enter a new market or industry alone (Margarita Isoraite, 2009). To specialize in competencies The resource based view of the firm holds that each company has a unique combination of competencies. Companies seek to improve its performance by concentrating on those activities that best fits its competencies, depending on the alliance partners for supply of products, services or support activities for which it has lesser competency. To avoid or counter competition Sometimes markets are not large enough to hold many competitors. So, companies have to band together so as not to compete. To Gain Knowledge Many companies that are open to new ideas and have the capacity to implement innovations, pursues collaborative arrangements to learn partners technology, operational practices, or home markets so that their own competencies will broaden and deepen, making them more competitive in future. To gain location specific Assets Cultural, Economic, Political and competitive differences among countries may create barrier for organizations to operate abroad. Then companies may seek local organizations to collaborate for managing local operations. General Motors and Ford are forming alliances with Japanese firms to build on their capacity and presence in the region. General Motors is jointly developing mini-vehicles for Asian markets with Suzuki and will assemble these vehicles in Suzukis factory in Japan or other Asian countries (Nam-Hoon Kang, 2000). To overcome Governmental Constraints All the countries limit foreign ownership in some sectors. So companies have to partner with local organizations to serve these markets where 100% FDI is not permissible. Fastest means of entering markets Collaborative arrangements offer a faster initial means of entering multiple markets. Moreover, if product conditions favor diversification, it is more compelling to establish a foreign collaborative arrangement. To minimize exposure in risky environments Companies worry that political and economic changes will affect the safety of assets and their earning in their foreign operations. One way to minimize losses is to minimize the asset base in foreign countries by collaborations. Types of Strategic Alliances These alliances range from relatively noncommittal types of short-term, project-based cooperation to more inclusive long-term equity-based cooperation namely mergers and acquisition, joint ownership, joint venture, formal cooperative, informal cooperative. Horizontal Alliances In the automobile industry, horizontal alliances occur when an automaker links with another automaker with reciprocal collaborations in joint activities. Partners can setup joint production/infrastructure to achieve economies of scale, or joint sales in order to gain more market share, or basically to transfer technological knowledge. Licensing (John D. Daniels, 2009) In Licensing, a company (the licensor) grants rights to intangible property to another company (the licensee) to use in a specified geographic area for a specified period. In exchange, the licensee pays a royalty fee to the licensor. Used for Patents, Copyrights, Trademarks and other intangible properties. The economic motive behind licensing is for faster start-up, lower costs or access to valuable resources. The advantages of licensing are Licensor can cover many markets in faster speed at low cost Licensor gets tie-ups with local distributors. Understands local market Disadvantages of licensing can be diffusion of technology and losing the market to licensee. The licensee can become a potential competitor. In the alliance between GM and Russian Avtovaz, GMs licensed its technology to Avtovaz, to produce sport utility vehicles in Russia (John D. Daniels, 2009). Joint Ventures A joint venture is defined as a co-operative business activity, formed by two or more separate firms for strategic purposes, which creates a legally independent business entity and allocates ownership, operational responsibilities, and financial risks and rewards to each partner, while preserving each partners separate identity or autonomy (Nam-Hoon Kang, 2000). The independent business entity can either be newly formed or the combination of pre-existing units and/or divisions of the partners. Joint ventures generally aim at making the new company a self-standing entity with its own aims, employees and resources (Nam-Hoon Kang, 2000). Some reasons for joint ventures are Exploiting Capabilities and Expertise (Nishith Desai, 2011) Companies having complementary skills and capabilities engage in mutual co-operations, so that they can contribute to the co-operation. Each of the members concentrates on their competencies and depends on their partner for complementary skills so that the total value generated by the partners will be more than the value generated individually. Leveraging Resources (Nishith Desai, 2011) With the globalization, it became difficult for one company to pool all the resource like financing, skilled manpower to serve various markets. Access to labor, capital and technological resources have become driving forces for modern businesses to withstand the competitive dynamics in the changing environment. Managing the business across the borders became more complex compelling the companies to form alliance by entering into a Joint Venture. Advantages of Joint venture includes entering a foreign country against FDI regulations , sharing risks as well as costs, established channel partners and relations of the partner etc (John D. Daniels, 2009). Disadvantages include conflict of vision/interest, both parties not contributing equally, lack of complete control, Market sharing leading to market contraction etc (John D. Daniels, 2009). Examples: Hero Honda started in 1984 as a joint venture between Hero Cycles of India and Honda of Japan. After that it became the largest two wheeler manufacturer in India. In August 2011 the company was renamed Hero MotoCorp with a new corporate identity after the joint venture dissolved. Acquisition (Eszter Molnar, 2009) The fastest way of entering new markets is by acquisition where the larger firm purchases more that 50% of stake in the smaller firm. It enables the buyer to benefit from existing structures, brand, relations, channels and business knowledge in case of a foreign takeover. Advantages (John D. Daniels, 2009). Saves time and quick to market due to well established distribution and sales channels Competition in the market remains unchanged Disadvantages (John D. Daniels, 2009). Obsolete technology Resources might not be in best class Processes and practices might not be world class Example: Porsches gambit, where in it steadily increased its stake in Volkswagen since 2005 and became the majority stake holder in Volkswagen by October 2008 (Eszter Molnar, 2009). Tata motors after the acquisition of British Jaguar Land Rover (JLR) business became a major player in the international automobile market. The main reason for the acquisition would be acquiring intellectual property rights related to the technologies. Merger Merger is an horizontal equity alliance, where two companies often of about the same size, decide to go forward as a single company that remain separately owned and operated. An ominous merger was the DaimlerChrysler when the German based Daimler-Benz merged with US based Chrysler Corporation in 1998. It is known as Merger of Equals, but it didnt last long and they separated in 2007. Later Chrysler made a strategic alliance with Fiat under the terms that Fiat will take 35% of stake in Chrysler in exchange for supplying high fuel-efficient power train technology and small and medium sized vehicle platforms. This alliance helped Chrysler to penetrate European and South American markets and Fiat to get access to US market (Eszter Molnar, April 2009). Vertical Alliances Vertical alliances occur when the automaker builds relationship with suppliers who provide goods and services in any business process along with the vertical chain. Basically vertical relations were mostly based on the decision making process of make-versus-buy. Making decision means that the automaker produces in-house. One of the main reasons behind it is to protect its core competitive advantages. Buying decision means that the automaker purchases or outsources the production of goods or services. The shift in the strategic outlook from organizational view to supply chain view is compelling organizations to produce the core products in-house and contract the production and control of peripheral parts from strategic supply chain partners. Nowadays, in the automobile industry 30% of the parts of a car are produced by automakers, while the other 70% of the parts, which would be assembled in the final product, are produced by suppliers (Denise Cristina Nishimura, 20 10). Contract Manufacturing (John D. Daniels, 2009) In contract manufacturing, the parent company approaches a firm known as contract manufacturer with a design/formula. Once the contract is finalized then the contract manufacturer manufactures the components/products for the hiring company. The company becomes free from managing the labor but technological diffusion will occur but only for manufacturing process. Examples like manufacturing contracts between a major carmaker and a local Chinese firm, Toyota/Tianjian Automotive Industrial and Renault/Dandong Automotive Works. Turnkey Operations (John D. Daniels, 2009) Turnkey operations are a type of collaborative arrangements in which one company contracts with another to build complete, ray to operate facilities. Companies building turnkey operations are frequently industrial-equipment manufacturers and construction companies. Customers for turnkey operations are frequently governmental agencies. Strategic Outsourcing Strategic outsourcing is the alternative way for the company to accomplish its value chain activities rather than performing the entire value chain activities. In the current market place there are quiet a good number of companies that are specialized in some activities. Outsourcing these activities to the specialized companies strengthen the companies business model either by improving the efficiency by decreasing the cost or by enhancing the effectiveness by creating differentiating advantage in terms of quality, variety, speed of the supply chain. Subcontracting is necessary because it facilitates firm to concentrate on its core competencies; it allows for an economic method of production; suppliers are encouraged to specialize, which allows economies of scale in technology; to encourage smooth production by utilizing sources of supply. Economic Dualism theory suggests that large companies create dual economy by subcontracting, in which they can expand their resources in times of fortune and reduce capacity in times of recession, thus using sub-contracting as a cushion against economic cycles. However this theory fails in present conditions where subcontractors are seen as partners sharing risks, rewards and revenues (Paul D Cousins, 2003). This outsourcing can be entire function like Nike outsourced its manufacturing function or it can be a part of the function like many companies outsource the management of their payroll/pension systems while keeping the HRM activities within the system. A survey estimates that some 56% of g lobal product manufacturing is exported to manufacturing specialists (Hill Jones, 2008). What to Outsource With customer being the key focus in these present dynamic environments, companies keeps on trying to increase the total value generated to the customers by increasing the gap between customer willingness to pay and costs associated with the product. To achieve this companies outsource activities that they think the specialized company will generate more value by performing that activity. In the environment of growing customer demand for supply chain efficiency and effectiveness it is recommended for the company to perform the supply chain activities that it has distinctive competence and outsource the rest of activities. In many cases out-sourcing helps companies to obtain better operational expertise that would be difficult for the company to develop in-house. Outsourcing is growing at a rate of 23% per year because companies are discovering that they do not need to do everything themselves. Yet, not all processes are outsourced. Outsourcing the wrong process could be counterproduc tive, expensive, or even fatal to a company (Andrea and Dana Meyer, 2002). Core vs. Non-Core (Andrea and Dana Meyer, 2002) The most crucial aspect of outsourcing is in making the distinction between the core competencies, which should be kept in-house, and the non-core activities, which are candidates for outsourcing. One element of the core vs. non-core distinction is the issue of controlling ones destiny. Becoming excessively dependent on partners reduces the strategic options available to a company. Processes that nurture the core, protect the core, or help the company exploit its core competencies are also held internally. Companies need to think carefully about what they wish to sow, nurture, and reap in-house in order to harvest long-term profits. Five-Stage Model (Andrea and Dana Meyer, 2002) Prof. Fine enumerated five variables that predict the wisdom of in-sourcing vs. outsourcing. Modularity of components/processes: Modular elements are potential candidates for outsourcing than integral elements of a product or business Quantity of providers: The fewer the number of providers, the less outsourcing makes sense Clock speed: The faster the clock speed, the more you want to in-source. Importance to customer: If the customer cares about it, dont outsource it. Benchmark performance level: if you have best-in-class performance on the process, dont outsource it. Value Equation (Andrea and Dana Meyer, 2002) A value equation used by Unilever to evaluate the added value generated by outsourcing activities to supply chain partners is Net Value = Internal Value from Focus + External Value from Provider Transaction Costs This equation helps only quantitatively where as many qualitative parameters like whether the activity is core or non-core should also be considered. For activities that are non-core, the equation helps the company assess the value of outsourcing that non-core activity. Although the equation looks like a simple financial model, many of the terms have qualitative elements (Andrea and Dana Meyer, 2002). Value Equation: Internal Value from Focus (Andrea and Dana Meyer, 2002) With outsourcing, management and employees can focus more on what is important. So organizations create more value by focusing their valuable resources on their core activities and thus increase the value to the customer. Value Equation: External Value from Provider (Andrea and Dana Meyer, 2002) Providers can create value by being more efficient, more effective, or more innovative than the internal counterpart. This value is the key part of the value proposition. The source of the providers value can fall into one of two categories: Value from high economies of scale Value from high levels of expertise. Specialist provider achieves scale economies by aggregating volumes of activities from multiple companies through standardization and decreases the unit costs across the supply network. Value from high levels of expertise occurs when the provider can accumulate large quantities of knowledge that would be hard for each client company to replicate. Value Equation: Transaction Costs (Andrea and Dana Meyer, 2002) Transaction costs are inevitable in the outsourcing. Costs of internal transactions which are in general informal are very low and hidden where as the transaction costs with the outsourced company are visible and substantial. Extra transaction costs arise from having to formally specify what the partner is to do, managing that external activity. Companies decompose transaction costs into 3 categories: Oversight costs: Cost of managing the relationship, performance, information exchange etc. Switching costs: Cost of changing from insourcing to outsourcing Risk: The potential costs of problems associated with the outsourcing arrangement Evolution of Outsourcing Subcontracting model has changes drastically over last two decades. One of the most common strategies was Multiple Sourcing, which arises from the principle Not to keep all your eggs in one basket which was adequate when competition is local or national. With companies becoming global, competition has intensified, time to market cycles has to be kept low, increased innovations as customers demanding high quality products, at competitive prices became difficult with multiple sourcing strategy. This shifted the focus of companies towards Parallel Sourcing strategy where companies use single source within model groups and multiple sources for different products. This provides buyer benefits of sole sourcing like closer working relationships, information sharing etc and benefits of multiple sourcing like security of supply and market pricing (Paul D Cousins, 2003). This approach is followed by what is called Network approach which is complemented by concepts of Supplier tiers. In this approach suppliers are organized into Tier I (Major assemblers) followed by Tier II (Sub-assemblers). This kind of supply structure has become popular with in automotive and aerospace industry where in it allowed buyers to work with fewer, sophisticated suppliers. As a result buyers rely on fewer, powerful suppliers for supply of sub-assemblies (Paul D Cousins, 2003). With these high levels of dependencies, scholars are considering near paradigms like agile, lean and mass customization techniques. These paradigms are creating high degrees of integration across supply chain that will require more sophisticated relationship management across supply chain partners. If managed properly firms can reduce costs, decreases time to market and increases responsiveness to customers at lower costs (Paul D Cousins, 2003). Benefits of Out-Sourcing Cost reduction and cost savings Out-sourcing reduces the costs if the price you are paying for the company is less than the costs that you incur if the same activities are performed in-house. Specialist companies are able to perform activities at a lower cost as they can realize economies of scale by performing the same kind of activity for various companies. These specialized companies invest more in efficient-scale manufacturing facilities/processes to spread the costs against large volumes and bring down unit costs. Specialists also save costs through learning effects more rapidly than the clients. These companies learn fast how to operate the processes more efficiently compared to its clients. Since most of the out-sourced companies are based at low-cost global locations, costs can easily drive down (Hill Jones, 2008). Enhanced Differentiation Companies should be able to differentiate its final products by out-sourcing certain noncore activities. These companies can provide more reliable products by strongly focusing and achieving competence in that activity thus decreasing the defect rate. Most of these specialized companies have adopted Six Sigma methodologies and bring down error rates, thereby increasing the reliability of product. For example carmakers outsource specific kinds of vehicle component design activities such as microchips and headlights to the specialists who have earned reputation for design excellence (Hill Jones, 2008). Focus on core business Strategic out-sourcing makes the managers to focus their energies and companies resources in performing the core activities that can create sustainable have more potential to create value and competitive advantage. By this companies enhance their competence and push out the value creation frontier and create more value for their customers (Hill Jones, 2008). Flexibility Companies gain access to new technologies and use suppliers technology to accelerate new product development. Companies can also adapt to changing business environments by changing suppliers if the existing suppliers using technologies that are obsolete. Thus companies mitigate the risk of investing in resources/technologies that have short life cycles (Yijie Dou and Joseph Sarkis, 2010). Local Expertise Partners also bring local expertise to the relationship. Although global companies would like to create economies of scale based on world-wide uniformity, such uniformity is not always possible. Local government regulations impact ingredients or packaging. Local customs and trends affect marketing or product mix. Supplier partners (l