International and Cross-Cultural Marketing Essay

International and Cross-Cultural Marketing - Essay Example The concept of cross cultural marketing suggests that it is important for the marketers to know that there is very little room for ethnocentrism in the modem 21st century and there is no culture that is superior to the other. Globalization is inevitable and so is ‘cross-culturalization’. Hence one of the key parameters of success for global firms would be the ability to distinguish and understand the cultural aspects of the host nations. The present context of the study has been conducted to analyze the international and cross cultural marketing strategy of Al- Jumeirah a UAE based luxury hotel chain. The host or target country has been selected as China. The reason for such choice is due to the fact that china is one of the fastest growing economies in the world and since the entry of china in to WTO various major companies are looking to enter the prospective Chinese market. ... egment; positioning; cultural; educational; demographic issues of China has been analyzed along a set of recommendations for Jumeirah for the future has been provided (Deresky, 2011, p. 231). Reasons making the transfer of practices attractive to the parent company Presence in Saturated Markets Prior to the entry to China Jumeirah has had presence in the saturated and matured economies like UAE (the home country), U.K., Germany. Such economies provide very few opportunities of growth. Also the economic downturn possessed additional threat to the luxury hotel chain. Hence in order to gain the competitive advantage and cope up with the volatile economy the hotel chain decided to enter China . (Doole and Lowe, 2008, p. 391) High amount capital gain from local market Another probable factor could be the relative strong position of the hotel chain that may have prompted the hotel chain to enter in China. Analysis (Findings) Factors influence the transfer of such practices Market Attractiv eness Entry of China to WTO In an attempt to welcome foreign companies invest in China after several years of negotiation the country became a member of WTO in September 2001. This opened up the economy of China as the trade related barriers went down. This was the beginning of the economic developments in China. Today China is regarded as one o the most emerging economies in the world (Appendix1). Educational Developments in China As foreign companies started to come to China; the demand for the skilled labours went up. Over the years the Chinese education system has gone through several reforms. The government has made considerable amount of investment to develop the colleges and universities. The focus of the government has shifted from quantity based education system to quality based

Sujata Bhatt Biography Essay Example for Free

Sujata Bhatt Biography Essay Sujata Bhatt (b. 1956) grew up in Pune but emigrated with her family to the United States in 1968. She studied in the States receiving an MFA from the University of Iowa and went on to be writer-in-residence at the University of Victoria, Canada. More recently she was visiting fellow at Dickinson College, Pennsylvania. She currently lives with her husband and daughter in Bremen, Germany. Her first collection, Brunizem, won the Commonwealth Poetry Prize (Asia) and the Alice Hunt Bartlett Award. Subsequent collections have been awarded a Poetry Book Society Recommendation and in 1991 she received a Cholmondeley Award. For Bhatt, language is synonymous with the tongue, the physical act of speaking. She has described Gujarati and the Indian childhood it connects her to as the deepest layer of my identity. However, English has become the language she speaks every day and which she, largely, chooses to write in. The repercussions of this divided heritage are explored in her work, most explicitly in Search for My Tongue which alternates between the two languages. The complex status of English its beauties and colonial implications are also conveyed in the moving ironies of A Different History and Nanabhai Bhatt in Prison about her grandfather who read Tennyson to comfort himself during his incarceration by the British authorities. Such division finds geographical expression in poems which explore ideas of home (The One Who Goes Away) and question our mental mapping of the world (How Far East is it Still East?). Its present too in her voice, with its musical melding of Indian and American inflections. However, its in the non-verbal world of animals and plants that Bhatt finds a source of unity denied to humans except for the very young, as in her poem The Stare in which the monkey child and the human child experience a moment of tender connection. Perhaps it is this longing for unity which makes Bhatts writing so sensual; her poems are rich with the smell of garlic, the touch of bodies, the vibrant plumage of parrots. An intense colourist like the women artists who inspire some of these poems, Bhatt acknowledges that language splits us from experience but through the physical intensity of her writing brings us closer to it so that the word/is the thing itself. Her recording was made for The Poetry Archive on 1 September 2005 at The Audio Workshop, London and was produced by Richard Carrington.

Errors and strategies in language acquisition

Errors and strategies in language acquisition Error Correction Why Correction is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques. REFERENCES Corder, S. P. 1967. The significance of learners errors. International Review of Applied Linguistics 5: 161-9. Dulay, H., and Burt, M., Errors and strategies in child second language acquisition, TESOL Quarterly 8: 129-136, 1974. Ellis, R., The Study of Second Language Acquisition, Oxford University Press, 1994. Esser, U., Fremdsprachenpsychologische Betrachtungen zur Fehlerproblematic im Fremdsprachenunterricht, Deutsch als Fremdsprache, 4:151-159, 1984, (cited in Hagà ¨ge 1999). Freiermuth, M. R., L2 Error Correction: Criteria and Techniques, The Language Teacher Online 22.06, http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/freiermuth.html, 1997. Hagà ¨ge, C. Lenfant aux deux langues (The child between two languages), Greek translation, Polis editions, Athens 1999. (Original publication: Editions Odile Jacob, 1996). Kroll, Barry, and John C. Schafer. Error-Analysis and the Teaching of Composition, College Composition and Communication 29: 242-248, 1978 Lakkis, K. and Malak, M. A.. Understanding the Transfer of Prepositions. FORUM, Vol 38, No 3, July-September 2000. (Online edition: http://exchanges.state.gov/forum/vols/vol38/no3/p26.htm) Mager, R.F. Preparing Instructional Objectives, Fearon Publishers, Palo Alto, CA 1962. Nguyen, Thanh Ha. First Language Transfer and Vietnamese Learners Oral Competence in English Past Tense Marking: A Case Study., Master of Education (TESOL) Research Essay, La Trobe University, Victoria, Australia1995. Porte, G. K., Mistakes, Errors, and Blank Checks, FORUM, Vol 31, No 2, p. 42, January-March 1993. (Online edition: http://exchanges.state.gov/forum/vols/vol31/no1/p42.htm) Richards, J., A non-contrastive approach to error analysis, English Language Teaching 25: 204-219, 1971. Stenson, N. Induced errors in Shumann and Stenson (eds.), 1974, cited in Ellis (p. 60). Taylor G., Errors and explanations, Applied Linguistics 7: 144-166, 1986.

Summary and Analysis of The Second Nuns Tale :: Canterbury Tales The Second Nuns Tale Essays

Summary and Analysis of The Second Nun's Tale (The Canterbury Tales) Prologue to the Second Nun's Tale: The Host praises the Nun's Priest for his tale, but notes that, if the Nun's Priest were not in the clergy he would be a lewd man. He says that the Nun's Priest, a muscular man with a hawk's fierceness in his eye, would have trouble fending off women, if not for his profession. The Second Nun prepares to tell the next tale, warning against sin and idleness. She says that she will tell the tale of the noble maid Cecilia. Analysis The Host's description of the Nun's Priest highlights the disparity between traditional conceptions of the clergy and their actual roles and personalities. The Nun's Priest is, as dictated by his profession, celibate, but the Host serves to remind the reader of his sexual persona. The Second Nun's Tale: Saint Cecilia was by birth a Roman and tutored in the ways of Christ. She dreaded the day in which she must marry and give up her virginity. However, she came to be engaged to Valerian. On the day of their wedding she wore a hairshirt, praying to God to remain unspoiled. On their wedding night she told a secret to Valerian: she had an angel lover who, if he believes that Valerian touches her vulgarly, will slay him. He asks to see this angel, and she tells him to go to the Via Appia and find Pope Urban among the poor people. Once Urban purges him of his sins, Valerian will be able to see the angel. When he reached Via Appia, Urban suddenly appeared to Valerian and read from the Bible. He baptized Valerian and sent him back home, where he found the angel with Cecilia. He has brought a crown of flowers from Paradise that will never wilt, and gives it to Cecilia. The angel claims that only the pure and chaste shall be able to see this crown. Cecilia asks for the angel to bless her broth er and make him pure. This brother, Tibertius, enters and can detect the flowers. The angel gives crowns to Valerian and Tibertius, and advises Tibertius to give up false idols. They plan to visit Pope Urban, and Tibertius asks Cecilia how she can worship three gods. She says that each divinity represents part of God. But after both Valerian and Tibertius were christened, Roman sergeants brought them to Almachius the prefect, who ordered their death.

Pre Revolutionary War Attitudes

By the 1750’s, Americans began to query their involvement with the British Empire by establishing their own identity and unity as Americans. The colonist began to see a strong display of British oppression. Taxes and the different Acts, such as the Intolerable Acts caused the colonists to believe that it would be better if they were separated from their mother country. Colonists also felt that some of their rights and liberties were being taken away by the British Empire. By the eve of the revolution colonist had a sense of identity of an American.America became the melting pot of the world. Colonist began to think of themselves as a new race of men (Document H). Colonist slowly dismissed their ancient dispositions and demeanor and accommodated new ones (Document H). With a natural barrier (the ocean) between Great Britain and America, colonist started to think of the colonies as a separate nation (Document B). The ocean caused the colonist to believe that they were separated from the mother land for a reason (Document B). They believed that the ocean was there to prevent the colonies from blending with Great Britain (Document B).Since colonists were separated from Great Britain they considered having their own congress (Document D). The colonist would rather have three thousand people who is living near them and who can see the problems they are facing govern them rather than have one person govern them that isn’t there and doesn’t know what’s going on in the area the colonist are located at (Document D). Another act of identity is show in 1774 and 1775 (Document G). During those years Boston wasn’t relying on Great Britain to provide them with donations of goods, such as food, animals, or money (Document G).This illustrates that the colonies don’t need to confide on Great Britain and they can depend on the other colonies alternatively. Throughout these events it is evident that the colonists are displaying a sense of identity. Before the revolution, the colonist displayed many acts of unity. In 1754, a picture of a cut up snake was posted in the Pennsylvania Gazette (Document A). Benjamin Franklin once said, â€Å"If not united to form a whole snake, then the snake cannot survive†. The picture displayed that if the colonies do not come together as one united nation, it is possible that the different colonies could perish (Document A).This picture could have motivated the colonies to act as one nation. In 1774, it was said that a very small corrupted Junto, a self appointed committee in New York acknowledged the idea that all of North America was united (Document C). The Junto also acknowledged that North America was determined to defend their rights and liberties endlessly against Great Britain (Document C). On July 6, 1775, the representatives of the United Colonies of North America met in Congress at Philadelphia to talk about going to war (Document E).Colonists were daring to start reb ellions and resist their authority to preserve their liberties (Document E). The representatives were under the impression that all the colonist had the same state of mind. They thought that they would rather die as freemen rather than like slaves (Document E). Another unifying act of the colonies was when many of the colonies donated food, animals, money, and etc to Boston in 1774 and 1775 (Document G). The colonies donated goods due to the Intolerable Acts, when the British closed the Boston ports.This illustrates that the colonist were willing to come and work together to help other colonies in need. Throughout these events it is evident that the colonists are displaying a sense of unity. Throughout history there has been many acts of Americans developing a sense of identity and unifying as one nation. Americans were very devoted to making sure they were not taken advantage of by Great Britain. Although Americans had to fight for their independence and their liberties they were a ble to push and break free from the British Empire.

Employment Relationship

Literature Review: Employment Relationship Introduction Literature review is the method of having some intensive secondary information related with some specific issues and problems. In the context of this fact, the literature review presented within the paper, has aimed to reveal some different dimensions of employee and employer relationship in different cultures. There is a significant impact of surrounding environment and culture over any practice undertaken by a business organization.In this context, the literature review presents some crucial views of different authors and scholars regarding different nature and issues related with employee-employer relationship in different cultures. Employment relationship in the context of different cultures In different cultures, the presentation of the employment relationship can be done in different manner. There are different important issues and aspects of this relationship which can be explained in different manner in the context of di fferent cultural problems.Explaining this fact further, Singh (2010) has presented the employment relationship at the work place in the Indian context. In the views of the author, in line to the Indian culture, the employment relationship in the Indian is also quite ethical and concerned towards the betterment of the society as a whole. Works ethics and honesty is considered as the prime aspects of the commitment of the employee towards his organization. In response to this, the organizational values are also quite humanistic and in the favor of the employees developments.The author has highlighted the concept of emotional intelligence for the purpose of describing Employment relationship in the context of Indian organizations. As per the authors, managements of business organizations operating with the Indian culture, put emphasis over developing emotional and personal competencies in the employee as it leads enhance the perceived efficiency of the employee at the work place. In th e support of this, Ratnam (1998) has also asserted the diversity of workforce is the major characteristic of the Indian organizational culture.As Indian is a vast country which conceives diversity at a vast level, it becomes quite necessary for the employer to maintain a positive relationship with culturally diversified employees so that intra-organizational issues can be minimized in the most effective manner. In regard to this, issues related with intra-organization conflicts are quite natural in the context of Indian business organizations. Along with this, Sparrow (2006) has raised one more employment related issues in the context of Indian business organizations.As per the author, lack of motivation provided to employees, large availability of work force, and bureaucratic organizational structure commonly preferred by Indian organization are some of the highlighting factors of Indian business environment. In Indian organizational culture, a strict hierarchy and flow of order is followed, which sometimes leads to weaken the employment relationship at the work place. These are some of the critical factors and aspects related with employment relationship in Indian context which is quite different with that in the Anglo-American context.Different employment issues have also been highlighted by Drory and Vigoda-Gadot (2010) in the context of Israeli business organizations. As per the research conducted by the author, Israeli business organizations follow Islamic philosophy for commencing their business operations. As per such philosophy, there must be some specific rules and regulations confined by Islamic laws for the purpose of regulating different inter-organizational process. All the employees are strictly bound to follow such rules and regulation.In the views of the author, proper implication of Islamic law and regulation brings uniformity in the business operations of different related business organizations operating within the same market. Along with t his, high degree of discipline, and acceptance of work ethics are some crucial points of employment relationship within Islamic business organization. In the special reference of Israeli organizational culture, the author has demonstrated the implication of employment relationship in terms of organizational politics.In this context, the author has indicated towards the decreasing socialist ideology of the society that directly affects organizational policies and culture. The author has reflected has that in recent period of time, a declining trend of collectivism in Israeli business environment has been sighted, which cast a negative impact over perception of workers and employees regarding trade union. Employees have started to prefer individualism while resolving any issue with management.Obeidat, Shannak, Masa'deh, Al-Jarrah (2012) have demonstrated the Arabian Culture and work ethics followed within this culture quite prominently. As per the author, Arabian culture is quite cons ervative from the perspective of work ethics. All the ethics related with duty of employees, and moral and professional responsibilities of an employer are confined with the help of laws and rules of Islam. As per the findings of the author, Islamic philosophy followed within the culture of Arabian business organization considers honesty and fair treatment as the most desirable work ethic.In addition to this, the culture also implies that it is a moral responsibility of the employer to fulfill all the essential and basic needs of its employee. In support of Islamic perspective regarding employment relationship, Ahmad and Yekta (2010) have also elaborated the phenomena of employment relationship. The authors have elaborated their findings in the context of Iranian Cement Industry. The authors have found out that as per Iranian culture, support provided to employee to gain skills and competencies should be the major organizational philosophy of the organization.The cement industry of the country usually follows the phenomena of collective leadership as their core organizational philosophy. In addition to this, work ethics are considered at high priority in Iranian organizational culture. The authors have stated that prime shortcoming of this culture of the organization is that there is a gap between individual worker or employee and management, which directly leads to create an intra-organizational issues within organizational culture. Searle et al (2011) has reflected the perspective of employment relationship in the context of European business organization.The author has depicted in his literature that procedure and ideology of European business organization is quite different with that of the rest of the world. For this purpose the author has conducted an intensive online survey with different participants from different countries of the Europe such as Netherlands, Belgium, France, and Switzerland. As per the findings of survey, high employee involvement and engagement has been emerged as one of the major key aspects of employment relationship considered by business organizations in the European region.As per this ideology, employees are considered as the integral part and asset of the organization. The organizational performance is directly linked up with performance of employees. In this context, employee involvement becomes quite essential for the long term success of the organization. Owing to this reason, the definition of employment relationship becomes quite close in the context of European culture. In relation to this, Bassanini, Breda, Caroli and Reberioux (2010) have presented their findings in the context of business environment of France.As per the findings of authors, organizational culture of France is quite different with other European country as French organizations prefer the family business concept. Unlike other developed county, in France, the overall emphasis over collective leadership within the organization is qu ite less. In the country, the approach of people regarding family business is quite positive. Owing to this, the disposition of employer-employee within the country is quite informal. However, still the work ethics are prominently considered by both, employer and employee while accomplishing any organizational process.In addition to this, concern regarding employee benefits and welfare is also quite high within French business organization. In direction to this, it can be considered that like Anglo-American approach, French and other European country’s organizational culture is also quite positive for employment relationship. In addition to this, Ribeiro-Soriano and Urbano (2010) have explored the significance of employee-organization relationship (EOR) in the context of small scale business organizations.As per the authors, in existing business environment in which, direction of leadership has been shifted from individual leadership to corporate entrepreneurship (CE), it has been quite necessary for the management of the business organization to maintain a positive and close relationship with the employee. In the views of the authors, due to the advent of corporate entrepreneurship (CE) in existing business environment, there is communication gap between employer and employee has been created which hampers the positive relationship between both such entities.For the long term sustainability and success of the organization it is quite essential for its management to maintain a close and positive communication and keep it policies quite aligned with employee welfare. Conclusion On the basis of the review of entire literature review, it can be concluded that employment relationship can be considered as relationship between employers and employees. There are different aspects of employment relationship such as work ethics, employer responsibilities towards employees, employee’s commitment, communication level and so on.In this context, the paper has investigated employment relationship in the context of different regions, i. e. , India, countries from Islamic countries, and European countries such as France. Different literatures have reflected that the span and disposition of the employment relationship is quite different in different regions. In different countries, due to different culture and business environment, the ideology of employment relationship differs from each other. Reference: Ahmad, Z. A. and Yekta, Z. A. 2010.Relationship between perceived organizational support, leadership behavior, and job satisfaction: An empirical study in Iran. Intangible Capital 6(2), pp. 162-184 Bassanini, A. , Breda, T. , Caroli, E. , and Reberioux, A. 2010. Working in family firms: less paid but more secure? Evidence from French matched employer-employee data. Drory, A. and Vigoda-Gadot, V. 2010. Organizational politics and human resource management: A typology and the Israeli experience. Human Resource Management Review 20, pp. 194à ¢â‚¬â€œ202. Obeidat, B. Y. Shannak, R. O. , Masa'deh, R. , Al-Jarrah, I. M. 2012. Toward Better Understanding for Arabian Culture: Implications Based on Hofstede's Cultural Model. European Journal of Social Sciences 28 (4), pp 512-522 Ratnam, V. C. S. 1998. Multinational companies in India. International Journal of Human Resource Management 9(4), pp 567-589. Ribeiro-Soriano, D, and Urbano, D. 2010. Employee-organization relationship in collective entrepreneurship: an overview. Journal of Organizational Change 23(4), pp 349-359. Searle, R. et al 2011.Trust in the Employer: the Role of High Involvement Work Practices and Procedural Justice In European Organization. International Journal of Human Resource Management 22(5), pp. 2-18. Singh, K. 2010. Developing human capital by linking emotional intelligence with personal competencies in Indian business organizations. International Journal of Business Science and Applied Management 5(2), pp 30-42. Sparrow, P. R. 2006. International manag ement: some key challenges for industrial and organizational psychology. International Review of Industrial and Organizational Psychology 21, pp. 189-266.

The Berlin Conference to Divide Africa

The Berlin Conference to Divide Africa The Berlin Conference was described by Harm J. de Bli in Geography: Realms, Regions, and Concepts: The Berlin Conference was Africas undoing in more ways than one. The colonial powers superimposed their domains on the African continent. By the time independence returned to Africa in 1950, the realm had acquired a legacy of political fragmentation that could neither be eliminated nor made to operate satisfactorily. Purpose of the Berlin Conference In 1884, at the request of Portugal, German chancellor Otto von Bismark called together the major western powers of the world to negotiate questions and end confusion over the control of Africa. Bismark appreciated the opportunity to expand Germanys sphere of influence over Africa and hoped to force Germanys rivals to struggle with one another for territory. At the time of the conference, 80 percent of Africa remained under traditional and local control. What ultimately resulted was a hodgepodge of geometric boundaries that divided Africa into 50 irregular countries. This new map of the continent was superimposed over 1,000 indigenous cultures and regions of Africa. The new countries lacked rhyme or reason and divided coherent groups of people and merged together disparate groups who really did not get along. ThoughtCo / Adrian Mangel Countries Represented at the Berlin Conference Fourteen countries were represented by a plethora of ambassadors when the conference opened in Berlin on November 15, 1884. The countries represented at the time included Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Portugal, Russia, Spain, Sweden-Norway (unified from 1814 to 1905), Turkey, and the United States of America. Of these 14 nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time. Berlin Conference Tasks The initial task of the conference was to agree that the Congo River and Niger River mouths and basins would be considered neutral and open to trade. Despite its neutrality, part of the Congo Basin became a personal kingdom for Belgiums King Leopold II. Under his rule, over half of the regions population died. At the time of the conference, only the coastal areas of Africa were colonized by the European powers. At the Berlin Conference, the European colonial powers scrambled to gain control over the interior of the continent. The conference lasted until February 26, 1885 - a three-month period where colonial powers haggled over geometric boundaries in the interior of the continent, disregarding the cultural and linguistic boundaries already established by the indigenous African population. Following the conference, the give and take continued. By 1914, the conference participants had fully divided Africa among themselves into 50 countries. Major colonial holdings included: Great Britain desired a Cape-to-Cairo collection of colonies and almost succeeded through their control of Egypt, Sudan (Anglo-Egyptian Sudan), Uganda, Kenya (British East Africa), South Africa, and Zambia, Zimbabwe (Rhodesia), and Botswana. The British also controlled Nigeria and Ghana (Gold Coast).France took much of western Africa, from Mauritania to Chad (French West Africa), as well as Gabon and the Republic of Congo (French Equatorial Africa).Belgium and King Leopold II controlled the Democratic Republic of Congo (Belgian Congo).Portugal took Mozambique in the east and Angola in the west.Italys holdings were Somalia (Italian Somaliland) and a portion of Ethiopia.Germany took Namibia (German Southwest Africa) and Tanzania (German East Africa).Spain claimed the smallest territory, which was Equatorial Guinea (Rio Muni). Source De Bli, Harm J. Geography: Realms, Regions, and Concepts. Peter O. Muller, Jan Nijman, 16th Edition, Wiley, November 25, 2013.

Ladies Gentleman Essay Essay Example

Ladies Gentleman Essay Essay Example Ladies Gentleman Essay Essay Ladies Gentleman Essay Essay The point was about the term â€Å"ladies and gentlemen. † It would be easy to believe of upper category adult females in brassy frocks and excessive chapeaus and work forces in dress suits and top chapeaus when speaking about ladies and gentlemen. However. one of my ends when utilizing the footings is to do their definitions much more than mere visual aspect. if visual aspect at all. This modernisation of the footings helps conveying the definition into the current century and throw away the traditional and really closed-minded definition. It is for this ground that I believe being a lady or gentleman is based on personality. how a individual treats others. I speak for most people who use the term â€Å"ladies and gentlemen† in mention to a person’s behavior. non a person’s category. societal standing. race. gender. Some. when faced with the footings â€Å"ladies and gentlemen. † will instantly presume the worst by utilizing the out-of-date definitions. Some will besides delve for grounds to label those who use â€Å"ladies and gentlemen† . In labeling us this manner. these people do non ease any kind of advancement for the footings or for any kind of integrity for adult females. or work forces. ladies or gentleman. We live where we ought to non judge people by the colour of their tegument. their category. gender. or gender. with all of this. there are still groups who refuse to take off their winkers. Ladies and Gentleman. now there is a stating that has been with us for a long clip. but what does it truly intend and where did it come from? Let’s start with the ladies as we all have been known to make in the century we live in today to ever let ladies to be foremost. The term ladies could intend many different things to many different civilizations so let’s acquire the 1 that is chiefly recognized by all. There are legion definitions of a lady and I am certain that we all have varied sentiments of what a lady is. but here is a few from the lexicon. â€Å"Chiefly British A general feminine rubric of aristocracy and other rank. specifically. Used as the rubric for the married woman or widow of a knight or Bart. Used as a signifier of reference for a marchioness. countess. viscounts. baroness. or baronets’ . Used as a signifier of reference for the married woman or widow of a baron. Used as a courtesy rubric for the girl of a duke. a Marquis. or an Earl. Used as a courtesy rubric for the married woman of a younger boy of a duke or marquis† ( Ladies. n. . ) . To discourse gentleman. as in mention to ladies is an wholly different subject but closely related. However to divide them is about UN heard of in this society we live in today. The author here feels it of necessity to come up with a definition of what is a gentleman where did this term semen from. The definition of what the dictionary provinces is: . A adult male of soft or baronial birth or superior societal place: â€Å"He’s excessively much a gentleman to be a scholar† . Used as a signifier of reference for a group of work forces ( gentleman. n. . ) . Now we have a general thought of what a Ladies and a gentleman Are. let’s put them together to acquire a better apprehension of â€Å"Ladies and Gentleman† . To take a expression at them separately is one facet to see but let’s expression at what a well rounded individual is first and first prior to going a Lady or a gentleman. I’Uomo Universal Literally. â€Å"universal Man† a ego reliant. multitalented. freethinking single â€Å" ( Sayre H 2008-2012 ) . From the art work to the poesy of art and even the given doctrine that was all merely a cultural portion of turning with the ages was known to do Ladies and gentleman and chiefly a humanist in all signifiers of the century. It was certain beliefs and attitudes to assist do people what is universally known every bit good rounded. However the importance from instruction to cultural patterns from doctrine made them who they were and their pattern of going ladies and gentleman. In a study conducted I was able to canvass 10 people and from vary ages and backgrounds. Although they all had varies sentiments on what a lady and what a gentleman is. It was a small redundant on what the ladies had to state refering their definitions. and what the work forces had in their responses. The simple fact from the ladies side was largely about the frock of a lady and how they carried themselves in public. However on the men’s side of the scenario it was largely about them being of a maternal inherent aptitude. and idiosyncrasies of a lady one being polite. sincere and affably whole. However when it came to the Gentleman portion of this study it was all about holding nice employment and being a good supplier. and one time once more a good male parent figure. Funny as it seems this was from both the male and the female’s sentiment. My age bracket was from one. my boy who is 20 one. to my neighbour who is in their 1960ss. The ladies were a adult female in their mid mid-twentiess to my female parent in her late 1970ss. Their careers were that of fabrication to one of a professional adult female a instructor. However it was an interesting fact when I asked these inquiries to my miss who was brought up good as she calls it bluish blood. or if you will high society and her idea’s and experiences being brought up to be a lady. The fact that she was taught to courtesy in her early old ages and to hold proper idiosyncrasies of that type of upbringing to be able to be presented to other able blue blooded work forces at 18 for a possible mate to guarantee of proper engendering from their lineage was slightly a brainsick response to my inquiries on being a lady or a gentleman. Therefore to some things up and to propose whether or non I agree with Castiglione and his descriptions of a adult female and that of a adult male or should we state a lady and a gentleman? To be or non to be the existent inquiry. a adult female. lady or adult male or gentleman. Therefore I will portion my sentiments on the positives. I see fit and the negatives that I believe could be harmful to 1s general character. To be born out of aristocracy would be an amazing trade but when and where we were born and the freedom of pick in our upbringing is one I am a small half and half on if that makes sense. in other words I do believe it is fantastic to be born with your parents and holding them portion of your life to assist steer you. and to forestall mistakes in their civilization to assist do you a good rounded individual. However to experience that a judgement is made upon you from whose household you were born into and how you were to dress and what reactions one would hold towards you because of your aristocracy at birth and being told you believe this manner or that manner I feel is incorrect. Therefore to be judgmental of the tegument the frock and down to the linguistic communication and how it is spoken to others and to hold their worthiness by a person’s size is a small implausible but possibly in that century the judgement rang true of a person’s actions be it male or female. To be a lady who plucks eyebrows or pulverizations their face. or to be a motiveless adult females to honest work forces or I believe the proper term here is prostitute. Work force of good position and construct for contending wars or one whom is of a cowardice nature. but what of those work forces who categorically merely did non mensurate up to the criterions of a combatant for wars. In our society today we are slightly powerless of what our physical stature is to go and hence about impossible to state what we will go and certainly plays an of import function in the attitude towards that.

Angelas Ashes Comparative Commentary Essay Example for Free

Angela’s Ashes Comparative Commentary Essay Although these two passages taken from the memoirs; Angela’s Ashes by Frank McCourt and Catcher in the Rye by J. D. Sallinger, are similar to each other in some aspects, such as mood, perceptions and attitudes towards death etc., their society, culture, and their ages make the contrast between their styles. In the passage from Catcher in the Rye, we see the 17-years-old Holden going to his brother Allie’s grave. From his comments about his brother’s death, we start to interpret his immature and irreverent character. â€Å"I know it’s only his body and all that’s in the cemetery, and his soul’s in Heaven and all that crap†¦Ã¢â‚¬  On the other hand, just like Frank McCourt’s, Holden’s anger, sadness and resentment is seen by his mood and tone. The 5-years-old little Frankie is already witness to his sister Margaret’s death, and now he losts his little brother Oliver. In this scene, where Oliver is buried in the graveyard, Frankie tries to understand the things around him with his childish curiosity and responses. â€Å"I did not want to leave Oliver with them. I threw a rock at a jackdaw that waddled over toward Oliver’s grave.† Nevertheless, although his age, Holden’s inability to come to terms with his brother’s death makes him angry and resentful. â€Å"All the visitors could get in their cars and turn on their radios and all and then go someplace nice for dinner – everybody except Allie. I couldn’t stand it.† There are some hints in the passages which suggest about the culture, societies and time the two memoirs took place. Holden says â€Å"the visitors could get in their cars and turn on their radios and all and then go someplace nice for dinner†¦Ã¢â‚¬ , whereas Frankie says â€Å"we rode to the hospital in a carriage with a horse† and â€Å"My mother and Aunt Aggie cried, Grandma looked angry, Dad, Uncle Pa Keating, and Uncle Pat Sheehan looked sad but did not cry and I thought that if you’re a mean you can cry only when you have the black stuff that is called the pint.† The â€Å"carriage with a horse† and the people â€Å"running like hell over to their cars† â€Å"and turn on their radios† show us that the scene from Angela’s Ashes took place many years before Catcher in the Rye. Moreover, with Frankie’s childish comment about his family, the men in his family appear as drinkers; this suggests about the Irish culture which all men are drinkers. The same comment also clearly shows us the difference between women and men in their culture. We also see that the two characters’ families and societies are Christian, and believe in the life after death. Holden says â€Å"I know it’s only his body and all that’s in the cemetery, and his soul’s in Heaven and all that crap, but I couldn’t stand it anyway.† On the other hand Frankie explains, â€Å"Dad said I shouldn’t throw rocks at jackdaws, they might be somebody’s soul. I didn’t know what a soul was but I didn’t ask him because I didn’t care.† Their perception towards religion is the same; they both believe in what is taught to them, but in both cases the characters’ sadness and anger are much greater then their religion now, when they lost their brothers whom they love and were connected so much. â€Å"I wish he wasn’t there. You didn’t know him. If you’d known him, you’d know what I mean.† â€Å"Oliver was dead and I hated jackdaws.† Both Frankie and Holden are alone with their thoughts and feelings; they cannot share them with anyone. Holden is too immature and powerless to face his brother’s death and Frankie’s parents wouldn’t answer his question marks about death. The two narrative characters cannot talk about or express their sorrow, they have to keep it inside and divert it into anger and hate of other things or people around them. â€Å"I’d be a man someday and I’d come with a bag of rocks and I’d leave the graveyard littered with dead jackdaws.† â€Å"All the visitors in the cemetery started running like hell over to their cars. That’s what nearly drove me crazy.† Hence the two characters need to heal theirselves by something else; writing. Angela’s Ashes Comparative Commentary. (2017, Aug 22). We have essays on the following topics that may be of interest to you

Arizona Real Estate Market Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Arizona Real Estate Market - Research Paper Example The U.S. is still struggling to recover from this crisis to date. Despite the crash, Arizona is reported to have had one of the best recoveries from the crash throughout the U.S. This paper analyzes the causes of Arizona’s real estate market crash. It will also describe why Arizona is having one of the best recoveries of the real estate market in the U.S. The crash of Arizona’s real estate market was caused by a number of factors according to a study. Firstly, economists argue that the crash was caused by poor lending practices that the adopted by lenders just before the crash. In this regard, banks are reported to have lent a lot of money to mortgagers without taking into account their ability to repay the loans. As a result, when the economy of the country started declining, many mortgage owners began experiencing difficulties repaying the loans and the mortgage interests resulting in default. Consequently, since there were no enough homebuyers in the market, prices of homes in Arizona dropped to an all time low leading to the crash (Vannutini Par. 3). The crash was also caused by speculative buying rather than sheltering. A research conducted by the National association of Realtors found out that about 23 percent of homebuyers only do so for investment purposes while about 13 percent of those surveyed identified their buying for vacation, which in itself signifies speculation. A research indicated that a majority of homebuyers from Arizona real estate market bought their houses at low interest adjustable rates with the intention of keeping their costs as low as possible then sold them at higher prices for profit. With speculation, buyers kept off the market when prices are high and making purchases when prices are low. The more the speculation continued the more the market prices declined leading to crash of the market (DeGrace Par.5). Low interest rate is also cited as the leading cause of the Arizona real

How Does The Concept Of Children's Rights Influence The Work Of Essay

How Does The Concept Of Children's Rights Influence The Work Of International Agencies And Development NGOs - Essay Example d other circumstances that are dangerous, which ultimately is resulting in the violation of the children’s rights and regulations made by the government. It is worth mentioning in this context that the government has taken certain initiatives which include the rescue measures, rehabilitation and active participation measures concerning children’s rights protection. The reports published concerning children’s rights violation usually cover the aspect of infant mortality, malnutrition and issues with regard to education where the other important issues usually remained unaddressed (UNICEF, 2006). With reference to the current day context, these factors can be apparently observed to influence and direct the working of international agencies such as World Trade Organisation (WTO), International Monetary Fund (IMF) and ECPAT among others. For instance, WTO, in its international operations has been regularly reviewing the progress in various countries with regard to th eir performances in protecting and promoting the rights of the children as per the principle guidelines mentioned in the agreements and trade policies. For instance, in its recent policies WTO has been focused on enforcing rigid norms to ban any product or services produced through the engagement of child labour. Where on one hand such norms and policy measures have been encouraged on social and ethical grounds, on the basis of economic concerns, the measures have also been criticised. For instance, it has often been argued and researched that child labour is a major concern identified in poor economic regions. It is often regarded as a consequence of poverty wherein minors of the family are sent to work and earn their livelihood. In such areas, such restrictions on child labour as imposed by the WTO... This paper approves that the rights of the children include the provision with respect to the standard of living, educational benefits, health care and recreational facilities. Additionally, the rights to protection act with respect to the children’s developmental needs majorly include their right to protection against abuse, discrimination and exploitation. The rights to participation further include the child’s freedom to participate in activities and programmes irrespective of cultural divergences and family or ethnic backgrounds. It is worth mentioning in this context that the provisions for rules and regulations as well rights are framed to protect the social, economic and environmental rights of the children in the worldwide context. This report makes a conclusion that with reference to the above discussion, it can be observed with regards to the development and protection of the rights of the children that international agencies and NGOs play a vital role towards minimising the issues related with children’s rights. As a matter of fact, child exploitation rates have increased in the modern day context. Consequently, the activities and measures with respect to the protection of the children’s rights have been implemented by NGOs as well as the international agencies. The different programmes such as The Focal Point and the Liaison Unit help and provide information to the international, regional and the national level organisations as well as the other events organisers with respect to the rights and provisions framed against the exploitation of the children.

Current Issues in the Persian Gulf Essay Example | Topics and Well Written Essays - 750 words

Current Issues in the Persian Gulf - Essay Example In addition, it has restricted outside access, built an airstrip and increased military presence on the island. Challenges that make gulf to be a troubled region is not a recent development, neither is it news for the Washingtoni. The vast oil reserves in the region make the balance of power in the gulf a concern for US policy makers. The US has been constantly involved in the gulf region, and this is consistent with the western security policy. Since the end of World War 2, US has ensured that gulf region gains stability and access to oil preservation increasesii. Washington policies in the gulf are not for US to gain access to water, but indeed ensure that there is stability of the oil market in the region. This is because oil shocks might negatively affect oil prices in the US. Geopolitics and energy security are not only the factors that engage US in the Gulf region. The American quest for ensuring stability in energy prices has been influenced by ideological considerations on the nature of US power. During the cold war, US strategy was to fight communism that was advocated by the Soviet Union. The collapse of communism in the gulf and end of soviet threat made the US reassess their strategies. The major concern of the US and other international communities in the Gulf is to ensure there is stability and security. This will reduce risk in energy markets around the world and encourage investors to invest in this regioniii. US and Iran relation is a step in the right direction as there will be international supervision of nuclear program, and in turn sanction in Iran will be uplifted. This will increase the living standards in the region and ensure there is stability in the region. This relation is an import step where dialogue is used instead of deploying troops in the region. Deploying troops in the Gulf region will certainly increase risk than reduces these risks. Iran

Community Development and Globalization Essay Example | Topics and Well Written Essays - 2500 words

Community Development and Globalization - Essay Example In this way benefits are said to trickle down into the various communities. Yet, the disadvantages of globalization can have a profound impact, distorting labor and financial markets in host countries and causing undesirable changes in traditional communities (Serano 2005). The negative aspects of globalization appear to overpower the positive. Globalization, as argued by Serrano (2005) can result in adverse effects like world poverty, a greater divide between rich and poor countries, increased inequities of income within economies, discontent leading to conflict, international crime, loss of biodiversity, global warming and loss of community values. Community development, which aims to improve communities, often works in opposition of globalization by frequently adopting a bottom up approach. Community development in this sense is based on the perception of meeting the requirements of individuals who belong to a certain geographical space and have common interests and therefore, fun ctionally, require common physical and human services (Fulcher, 1989). Prior to 1910 the concept of 'community' rarely appeared in the literature, the first identifiable social definition was constructed by C. J. Galpin in 1915. It related to rural communities in terms of the trade and service areas surrounding a central village (Harper and Dunham 1959 cited in Smith 2002). As a result various definitions of community followed, focusing on concepts of geographical area, groups of people in a particular location and sharing interests. According to Frazer cited in Smith (2002) community can be conceptualized as a value incorporating a number of elements, such as, trust, commitment, solidarity, mutuality and fraternity. Community can also be approached as a descriptive category or as a set of variables, however, in reality the two are interconnected and cannot be separated (Frazer 2000 cited in Smith 2002). This is exemplified in the concepts of communities of place (Barnett and Cavanagh, 1994, cited in Serrano, 2005) and communities of interest (Fulcher, 1989) sharing common defining characteristics. For example there can be an academic community or a Muslim community in which identity is the crucial social relationship. In this sense, communities are not limited geographical boundaries. The increase of international exchange brought on by globalization has given rise to specific social communities in most multi-cultural countries. For example, Chinese communities in Toronto or Indian communities in Sydney are both "communities of place" and "communities of interest" (Serrano, 2005). The broader term, "community of interest", has also undergone various changes with the evolution of globalization. Originally based on the sharing of common identities, affinities, concerns and purposes, and a sense of belonging to a common economic, social and political environment, the concept now includes geography and interests as defining characteristics (Fulcher, 1989). Recently this conceptualization of community has developed to incorporate

Evaluate Rival Views On the Cultural Implications of Globalization Essay

Evaluate Rival Views On the Cultural Implications of Globalization - Essay Example This paper stresses that globalization has intensified the economic competition among the developed nations of the world and to increase this competitiveness, they have come to adopt policies aimed at influencing other countries to adopt their cultures so that they can be able to find markets for their products. Advertisements promoting the western way of life have come up all over the world, and many educated youths have been influenced by them. Nowadays, it has become a trend for the youth to adopt aspects of the west culture stating that their own cultures are either backward or archaic. This report makes a conclusion that globalization has come to have a profound influence on the cultures of many people in the world, and this influence has been both positive and negative. In certain regions, it can be said to be a blessing to those cultures which it has come to influence, because it has not only enriched these cultures, but it has also ensured that some of their characteristics have been spread all over the world. However, it has also been noted that globalization has led to the erosion and near extinction of some cultures and these have come to be replaced with the dominant western culture, which is the driving force behind globalization. One would even go as far as to suggest that globalization is a force which is inevitably going to destroy other cultures, and if not, it will change these cultures beyond recognition. It is an irresistible force of cultural change which cannot be stopped without the isolation of other cultures from the globalised, western one.

Current Issues in the Persian Gulf Essay Example | Topics and Well Written Essays - 750 words

Current Issues in the Persian Gulf - Essay Example In addition, it has restricted outside access, built an airstrip and increased military presence on the island. Challenges that make gulf to be a troubled region is not a recent development, neither is it news for the Washingtoni. The vast oil reserves in the region make the balance of power in the gulf a concern for US policy makers. The US has been constantly involved in the gulf region, and this is consistent with the western security policy. Since the end of World War 2, US has ensured that gulf region gains stability and access to oil preservation increasesii. Washington policies in the gulf are not for US to gain access to water, but indeed ensure that there is stability of the oil market in the region. This is because oil shocks might negatively affect oil prices in the US. Geopolitics and energy security are not only the factors that engage US in the Gulf region. The American quest for ensuring stability in energy prices has been influenced by ideological considerations on the nature of US power. During the cold war, US strategy was to fight communism that was advocated by the Soviet Union. The collapse of communism in the gulf and end of soviet threat made the US reassess their strategies. The major concern of the US and other international communities in the Gulf is to ensure there is stability and security. This will reduce risk in energy markets around the world and encourage investors to invest in this regioniii. US and Iran relation is a step in the right direction as there will be international supervision of nuclear program, and in turn sanction in Iran will be uplifted. This will increase the living standards in the region and ensure there is stability in the region. This relation is an import step where dialogue is used instead of deploying troops in the region. Deploying troops in the Gulf region will certainly increase risk than reduces these risks. Iran

Evaluate Rival Views On the Cultural Implications of Globalization Essay

Evaluate Rival Views On the Cultural Implications of Globalization - Essay Example This paper stresses that globalization has intensified the economic competition among the developed nations of the world and to increase this competitiveness, they have come to adopt policies aimed at influencing other countries to adopt their cultures so that they can be able to find markets for their products. Advertisements promoting the western way of life have come up all over the world, and many educated youths have been influenced by them. Nowadays, it has become a trend for the youth to adopt aspects of the west culture stating that their own cultures are either backward or archaic. This report makes a conclusion that globalization has come to have a profound influence on the cultures of many people in the world, and this influence has been both positive and negative. In certain regions, it can be said to be a blessing to those cultures which it has come to influence, because it has not only enriched these cultures, but it has also ensured that some of their characteristics have been spread all over the world. However, it has also been noted that globalization has led to the erosion and near extinction of some cultures and these have come to be replaced with the dominant western culture, which is the driving force behind globalization. One would even go as far as to suggest that globalization is a force which is inevitably going to destroy other cultures, and if not, it will change these cultures beyond recognition. It is an irresistible force of cultural change which cannot be stopped without the isolation of other cultures from the globalised, western one.

Religious Believers Understand More Essay Example for Free

Religious Believers Understand More Essay To discuss this statement first we must look at the definition of understanding. Religious believers and scientists would probably differ in their definitions and therefore disagree from the beginning. A religious person would perhaps say that understanding the world means knowing how to be a good person, how to live a good life and fulfill Gods plan. A scientist would probably disagree, saying that understanding the world is having a wide knowledge and good comprehension of how the world works including theories like evolution and understanding why and how things occur. Another slight problem with this statement is its implication that one cannot be a religious believer and a scientist when in fact there are many religious scientists who seem to have science and religion existing harmoniously in their lives. If we are defining understanding as understanding how to live a good life, then I believe that the Bible and Religious Believers do understand more about the world than Scientists do. Religious Believers have a better understanding of how the universe and mans place in it was set up, but its hard for people to understand correctly because its not in scientific terms, its in myths and metaphors. You cant see it with our available scientific instruments, its something you experience. Religious Believers have direct guidance from their Holy texts, e.g. for the Jewish faith, the Torah on how to live their life. They are taught, by the Ten Commandments, that they are not to steal, not to commit adultery and not to murder. One criticism of scientists is that a number of assumption are made to give parameters to an experiment. Also perception can be fallible, as we expect to see things, so we see them. We don’t expect to see them, so we miss them out. In response to this, in the parable the invisible gardener; where the religious believer trusts that the gardener came but couldn’t be seen and the other (scientist) believing that there couldn’t be a gardener because there was no empirical evidence of this. This shows that even though there was no evidence of the gardener or God they still hold a belief, whereas the scientist had to be proven. Some claim that believers only want hope. Religious Believers hope for the return of their â€Å"invisible gardener†, while New Atheists (Richard Dawkins and his followers) have no expectations of a new life after death, thereforelive their lives without fear of an almighty God smiting them down. In this situation, one could argue that the Religious Believer is playing it safe, however they still understand the world better, in many cases they see it as an almighty being’s creation. In conclusion, I believe that, although Scientists have proof of the age of the earth, and that they have proven many facts of the Earth, They do not have as good guidance as Religious Believers do on understanding life.

The Term Dalit Literature English Literature Essay

The Term Dalit Literature English Literature Essay Fortunately I read the novel Untouchable by Mulk Raj Anand and the novel Thottiyude Makan by Thakazhy Sivasankara Pillai. I realize that the two works have some kind of similarities. On the basis of this idea, I read some of the novels of Mulk Raj Anand and Thakazhy Sivasankara Pillai. It leads to me an interest to study this topic. Mulk Raj Anand and Thakazhy Sivasankara Pillali are the two famous novelist displays his deep understanding of the pathos and tragedy in the life of the social under dogs in India. So these two novelists have historically import ants in Indian literature. Indian freedom struggle and Nationalist movement has got good results through the works of these writers. Mulk Raj Anand is an anglo Indian novelist. Most of the readers were read the original translated works of him. So he was familiar with all of them Thakazhy Sivasankara Pillai is known as the story writer of Kuttanad; .He wrote about women, dalit and environment. DALIT LITERATURE Dalit literature is the literature of the Dalits, by the Dalits and for the Dalits. Dalit(oppressed or broken) is not a new word. Apparently it was used in the 1930s as a Hindi and Marathi translation of depressed classes a term the British used for what are now called the scheduled castes. In 1970s the Dalit Panthers revived the term and expanded its reference to include scheduled tribes, poor peasants, women and all those being exploited politically, economically and in the name of religion. So Dalit is not caste. It is a symbol of change and revolution. The term Dalit literature can into use in 1958, when the first conference of Maharashtra Dalit Sahitya Sangha (Maharashtra Dalit Literature Society). Dalit literature is an important stream of Indian writing in English and other languages of India. It is literature about the oppressed classes and caste of India. A tradition of Dalit writing can be traced to eleventh century writer Cekkilar [Periyapuranam]. Modern Dalit writings are founded on the works and ideological insights of Ambedkar, the chief architect of the constitution of India. Dalit writing is in reparably tied to dalit liberation movements in various parts of India. This category of literature become a significant presents in the 1960s in Marathi literature and later in Hindi, Tamil and Malayalam as well as English poems, short stories, novels besides autobiographies from the major genres of Dalit expression. These writings formed a collective voice that questioned through articulation of their social reality the kind of writings that made them in visible or distorted their identity. Traditionally Dalits were considered to be beyond the pale of varna or caste system. They were originally considered as panchama or the fifth group beyond the fourfold division of Indian people. They were not allowed to let their shadow full upon a non- Dalit caste member and they were required the sweep the ground. Where they walked to remove the contamination of their foot full. Dalit were forbidden to worship in temple or draw water from the same wells as caste Hindus and they usually lived in segregated neighborhood outside the main village. In the Indian country side, the Dalit villages are usually a separate enclave a kilometer or so outside the main village where the other Hindu caste resides. Some upper caste Hindus did warm to Dalits and Hindu priests demoted to low caste- rank. An example of the latter was Dnyaneshawar, who was excommunicated into Dalit status in the 13th century but continued to compose the Dnyaneshwari, a commentary on the Bhagavad gita. Eknath another excommunicated Brahmin, fought for the right of untouchable during the Bhakti period. Historical examples of Dalit priest include chokhamela in the 14th centuary. Who was Indias first rewarded Dalit poet. The declaration by princely states of Kerala between 1936 and 1947 that temples were opened to all Hindus went a long way towards ending the system of UN touch ability in Kerala. According to Kerala tradition the Dalits were focused to maintain at distance of 96 feet from Namboothiries, 64 feet from Nairs and 48 feet from other upper caste, as they were thought to pollute them. Many similar castes collective with different caste names grouped under the umbrella terms Nair and Ezhava and consolidated their power, Dalits remained fragmented as castes and sub castes. At a large stage in Keralas history, the elite communities and casts which had earlier consolidated their position through identity politics transformed their accumulated energies into nation building politics and class politics. The elite classes to promote their own martial and cultural bi as an empowerment they saw as their birth right. Malayalam, Accepted by many scholars to have evolved from Tamil roughly in the 9th century has a history of writing that dates back to the 12th century. The aesthetics of Malayalam literature have been over determined by the literary traditions of Sanskrit. Which include sruthi (cosmic, subliminal communication) Smrithi (remembered literature, secondary texts), and epics and legends (ithihasa purana tradition). Beginning with Kunthalatha said to be the first written novel in Malayalam. Process continued without much difference in perspective. In these works, Hindu spirituality was embraced as the sole solution to the complexity of human existence, there by ignoring a dynamic and productive life- world. It was the pain of this group on which the upper- caste Hindu world of leisure was based. The literature produced by upper caste novelists was the by-product of a lethargic lifestyle, far removed from the world of sweat and toil which supported it. Culturally and epistle mologically fo cused on concepts like moksha, nirvriti and anubhooti [spiritual liberation, Fulfillment and Sensual ecstasy]. It is easy to see that dominant literary tradition of the period known as manipravalam had its Focus Solely on Sexuality and Self indulgence and was in tune with the luxurious lifestyle of the upper caste of the time, in Kerala. Any movement away from the centre that the grand is obligated to make creates a space and platform for the birth of the little. From the 1990s onwards the Malayalam literary scenario has seen celebrations of the differing and plural voices of the historically marginalized, oppressed, and unrepresented. This not only includes the Dalit discourse but other silenced groups- feminists, environmentalists and religious and sexual minorities. One of the characteristic features of emerged and emerging discourses is its tension with the national imagination. Hence, they seek alliance and constellations with the transnational micro, and the local. Any new movement has to pass through three phases: ridicule, resistance and acceptance. Dalit literature in the world has fast-forwarded to the third phrase and is beginning to provide the color and power that only people who live close to the earth can express. The earliest known historical people to have rejected the caste system were Gautama Budha and Mahavera their teaching eventually became independent religions called Bhuddism and Jainism. The earliest known reformations with in Hinduism happen during the medieval period when the Bhakti movements actively encouraged the participation and inclusion of Dalits, in the 19th century. The Bhrahma samaj, Arya samaj, and Ramakrishna mission actively participated in the emancipation of Dalits. While there always have been segregated places for dalits to worship, the first upper-caste temple to openly welcome Dalits to their fold was the Laxmi narayan temple in wardha in the year 1928. Even before Ambedkar, Ayyankali, the leader of the Sadhujana Movement, realized that the leader of the social justice was freedom. Ayyankalis politics was about the emancipation of all the oppressed people and a radical Trans formation at the whole of society. Sadhujanans formulated by Ayyankali, was the coceptualisation of the broken people (Dalits) locating them as the agents of history, as the production of material wealth. In the context of traditional Hindu society, Dalit status has often been historically associated with occupation regarded as radically impure, such as any involving leather work, butchering or removal of rubbish, animal carcasses and waste. Dalit worked as manual laborers clean in street, latrines and sewers. Encasing in these activities was considered to be considered contagious and banned from full participation in Hindu social life. For example they could not enter the temple nota school, and were required for stay outside the village. Since 19050, India has enacted and implemented many laws and social activities to protect and improve the socio economics condition of its Dalit population by 1795, of all job in India. India democratically elected K.R.Narayan, a dalit, as the nations president. Today there is no such practice like UN touch ability; it is observance is criminal offence. However educational opportunities to Dalits in Kerala remain limited. REPRESENTATION OF DALIT IN THE NOVELS OF MULK RAJ ANAND Mulk Raj Anand (December 12,1905-september 28,2004) was an Indian writer in English, notable for his depiction of the lives of the poorer castes in traditional Indian society. One of the pioneers of Indo-Anglican fiction, he, together with R.K. Narayanan, was one of the first India-based writers in English to gain an international readership. Born in Peshawar, he studied at Khals a college, Amritsar, before moving to England where he at tended university college London as an undergraduate and later Cambridge university, graduating with a Ph D in 1929. During this time he forged friendships with members of the Bloomsbury Group. He spent some time in Geneva, lecturing at the League of Nations school of intellectual cooperation. Anads literary career was launched by family tragedy, instigated by the rigidity of the caste system. His first prose essay was a response to the suicide of an aunt, who had been excommunicated by his family for sharing a meal with a Muslim. His first main novel , untouchable, published in 1935, was a chilling expose of the day- to-day life of a member of Indias untouchable caste. It is the story of a single day in the life of Bakha, a toilet-cleaner, who accidentally bumps in to a member of a higher caste. Bakha searches for a save to the tragedy of the destiny into which he was born, talking with a Christian missionary, listening to a speech about UN touch ability by Mahatma Gandhi and a subsequent conversation by two educated Indians, but by the end of the book Anad suggest that it is technology, in the form of the newly introduced flush toilet that may be his savior by eliminating the need for a caste of toilet cleaners. This simple book, which captured the puissance of the Punjabi and Hindi idiom in English, was widely acclaimed and Anad won the reputation of being Indias Charles Dickes. The introduction was written by his friend, E.M.Forster, whom he met while working on T.S.Eliots magazine criterion. In if forst working on T.S.Eliots magazine criterion. In it forester writes avoiding rhetoric and circumlocution, it has gone straight to the heart of its subject and purified it inevitable, Anand, who spent half his time in London and half in India, was drawn to the India independence movement. At the same time, he also supported freedom elsewhere around the globe and even travelled to Spain to volunteer in the Spanish civil war. He spent world war all working as a scriptwriter for the BBC in London, where he becomes a friend of George Orwell. Anand returned to India in 1946, and continued with his prodigious literary output there. His work includes poetry and essay on a wide range of subjects, as well as autobiographies and novels. Prominent among his novels are The koolie() the village(1939), Across the Black waters (1940), the sword and sickle(1942), all written in England, and The private life of an Indian prince (10953), perhaps the most important of his works Witten in India. He also founded a literary magaz ine, Mary, and taught in various universities. During the 1970s, he worked with the international progress organization (I.p.o) on the issue of cultural self- comprehension of nations. He died in pune. In touchable is in the first novel of Mulk Raj Anand. He is a progressive writer for whom the novel takes the form of crusade against the evils of the society. He has his sympathies with the depressed and the underdog. Untouchable follows a day in the life of Bakha, an 18 year old Bhagi boy. The fictional story set in the outcastes colony outside of an unnamed town during the British occupation. The story is narrated by Bakha who is a hard working boy who never disobeys his father despite his repugnance for his and his life style Baktha had worked in the barracks of a British regiment and, had been caught by the glamour of the white mans life. Bakha to imitate the tommies was through Fushun, education and he becomes disgusted with the filth of his brother. Bhangies are the lowest of the low caste and they are given the job of cleaning the latrines and sweeping the streets. The dirty nature of the Bhangis work fathers the view of them as impure. However they all unable to maintain good hygiene because they all unable to maintain good hygiene because they are not allowed to access the local well, as there use would render it impure, untouchable are not allowed to access the local well, as there use would render it impure. Untouchables are not allowed to see the inside of the temple for purity reasons. While Bakha was peering through the window he was interrupted by the priest shouting, Polluted! Polluted! . Soon a crowd had gathered and they all berated Dakha saying they would need to perform a purification ceremony row. Get off the steps you scavenger! Off with you! Have defiled our whole service! shouted the crossed. Bahka randown to the country yard where hissister was waiting. Here he got a shock as the priest claimed, I have been de filed by contact. This is an example of the hypocrisy of the other castes in their attitude towards the untouchables. The higher castes view them as impure and make them do all the menial labor, yet they all not adverse to sexual relations with them. It seems the idea of impurity is only there to when it suits the higher castes desires. Bakha searches for a salve to the tragedy of the destiny into which he was born, talking with a Christian missionary, listening to a speech about untouchability by Mahatma Gandhi and a subsequent conversation by two educated Indians, but by the end of the book Anand suggests that it is technology, in the form of the newly introduced flush toilet that may be his savoir by eliminating the need for a caste of toilet cleaners. Bakba is the able bodied son of Lakha, the jamadar of all the sweepers in the town of Bulandshahr. He is made to represent the untouchable section of the society; he is no ordinary sckenger, who is rude, uncouth and unclean. Bakha is representative of the oppressed untouchable caste. We have sympathy for his suffering as he meets with unjust treatment at the hands of the upper caste. He has strong desire to get education. He cannot seek admission in a school because untouchables are not admitted there so he pays oneamma per lesson to two upper caste boys to teach him. It is for his suffering that he is attracted to Mahatma Gandhi and Christ. The fact that sahibs and mohammedans teat his like a human being but only the upper caste Hind us have contempt for him rankles in his mind. Bakha represents a part of the social history of India. He is a victim of social superstition of untouchability. He feels strongly against in human injustice meted out to him. But the protest of the individual is ineffective against the strength of the false morality of the established society. Hence, bakha is presented as a feeble person who is unable to translate his resentment into action. Here Bakha represents as a dalit character. The dominating society saying that they are uncivilized people. So they were tiring to civilizing that people. But there is not civilizing programs on the dalit groups. I think of education or lack of knowledge about the world is the main problem related with them. But the society cant accept, to provide education for the dalit people like Bakha. They think we are mere dirt, Because we clean their dirt, It is the word of Bakba. The aspect in which Bakha is presented offer an elucidating comment on the relations between the self and society considered in terms of untouchability. The colony is a dark, damp, UN congenial place. The thatched mud houses clustered together in two rows are utterly ill- fitted for human habilitation. In looks as through the scavengers, leather workers, washer man, barker, water- carriers and grass- cutters- all these inhabitants of the colony are subhuman non- entities huddled up together. They should be content to live in the gutter like worms only to be crushed by the superior cast people. Dalit is a distinction for a group of people traditionally regarded as untouchable. Dalits are a mixed population, consisting of numerous castes from all over the world. Like the character of Bakha, only through the education Dalits can improve their life style or change their awareness about their capacity. Untouchable may be regarded as a classic since it brings into sharp focus what has proved debilitating to Indian society in general, and Hindu society in particular, encompassing several issues affecting the condition of man not only India but also elsewhere in the world. The novel explores the possibilities of interpersonal relations between untouchables and high caste hindus considered in existential terms. However, Anand does not seem to have paid enough attention to one profound aspect of the situation in untouchable, that of his having to reckon with a kind of double consciousness, that is, the sense of the untouchable looking at himself through the eyes of the eye caste Hindus-of measuring ones soul by the tape of a world that looks on in contempt and pity which is bound to give rise to disastrous division within the self. Bakhas predicament would have been all the more meaning full if the growth in his awareness which is sought to be plotted by the novel had been rendered mor e explicit through a probing of this psyche. Coolie is the story of Munoo, a hill by who by a quick of fate is made to leave his idyllic village in the Kangra valley. In search of a means of livelihood and with a naÃÆ' ¯ve dream of seeing a better world. The first contact with reality shatters the innocent aspiration of this orphan boy. His fist employer is minor bank clerk, a powerful caricature of an Indian subordinate driven by an inordinate desire for pleasing his colonial bosses inorder to become an object of their favour. Munoo falls four of an overbearing and ignorant house wife and finally flees her some in a bid to be free from her ill- treatment and taunts. He next finds himself in a primitive pickle and jam factory hidden away among the reeking lanes and dark alleys of the feudal town of daulatpur. The proprietor who has befriended his suddenly finds himself bankrupt because of his partners devious practices and is hurled bank into the rank of the laborers from whence he had sought to rise. Out on the street again ,Munoo becomes a coolies for a chance to serve as a beast of burden. An elephant-driver whom he meets accidently comes to his rescue by giving him a free ride as a stowaway in a train to Bombay. In Bombay he seeks refuge in the family of a poor vagrant and becomes a worker in a cotton mill. It is working in appalling conditions and livings in most fun sanitary environment are absolutely heartrending. He is exposed to a new world of friends and foes, of cut-throat competition and treachery, of the lewd spectacle of vice and depravity of the red light district and of the communal fires enkindled and fed by an irate factory boss to break an impending strike. Finally Munoo is knocked down by the car of an Anglo- Indian woman who takes his to Simla as her servant. Here he died of tuberculosis which was aggravated by his having to pull the rick show for his mistress. The boy is only 15 years old when he succumbs to this then-much-dreaded decease bought on by under- nourishment. There are only two kinds of people in the world: the rich and poorà ¢Ã¢â€š ¬Ã‚ ¦ and between the two there is no connection. The present chapter attempts to focus attention on those of Anads novels which have for their theme another evil of no less magnitude- the system of class. Though class- consciousness is inseparable from caste- consciousness. This canker of class system often results in the segregation and subjugation of thousands of people into perpetual misery and eventual extinction. Class has certainly proved more divisive than caste Indian society because it is able to affect every section of the society at the economic, cultural and political levels. The novel Koolie Munnu is a dalit character apart from the Bakha in untouchable. Coolie perspectives a class- ridden society based on cash nexus which proves to be a more complicated and devious world than that one governed by asterism. In this world the underdog, the coolie in this case, though apparently free, is subject to more rigidity and deprivation unlike the sweeper who is assured of this place in the society because of the indispensability of his work. The coolie, ruthlessly exploited and eternally indebted, has no such assuranceor certitude and likes under the perpetual threat of (osing his job.) it is no wonder therefore that Munoo in coolie drifting form place to place for himself in society. What is brought out is a disturbing picture of a harassed underdog, a helpless victim of oppressive forces and a sport of a quixotic destin. He symbolizes the disinherited and the dispossessed of the earth whose tragic life indicates mans inhumanity to man. Coolie is veritable saga of unending pain, suffering and prolonged struggle punctuated only occasionally by brief moments of relief and hope. It presents the various experiences of Munoo at the hand of different Coolie is a veritable saga of unending pain, suffering and prolonged struggle punctuated only occasionally by brief moments of relief and hope. It presents the various experiences of Munoo at the hand of different exploiters in four different places. Thus it is only the exploiters that change: the exploited remains the same. It is same in the case of dalit people the exploiters that change they are the elect class and wealthy people the exploited remains the dalit. Mulk Raj Anands prominent among his novels are the village (1939), Across the Black waters. The road and the sword and the sickle are undoubtedly project a lively image of India. REPRESENTATION OF DALIT IN THE NOVELS OF THAKAZHY Thakazhy Sivasankara Pillai (17 April 1912- 10 April 1999) was a novelist and short storywriter of Malayalam language. He is popularly known as Thakazhy, after his place of birth. He was born in the village of Thakazh, in Kuttand, Alapuzha district of Kerala; he started to write stories when he was a schoolboy. His literary taste was nurtured by his high school headmaster Kainkkara Kumara Pillai (1900-1988).who exposed him to Indian literature. He met Kesari A Balakrishna Pillai (1889-1960) while pursuing his law studies in Tiruvananthapuram. He introduced Thakazhi to modern European literature and thought. His novels and short stories basically discussed various aspects of societies in Kerala in the Mid-20th century. He focused on the oppressed classes as the subject of his works, which are known for their attention to historic details. He has written several novels and over 600 short stories. His novel Tottiyude Makan (scavengers son, 1947) is considered a pioneer work in Malayalam realistic novel. It is about modernity challenging the rationale of the caste system, that ones profession should depend on pedigree. His political novel, Radidanagazhi (to measures, 1948) projected the evils of the feudal stem that prevailed in Kerala a ten, especially in Kuttand. The film adaptation, directed and produced by P.Subramaniam from a screenplay by Thakazhi himself, received a certificate of merit at the National Film Award in 1958. His love epic Chemmen (prawans, 1956) which was a departure from his earlier line of realism, met with immense popularity. It told a tragic love story set in the back drop of a fishing village in Alappuzha. The novel, and its film adaptation, also titled Chemmen (1965) earned him national and international fame. He was awarded Indias highest literary award, the Jnapith in 1984. He died in 10th April 1999. Chemmen is a Malayalam novel written by Thakazhi in 1956. Chemmeen tells the story of the relationship between between Karuthamma, the daughter of a Hindu fisherman, and Pareekutti, the son of a muslim wholesaler. The theme of the novel is a myth among the fisher man communities along the coastal Kerala state in the southern India. The myth is about chastity. If the married fisher women infidel when her husband was in the sea, the sea Goddess (Kadalamama) would consume him. Thakazhi made a departure from his a vowed commitment to realism as it appeared in his worie till then brought in a fish breeze of lyricism and romanticism. The novel acquires the quality of fable in which life in the fisher mans community is depicted with great emotional details. Chemmeen won the Kerala Sahitya Akademi Award Indias second highest literary prize in 1957. Chembankunjus only aim in life is to own a boat and a net. He finally succeeds in buying both with the help of Pareekutty a young muslim trader, on condition that fish hauled by the boat will be sold to him. Chembankunjus pretty daughter Karuthamma and Pareekutty love each other. Karuthamms, mother Chaki Knows about it and reminds her daughter about the life they lead within the boundaries of strict tradition. Karuthamma sacrifies her love for Pareekutty and marries Pallani, an orphan discovered by Chembankunju in the course of one of his fishing expeditions. Following the marriage, Karuthamma accompanies her husband to his village, despite her mothers sudden illness and her fathers request to stay in his fury, Chembankunju dishonest her. On acquiring a boat and a net and subsequently adding one more, Chembankunju becomes more greedy and heartless with his honesty he drives Pareekutty to bankruptcy. After the death of his wife, Chemban kunju marries Pappikkunju, the widow of the man from whom he had brought his first boat Panchami, Chembankunjus younger daughter, and leaves home to join Karuthamma has endeavored to be a good wife and moter. But scandal about her old love for Pareekutty spreads in the village. Pallaniz fiends ostracize him and refuse to take him fishing with them. By a shake of fate, Karuthamma and Pareekutty meet, one night and their old love is awakened. Palani at sea alone and baiting a shark, is caught in a huge whirlpool and is swallowed by the sea. Next morning Karuthamma and Pareekutty are also found dead hand in hand, washed ashore at a distance there lies a baited dead shark. In the novel chemmeen is the representations of Dalit literature mostly focus on Dalits such as blacks, lesbians, gays and other backward classes. Here Tahkazhi represents the Dalit people who are living in the coastal areas espeually they are known as muccuas. Mucuvas are the persons those who are living depended on seas. Sea was their Goddess. The sea gets an important role because their life is depending upon seas. As a mucuvas Karuthanna is entirely different from the other cast ladies. When analyzing the Dalit communities problems they are the vicitims of the social order. The novel chemmeen is the representation of the Dalit ladys problem. She did not get proper education and the right for anything our society considering caste as a major part to measure the value of human being. Here Karuthamma the Dalit lady physically appearing beautifully. Beauty is the one and only quality of her, lack of familiarity in the main stream of the Society badly affected her life as whole. The matters of education dont want to think the person those who are in the Dalit family. The Dalit people always working for their lively hood and earning money. They are not much aware about other developments happening in the society. Education influence the personality of ones irrespective the caste and gender. Illiterate life is the life in the dark. A human being at least should be aware about the world, how it is going on. But here the lady Karuthmma only knew her surroundings of the house . In this novel we cannot see the people from towns. The fisher mens only enjoyment is occurring when they get more fish. Their life is bound only in the sea shore. They are not much aware about they are not much aware about the other technologies and developments in the world. For example Karuthammas fathers main wish is none other that he wants to buy a boat and net of his own. That is what the major ultimate wish of that man. It shows that fishermans imitation of Dreams. For that he was ready cheat another man also. Details are often exploited by other upper class society. But here Karuthamma being exploited by her parents. If she has certain right undoubtedly she will use it. But in the case of her marriage, she did not get a life that she was intended. Unfortunately she was forced to forget the lover Pareekutty. At the same time we have to think about Pareekutty also. He has no the power and encourage to fight and make Karuthamma his own. Even in the patriarchy society Pareekutty is moving backward in the society. So definitely we can say that Dalit people are marginalising again and again. Randidangazhi is another Malayalam novel by Thakazhy Sivasankara Pillai in 1948. The novel tells the story of the cruelty meted out by feudal landlords to improvised farm laborers. It is widely regarded as one of the best political novels in the history of Malayalam literature. In 1958 a film adaptation with the same name was released. Chirutha (Miss Kumari) is the beautiful daughter of a peasant Ittitharakali. Her avaricious father wants to marry her off to the first person who can provide the penpanam or a sort of dowry system that prevailed in the community Koran and Chathan; two peasants are in love with Chiruthai. Chiruthai has a soft corner for Koran who decides to sell himself to the local land lord for a loan. Using this loan money Koran pays the penpanam and wins Chiruthas hand in marriage. A disput arises during the marriage. A landlord demand Thampran panam, a tax levied by the land lords at the time of marriage from their tenants, especially lower caste tenants. Chathan stands by Koran here. Koran and Chirutha move to the neighboring village work in the paddy fields and lead a happy life. Ouseph, the landlord here, is a cruel big of who exploits his laborers terribly Koran protests against this. He organizes the laborers and forms a union to protect their rights. For this he has to pay a huge penalty. Koran is wiped by the land lord. He turns a revolutionary, organizes protests against the land lord that also includes a strike in the fields. Koran also brings to light the shady deals of the land lord. These incidents make Koran a sort of rebel. The land lord hatches a conspiracy against Koran and the peasant leader falls into the trap. He is implicated of charges of theft. Fearing police arrest Koran flees the place. Chacko, the land lords son attempts to molest Chirutha but is foiled by timely arrival of Koran: in the ensuring struggle he strangles Chacko to death. Before Koran is arrested and sentenced to ten years rigorous imprisonment, he had a pregnant Chirutha to C hathan, his intimate friend, and who always nursed a silent love for her.