What Role Does Anonymity Play At One s Online Activities,...

What role does anonymity play in one’s online activities, and why does this matter? The rapid growth in technological innovation has brought about an increase in information via digital platforms, bridging communications all over the world from different geographical locations. This progression of virtual interactivity has enabled the possibility of anonymity, and it has deliberated continuously whether it aids or hinders society, and questions the efficacy of anonymity. One aspect of anonymity is that it is implemented in the identity of online self-representation through the discourses of general communication, cyberbullying and hacker criminality. Therefore, the character of obscurity is crucial in specific online actions and this will be analysed throughout. Anonymity acts as a different tool for every purpose, and how it impacts individuals and society in varied measures. There are consequences of invisibility, in both positive and negative aspects which tailor an indivi dual’s online portrayal. Focusing on how invisibility can be democratic and influence community building, but at the same time encourage immoral behaviour, reflects the prominence of cyberbullying and corrupt activity. In the digital sphere, it can be argued that there are no interferences or obstructions from accessing and manipulating data, ‘any identity is ours for the taking and making’ (Milestone and Meyer, 2012). An online identity is undecipherable; a true identity cannot be deduced asShow MoreRelatedGetting It On ( Line ) : Sociological Perspectives On E Dating1709 Words   |  7 Pagesarticle titled â€Å"Getting it on(line): Sociological perspectives on e-dating† written by Jo Barraket and Millsom S. Henry-Waring focused on various views of online dating in a sociological aspect. The authors argue that â€Å"further sociological consideration of the online dating phenomenon is required to: illuminate the social conditions informing these activ ities; enhance knowledge of if, and how, online technologies mediate intimate connections; and advance a critically informed understanding of the natureRead MoreSocial Media Personas vs Real-Life Behavior1519 Words   |  7 Pagespeople could easily maintain their anonymity by making multiple accounts. In fact, users can choose a false name and falsify or hide other personal and identifying details. Turkle’s (2002) theory that people under secrecy tend to express themselves more freely and sincerely than they would in a face-to-face interaction since they are not subject to the usual social rules and norms. This theory sheds insight on the problem of online interaction. Correspondingly, anonymity may also encourage people to exploreRead MoreInternet Sexual Addiction4936 Words   |  20 Pagesareas of the everyday lives of people. One area that is worthy of further study involves sexual addiction and how it is related with too much use of the Internet. Some scholars allege that sociopaths are starting to emerge online and it has been dubbed as â€Å"technological addictions†. This article looks at Internet addiction with respect to excessive sexual behavior. It includes discussions of the notion of addiction to sex and whether the entire notion is viable. This will be achieved through the assessmentRead MoreThe Effect of Social Media on Relationships1718 Words   |  7 Pagesindicating that 24% of respondents Ã¥ ­Ëœaid theyve missed out on enjoying special moments in person because ironically enough they were too busy trying to document their experiences for online sharing. Thus, the critics may have valid points. However, others see social media as beneficial to relationships and a great facilitator. This paper will analyze the effects of social media and show how it may be viewed as both harmful and helpful to todays relationship-building. Diana Adams (2012) identifies theRead MorePolitical Participation2355 Words   |  10 PagesPOLI0094 Political Participation: Why and How? 1st Semester, 2010-11 Term Paper From Twitter Revolution to Internet Censorship in China – a discussion on the Internet and political participation Introduction Politics could be defined very broadly as the adjustment efforts of humans attempting to coexist in an interdependent relationship. In defining a political system, we refer it to a system which is a persistent pattern of human relationships that involves, to a significant extent, power,Read MoreWeb Learning : What Motivates Online Learning2705 Words   |  11 Pages Online Learning: What Motivates Online Learning Stephanie McAllum University of Wisconsin at Milwaukee Online Learning: What Motivates Online Learning Introduction Distance learning can be traced back at least two centuries, although there has been a momentous change in the way the education has been transmitted to the learner. The earliest form of distance learning noted was through the postal service, which has today evolved to an assortment of instruments accessible via theRead Morebullet theory7360 Words   |  30 PagesAccording to University of Twent in the Netherlands, the theory states that mass media has a amp;ldquo;direct, immediate and powerful effect on its audiences. History Several factors, including widespread popularity of radio and television, led to this amp;ldquo;strong effectsamp;rdquo; theory of media influence. Also important were the new amp;ldquo;persuasion industriesamp;rdquo; of advertising and propaganda being utilized by industries and governments alike. In the 1930s, the Payne Fund,Read MoreEssay about Trinity Cert Tesol9662 Words   |  39 PagesTeaching practice journal 49 Learner profile 51 Agreement to participate in learner profile 59 Self-study Self study follows the day’s input. Although there is flexibility in how you spend this time and the times we would recommend at least the following, which reflects the very intensive nature of this course. During the week 1 hour – background reading (as indicated on the main timetable) 1 hour – assignment preparation 2 hours – lesson preparation At weekends (each day) 1 hour backgroundRead MoreComputer Game Addiction Researches6657 Words   |  27 PagesFulfillment of the Course Requirement of Education 7 (Introduction to Research) ______________ By Agulo, Emily Monteverde, Rhay Brian Bedro, Edward Caesar October 2010 Holy Cross of Davao College Sta Ana Avenue, Davao City Approval Sheet This study entitled â€Å"Computer Game Addiction and its effect to the academic performance of Third year AB students of Holy Cross of Davao College SY 2010-2011†. Prepared and submitted by Emily Agulo, Anna Marie Ballesteros, Rhay Brian Monteverde, and EdwardRead More Internet - Disclosure of Personal Information On-line and Identity Theft1753 Words   |  8 Pagescritical and common process which we encounter on a regular basis as we carry out our daily activities. Companies, government agencies and institutions routinely ask individuals for personal information in order to help identify a specific individual from another. In the past, people have relied upon face-to-face exchange of information and identity verification but with the recent explosion of the Internet this system has become relatively obsolete. Personal information that had previously been stored

The White Scourge, By Neil Foley - 1104 Words

The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture In The White Scourge, Neil Foley gives detailed facts about the construction and reconstruction of whiteness and the connection of this whiteness to power, mainly on cotton culture in central Texas. Foley s book analyzes â€Å"whiteness† through detailed analysis of race, class, and gender. What was most intriguing about this book is its comparison of whiteness on various racial groups and classes, for and how each struggled in comparison to the other in order to thrive and exist with one another. In this book, Foley shows a racial system that continues to produce both poverty material wise and poverty of where you stand racially. It is also very interesting that the system exploits not only Mexicans and Blacks, but also the poor whites who competed with them for work. In The Old South in the Southwest, a history of race and power in the beginnings of the Republic of Texas is provided to the reader, f or example, â€Å"Indians and free blacks were denied the constitutional protections accorded to whites, while Mexicans occupied a nebulous, intermediate status between (nonwhite) Indian and (marginally white) Spanish† (Foley 19), showing that the white American’s were having trouble categorizing Mexicans race-wise. This was an important issue to resolve because in America, being able to have ownership of land meant power and thus meaning race determined who could and could not own property and establishShow MoreRelatedAmerican Culture, English And American Literature, And English, By Dr. Neil Foley1308 Words   |  6 Pages Holding degrees in American Culture, English and American Literature, and English, Dr. Neil Foley specializes in the evolving components of race and social identity in what he calls the Borderlands: Mexico and the American West. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture bridges the gap between the narratives of t wo Borderlands histories, that of African-Americans and southern history, and that of Mexican-Americans and southwestern history. Looking at Texas, andRead MoreWhiteness and Citizenship971 Words   |  4 PagesCaptain Ahab’s eulogy of whiteness shows that the word â€Å"white† implies more than a chromatic description. â€Å"White† is an untenable perfection that has haunted the American psyche since colonial times. The idea of â€Å"white spiritual superiority† can only be enforce by a terrorist politico-legal system, based on brutalizing the non-whites and creating a national fantasy. A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narrativesRead MoreWhiteness as a Field of Study2712 Words   |  11 PagesCaptain Ahab’s eulogy of whiteness shows that the word â€Å"white† implies more than a chromatic description. â€Å"White† is an untenable perf ection that has haunted the American psyche since colonial times. The idea of â€Å"white spiritual superiority† can only be enforced by a terrorist politico-legal system, based on brutalizing the non-whites and creating a national fantasy. A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narratives

The Great Gatsby, Fitzgerald Essay Example For Students

The Great Gatsby, Fitzgerald Essay In the novel, The Great Gatsby, Fitzgerald successfully portrays that materialism as the corrupt source of the society. Like Fitzgerald, Jay Gatsby is a sensitive young man who idolizes wealth and luxury, and falls in love with a beautiful young woman while stationed at a military camp in the South. After Fitzgerald’s first novel was published, he became a celebrity, and fell into a wild, reckless lifestyle of parties and decadence while desperately trying to please Zelda. Similarly, Gatsby amasses a great deal of wealth at a relatively young age, and devotes himself to acquiring possessions and throwing parties that he believes will enable him to win Daisy’s love. Through different characters Fitzgerald, proves that hunger for materialism or wealth leads to self-destruction. All of Gatsby’s vulgarity, his ‘materialism’ and single-minded pursuit of wealth, was founded upon his willingness to sacrifice himself for his ideal. He believed that he could attain his ideal through work, effort, and purity or devotion. Hence, Gatsby made his fortune through criminal activity, as he was willing to do anything to gain the position he thought was necessary to win Daisy. Gatsby’s attitude toward material objects differs sharply from Tom Buchanan’s fleshly materialism. For Gatsby, the material world is somehow elevated to a spiritual dimension, and the acquisition of material objects becomes almost a religious ritual. This is precisely what sets up Gatsby’s ultimate doom. The fact that his ‘materialism’ is itself a romantic ‘faith’ in a kind of vaguely glowing perfection which the material world can never offer Myrtle wishes to climb the social ladder, and so she is determined to do so at all costs. Therefore, she starts an affair with Tom, the fashionably dressed man that she met in the train. Unfortunately, she is killed by Gatsby’s ‘gorgeous’ car. The expensive automobile has a very special meaning. The only things she loves, materialism, kill myrtle.

Revolutions Evolve In Definite Phases. At First They Are Essays

"Revolutions evolve in definite phases. At first they are moderate in scope, then they become radical to excess and finally they are brought to abrupt conclusions by the emergence of a strong man to restore order." Discuss this statement with specific references to the French Revolution. The French Revolution brought about great changes in the society and government of France. The revolution, which lasted from 1789 to 1799, also had far-reaching effects on the rest of Europe. "It introduced democratic ideals to France but did not make the nation a democracy. However, it ended supreme rule by French kings and strengthened the middle class." (Durant, 12) After the revolution began, no European kings, nobles, or other members of the aristocracy could take their powers for granted or ignore the ideals of liberty and equality. The revolution began with a government financial crisis but quickly became a movement of reform and violent change. In one of the early events, a crowd in Paris captured the Bastille, a royal fortress and hated symbol of oppression. A series of elected legislatures then took control of the government. King Louis XVI and his wife, Marie Antoinette, were executed. Thousands of others met the same fate in a period known as the Reign of Terror. The revolution ended when Napoleon Bonaparte, a French general, took over the government. At the beginning of the revolution, events seemed minor and proceeded in a logical fashion. One of the reasons the revolution originated was the discontent among the lower and middle classes in France. By law, society was divided in to three groups called estates. The first estate was made of up clergy, nobles comprised the second and the rest of the citizens, the third estate. The third estate resented certain advantages of the first two estates. The clergy and nobles did not have to pay most taxes. The third estate, especially the peasants, had to provide almost all the country's tax revenue. Many members of the middle class were also worried by their social status. They were among the most important people in French society but were not recognized as such because they belonged to the third estate. "Financial crisis developed because the nation had gone deeply into debt to finance the Seven Years War (1756-1763) and the Revolutionary War (1775-1783)." (Durant, 22) The Parliament of Paris insisted that King Louis XVI could borrow more money or raise taxes only by calling a meeting of the States-General. The States-General was made up of representatives of the three estates, and had last met in 1614. Unwillingly, the king called the meeting. The States-General opened on May 5, 1789, at Versailles. The first two estates wanted each estate to take up matters and vote on them separately by estate. The third estate had has many representatives as the other two combined. It insisted that all the estates be merged into one national assembly and that each representative had one vote. The third estate also wanted the States-General to write a constitution. The king and the first two estates refused the demands of the third estate. In June 1789, the representatives of the third estate declared themselves the National Assembly of France. Louis the XVI them allowed the three estates to join together as the National Assembly. But he began to gather troops around Paris to break up the Assembly. Meanwhile, the masses of France also took action. On July 14, 1789, a huge crowd of Parisians rushed to the Bastille. They believed they would find arms and ammunition there for use in defending themselves against the king's army. The people captured the Bastille and began to tear it down. Massive peasant uprisings were also occurring in the countryside. The king's removal led to a new stage in the revolution. The first stage had been a liberal middle-class reform movement based on a constitutional monarchy. The second stage was organized around principles of democracy. The National Convention opened on September 21, 1792, and declared France a republic. "Louis XVI was placed on trial for betraying the country. The National Convention found him guilty of treason , and a slim majority voted for the death-penalty. The king was beheaded on the guillotine on January 21, 1793. The revolution gradually grew more radical-that is more open to extreme and violent change. Radical leaders came into prominence. In the Convention, they were known as the mountain because they sat on the high benches at the rear of the hall during meetings. Leaders of the Mountain were Maximilien Robespierre, Georges Jacques Danton, and Jean Paul Marat. The Mountain dominated a powerful political club called the Jacobin Club. "Growing disputes between

Biomedical waste management Essays

Biomedical waste management Essays Biomedical waste management Essay Biomedical waste management Essay CHAPTER-V Discussion This survey was conducted to measure the cognition and pattern sing biomedical waste direction among staff nurses working in JIPMER infirmary, Puducherry the sum of 300 staff nurses were participated and the cognition and pattern assessed by utilizing structured questionnaire. The survey consequence shows that the mean cognition mark among the survey participants was 20.5 out of 25. 70.7 % of staff nurses had first-class cognition, and 29 % had mean to good cognition in biomedical waste direction. Knowledge approximately Biomedical waste and its direction The survey consequences show about 99 % of staff nurses had known approximately Biomedical waste and 88.3 % of them know about the aims of Biomedical waste direction in infirmary. A survey carried out by the wellness attention supplier in third attention infirmary in Rajkot showed similar consequences about 95 % of survey topics were cognizant of biomedical waste direction. Knowledge of bio jeopardy symbol Bio jeopardy symbol is critical in biomedical waste direction. These survey consequences show that 92.3 % of staff nurse right identified the bio jeopardy symbol. Chudasama et Al ( 2013 ) , Vishal et Al ( 2013 ) , Mathew et Al ( 2011 ) , showed that 82 % to 87 % of their survey participants severally were identified the bio jeopardy symbol right. The consequence of this survey is somewhat higher than these surveies. This survey includes merely staff nurse, these surveies done on all type of wellness attention supplier including sanitation and housekeeping workers, may be due to this fluctuation occurred. Knowledge of hazard of infection transmittal: The hazard of infection transmittal from a biomedical waste is high when it was non handled decently. Around 90 % of survey, topics had knowledge on the hazard of disease transmittal to hepatitis B, C, HIV etc. , from biomedical waste. A KAP survey on staff nurses of the private infirmary of Udupi metropolis showed that 77.5 % had cognition of the hazard of disease transmittal which is relatively less than this survey consequences. Similarly, other surveies knowledge on the hazard of disease transmittal varies from 84- 92 % . Knowledge of composing of biomedical waste: The survey consequence shows around 52 % of survey capable had cognition on the right composing of the biomedical waste. Merely 15 % of waste was generated in the infirmary were infective, if nurses understand this construct so segregation of the waste is critical event in biomedical waste direction. Knowledge of topographic point of segregation of biomedical waste Segregation of waste is a important minute in whole biomedical waste direction. The major part of biomedical waste direction is segregation of waste at the topographic point of beginning. In this survey, merely 66 % of survey topics were cognizant that topographic point of segregation is place beginning of the waste. Knowledge on this point is relatively less than other spheres. Knowledge of colour cryptography of biomedical waste direction Color coded bin and screens are of import tools in biomedical waste direction. Knowledge of these colour codification aid in segregation and intervention of the biomedical waste decently. There are four types of colourss coded bins and screens in BMW. These are ruddy, bluish, xanthous, and black colourss. A Red colour bin for blood contamination. About 95 % of survey participants had cognition of this colour coding system used in biomedical waste direction. The similar consequence are seen in Vanesh Mathur et Al. ( 2011 ) , Savan Sara Mathew et Al. ( 2011 ) , approximately 93 % of these survey participants had cognition of colour cryptography. But the consequence of Chudasama et Al. ( 2013 ) show merely 85 % of survey participants had cognition of colour coding which relatively less than this survey. Knowledge of methods of biomedical waste direction and disposal The consequence of our survey showed that 75 % of survey topics were cognizant of the methods of BMW and its disposal. A similar consequence was seen in a survey conducted in third attention infirmary Bhopal Vishal et Al. ( 2013 ) around 75 % of the staff nurses had knowledge on methods of disposal. Another cross sectional survey done in third attention learning infirmary in Ludhiana showed that cognition of the method of biomedical waste disposal was 100 % among staff nurses and on comparison staff nurse had more cognition in this sphere than other wellness attention suppliers. Knowledge of disease spread by biomedical waste The survey consequence showed that around 90 % of this survey participants were cognizant that the disease can distribute from improperly managed biomedical waste. Chudasma et Al. and Mathew et Al. showed that similar consequence, 89 % and 92 % of the survey participants aware about the disease can be transmited through biomedical waste. Asadullah et Al. ( 2012 to 2013 ) carried out a survey among the staff nurses in Udupi, Karnataka ; India showed that 77 % survey participants had equal, unequal cognition on the disease transmittal. Knowledge of needle stick hurt and station exposure prophylaxis The survey consequence showed that cognition of needle stick hurt and station exposure prophylaxis was about 77.6 % among the survey topic. Our survey consequence showed that Out of 300 participants, 266 ( 88.6 % ) had immunized for hepatitis B. A KAP survey done in third infirmary in New Delhi ( Sharma et al. 2011 ) among wellness attention personal showed that 50.2 % of survey participants had cognition of disease transmittal by needle stick hurts. 91.1 % of survey topics are vaccinated for HBV. Sarika P Patil et Al. ( 2011 ) , the cross-sectional survey survey was conducted in Tertiary Care Government Hospital in Dhule ( Maharashtra ) , India. The consequence showed 81.7 % ( 125 ) were immunized for hepatitis B. and lockjaw severally. and among the 34 non immunized for hepatitis B.The bulk of the participants staff nurses were immunized. Overall cognition: Overall mean mark of cognition on biomedical waste direction was 20 ( Markss ) . Sub group analysis showed that there is no a important mean mark difference of cognition on biomedical waste direction among gender, educational position, experience and BMW preparation position. Asadullah et Al. ( 2012 to 2013 ) carried out a survey among the staff nurse in Udupi, Karnataka, India showed that important association between instruction position and mean cognition, score the difference seen between Diploma Holder and ANM. The minimal instruction degree for staff nurse is diploma hence in this have ANM, due to this we didn’t happen this difference. The mean mark is classified as Poor Knowledge ( A ; lt ; 40 % in the entire cognition mark ) , Average to good cognition ( 40-79 in the entire cognition mark ) , and first-class cognition ( A ; gt ; 80 in the entire Knowledge mark ) . The survey consequence showed that 70.7 % of the staff nurses had first-class, and 29 % had good cognition on biomedical waste direction. When comparing the norm to good cognition and first-class cognition classs between gender instruction position, experience and BMW preparation position showed that important association ( 5 % ) between the cognition and gender. Biomedical waste direction pattern The direct observation of BMW pattern in 50 wards showed that equal figure. Of bio medical waste bins as per bio medical waste direction usher lines ( xanthous, bluish and black ) in all wards ( 100 % ) . All wards have hub cutter for acerate leafs and panpipes which all in working status and all of them utilizing personal protective steps like a mask, baseball mitts, etc. The BMW records were non maintained in any of the wards. The pattern of managing the disposal of fictile waste, soiled dressings/plaster casts/linen waste, sharps and acerate leafs waste and human anatomical waste were about 100 % . Chudasama et Al. ( 2013 ) showed that 87 % reported holding hub cutter in wards. Around 84 % of participants are utilizing personal protective steps like a mask, baseball mitts, etc. while managing BMW. Study consequence showed that 74.5 % of participants reported that there is the good care of BMW records in wards and 87 % reported holding hub cutter in wards. The pattern of managing d isposal fictile waste, soiled dressings/plaster casts/linen waste, sharps and acerate leafs waste and human anatomical waste are 80 % , 66.8 % , 63 % and 63.1 % severally. This fluctuation occurred because in this survey research worker observed straight the wards, non the person survey participants. The Chudasama et Al. ( 2013 ) carried out it separately. The blood spill kit and station exposure prophylaxis kit were available in 20 % of wards entirely. Overall the cognition of the biomedical waste direction among staff nurses in the third attention learning infirmary was good. The biomedical waste direction pattern was satisfactory except the BWM records were non maintained decently. 1

GARFIELD Surname Meaning and Family History

GARFIELD Surname Meaning and Family History Garfield is a surname thought to have originated as a habitational name for someone from a lost or unidentified place, from  the Old English gar, meaning triangular land, and feld, meaning open country or field. Other possible origins of the Garfield name include the Saxon garwian, meaning to prepare, or the German and Dutch gar, meaning dressed, prepared or a field or place furnished for an army. Surname Origin: English Alternate Surname Spellings:  GARFELD, GARFEELD Where Is the Garfield Surname Most Common? According to  WorldNames PublicProfiler, Garfield is most commonly found in the United Kingdom, with a large number of individuals with the surname living in the West Midlands. In the United States, the Garfield surname is most common in Utah, followed by Vermont, New Hampshire, Montana, Massachusetts and New Mexico. Forebears  identify the Garfield last name in England as being most common in Worcestershire (551st most common last name), followed by Huntingdonshire, Northamptonshire, and Warwickshire. In the United States, Garfield is most common in Utah, Montana, Vermont, New Hampshire, Massachusetts, Nevada, and Maine. Interestingly, the Garfield surname is also fairly common in Jamaica and Taiwan. Famous People with the GARFIELD  Surname James A. Garfield  - 20th president of the United StatesAndrew Garfield  -  American actorHenry Garfield  - birth name of American artist and musician Henry RollinsJason Garfield - juggler; founder of the World Juggling FederationRichard Garfield - creator of the game Magic: The GatheringEugene Garfield - American scientist Genealogy Resources for the Surname GARFIELD Meanings of Common English  SurnamesUncover the meaning of your English  last name with this free guide to the meanings and origins of common English surnames. Garfield  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Garfield  family crest or coat of arms for the Garfield surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. GARFIELD  Family Genealogy ForumThis free message board is focused on descendants of Garfield  ancestors around the world. Search or browse the archives to find messages related to your Garfield ancestry, or join the group to post your own Garfield query. FamilySearch - GARFIELD  GenealogyExplore over 100,000  results from digitized  historical records and lineage-linked family trees related to the Garfield surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. GARFIELD  Surname Mailing ListA free mailing list is available for researchers of the Garfield  surname and its variations includes subscription details and a searchable archive of past messages. GeneaNet - Garfield  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Garfield  surname, with a concentration on records and families from France and other European countries. The Garfield  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Garfield  surname from the website of Genealogy Today. Ancestry of James Garfield, 20th U.S. PresidentExplore the ancestry of President Garfield, including his ancestors, descendants, and famous kin. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Exam questions in History Essay Example | Topics and Well Written Essays - 1250 words

Exam questions in History - Essay Example Analyzing the factual evidences and the historical facts, it becomes lucid that Columbus enjoys a distinction among the explorers which is not completely substantiated by his deeds. It is a fact that he initiated some important explorations which helped the European explorers to establish their imperial superiority in the land. However, it does not adequately establish his role as the chief explorer of the European desires and, in fact, he fell short of his ultimate goals. "Christopher Columbus is an unlikely figure to be considered the discoverer of America and the leading symbol of European exploration overseas... None of this is certain and probably never will be... By contrast, Columbus...knew what he was looking for--a sea passage that would carry him to the fabled wealth of China by sailing west from Europe. This is not what he found." (Marshall, 1998, p 16). The most essential irony of his life and explorations is that Columbus, all through his life, failed to recognize that h e had not reached the Orient but had stumbled upon vast lands totally new to the European mind. Thus, Columbus was a failure in achieving his ultimate goal and was a self-conscious explorer driven by the craving for discovery. It was never Columbus but others who found the full significance of his discoveries. In short, the profound popularity of Christopher Columbus is not completely substantiated by his actions. A. Module 1, Q 2: The actions of the Spanish, French, English, and Dutch explorers and colonizers and their impact on the native peoples, the environment, and Europe. Explorations and colonization by the European explorers including the Spanish, French, English, and Dutch explorers have influenced the course of human history in general and that of the native peoples in particular. These sea-faring nations of Europe were determined to enlarge their influence on the rest of the world through their explorations and colonization in the early fifteenth century. The main motive of these explorations and colonization was profit and the native peoples needed to suffer for the advantage of the European nations. The impact of the actions by the European explorers was favorable to the Europe, while the native peoples and their environment were adversely affected. The European explorers such as the Spanish, French, English, and Dutch attempted to discover better trade routes to Asia and the trade interests in home nations increased tremendously. Explorations were also fueled by the interest for colonization by the European nation, along with the quest for kno wledge about the new lands. The entire Europe has been enjoying the fruits of the explorations and colonization by the early explorers, while the colonized and explored lands of Asia, Africa, and America have been deeply disfavored by these explorations. "The nineteenth century was the great age of European expansion. For 300 years, following the voyages of Columbus, Da Gama, and Magellan, the shadow of the European hegemony had been moving across the oceans. For ten generations hardy explorers, traders, and colonizers had been hoisting sail in the harbours of the Old World to lay the broad

Smart Airlines Research Paper Example | Topics and Well Written Essays - 4750 words

Smart Airlines - Research Paper Example In the course of determining the state of the economy, it is critical to adopt and incorporate Porter’s five forces analysis. It is essential to note that the power of suppliers in the airline industry is immense, courtesy of external environment’s influence that affects the three inputs: fuel, labor, and aircraft, thus the high power of suppliers. For instance, the cost of aviation fuel tends to fluctuate in relation to the global market for the oil because of the geopolitical and other factors. Secondly, it is essential to note that the power of buyers in the airline industry is moderate to high. This relates to the proliferation of the online ticketing approach, as well as distribution systems. Flyers no longer have to be at the mercy of the intermediaries or agents and airlines to the satisfaction of the ticketing needs. In addition, the entry of low-cost carriers has been of great benefit to the fliers or consumers. Similarly, buyers enjoy massive protection in relation to the tight regulation on the demand side of the airline industry. These factors make airline industry to cede power to the consumers, thus the moderate to high threat of power of buyers. The industry requires significant or huge capital investment to facilitate entering or exiting of the sector. From this perspective, the industry boasts of high entry and exit barriers. From this perspective, the industry tends to experience low threats of new entrants because of the high costs. The airline industry in the United States is extremely competitive.

Adam Bede Essay Example for Free

Adam Bede Essay George Eliot s novels are all dramas of moral conflict. She did not believe in art for arts sake, but in art for moralitys sake. According to Leslie Stephen, George Eliot believed that a work-of art not only may. but must, exercise also an ethical influence. She believed that, our deeds determine us, as much as we determine our deeds. If we yield to temptation and sin, suffering and nemesis are sure to follow. We have to reap the consequences of our own actions. Her characters suffer because they violate some moral code, because they yield to temptation whether consciously or unconsciously, in Adam Bede both Hetty and Arthur suffer for this reason. Poignant tragedy is the result because both Arthur and Hetty are creatures of weak moral fibre. They are unable to resist temptation. This moral weakness results in sin, which is followed by punishment and intense suffering. Arthur-Hetty story traces the movement from weakness to sin and from sin to nemesis. Stratagems of Passion The stratagems of passion are seen with illuminating c1arrty when Arthur, after luncheon, is unable to recall the feelings and reflections which had been decisive in his decision to avoid Hetty. We are told of his conscious thoughts, and the self-deceptions and distortions of truth that we see in them make, so to speak, a chart of the subconscious force of his impulse to see her-as a strong underwater current, showing nosing on the surface, is yet known to be present by the extent to which its pull on the keel of a ship alters its course. It is in such accounts of motives, conscious and unconscious, that Arthur is created and exists as a character in the novel. Our recognition of his good intentions, self-deceptions and weaknesses of will make the portrayal real and acceptable to us. Maturity through Love We are not permitted to see the process by which Dinah is enabled to . overcome her fear, and it is a serious flaw in the novel that it is so. All, we learn is that having been told by Adam of his love for her and having admitted in turn a love for him, Oinah once more retreats to Stonyshire, not staying even long enough to participate in the Harvest Supper. Adam, after waiting for several weeks, is no longer able to endure the strain and sets out for Stonyshire to find her. As he leaves the Loamshire world and enters gray treeless Stonyshire, he is reminded of the painful past, but in an altered light~ for now he possesses what George Eliot calls a sense of enlarged being, the consequences of thtt ruller life brought about by his suffering. He sees Stonyshire now through Dinahs eyes, as it were, and ifhis vision includes the barren land, it also includes the wonderful flooding light and the large embracing sky. Adam waits for Dinah to return from her Sunday preaching not at her home, but on a hill top. Here, in the midst of her world, he discovers that Dnah has undergone a change, the power of her love for him has in a sense overcome her fears; she feels like cl divided person without him, and she is willing †¢to become his wife. He, therefore, takes her back to Loamshire whence she had so fled. It is not, however, to the green and golden world of. June with which the book began; rather to an autumnal mature world. Here, on a rimy morning in departing November, when there is a tinge of sadness in the weather as well as in the joy which accompanies the wedding, Adam and Dinah are married. it is in the fitness of things that they should so come together, for they are bound to either by their common suffering for Hetty and by their painful memories, suffering gives rise to sympathy, and love based on such sympathy alone can be fruitful and lasting. Critic after critic has expressed the view that Adam is too good to be true. It has been said that he is a perfect human being, George Eliots ideal, fully mature and enlightened from the very beginning. But the truth is otherwise. A moment’s reflection shows that he is proud, hard and self-righteous with little sympathy for ordinary sinners, which we all poor mortals are. As a matter of fact, the novel traces the process by which he gradually sheds his faultsof his education, enlightenment and maturity, through a process of suffering and love-and becomes ultimately a complete man, a fully integrated personality, through his love of Dinah and his marriage with her. The process of his education occupies the centre of the novel. The point would become clear, if we briefly consider this process. Hard and Self-righteous There can be no denying the fact that Adam is hard and self-righteous. In the very chapter we are told,† The idle tramps always felt sure they could get a copper from Seth; they scarcely ever spoken to Adam. This is the flaw (not a fatal one) in Adams innocence: In fact, Adam is a stone-hearted person at the very beginning. The very fault in him lies in his over-confidence which makes him to think that he is righteous and it is not wrong in any way. This is told to us by the hymns he sings and the ending with the same hymn is not only appropriate but it also gives him the impression how much significant the hyn1n is? He does not harm anybody, knowingly. Not for a single moment he thinks when he hurts anybody. He is much confident about his doings, Ive seen pretty clear, ever since I could cast up a sum, as you can never do whats wrong without breeding sin and trouble more than you can ever seen. His confidence is shaken when he catches his friend red handed while making love with his beloved Hett}, in the woods. He realises his mistakes, how incomplete his mental seeing has been! He understood it all now-the locket, and everything else that had been doubtful to him a terrible scorching light showed him the hidden letters that changed the meaning of the past. Here starts the process of his education and self-realisation. Realities of Midlands’ Life: George Eliots novels reveal the very aspects of the English Midlands, more specially Warwickshire and Coventry. The†¢ beauty of these Midlands plains caught the attraction of her eyes and these plains found their setting in her novels. Quite a feature of the scenery-and indeed of Warwickshire generally is that the hedges are everywhere closely painted with trees, whose height, as well as the riotous wastefulness of the hedgerose, give evidence of a kindly soil and climate. Methodic Themes: Written by Feuerbach, The Essence of Christianity was translated into English by George Eliot. The influence of Feuerbach can be seen in George Eliot, in her works. In the above mentioned book, Feuerbach talks about the religious significance of water, wine and bread. All of three are sacred for him. The reason for the sacredness of water lies in the fact that it isa force of nature and it keeps us reminding that we have our origins in nature, the same origin of other lower creatures. Thus necessity of water symbolises our oneness with nature and Baptism as well. Wine and bread are man made things which look towards nature for the raw-material, thus symbolises that man is much superior to other lower creatures who are not so efficient to modify natural things. In the Christian ritual of Baptism, only water is used, for innocent and pure-hefirted childr~n. Whereas for the mature man, the Lords supper which includes wine and bread, is served. It suggests that man is much above animals. If the man is hungry and thirsty, he will no more remain a human being and taking of bread and wine restores him to his humanity. This truth is revealed to us through three suppers which is taken by Adam and his humanity kept ever-present in him. References Eliot. George. Adam Bede. New York: Penguin. 1996. Greegor. G. R. George Eliot: a collection of critical essays. Englewood Cliffs, N. J. , Prentice Hall. 1970. Ian Adam.Character and Destiny in George Eliots Fiction. Nineteenth-Century Fiction. University of California Press 1965. 127-143 Jones, Robert Tudor A critical commentary on George Eliots Adam Bede. London: Macmillan. 1968. Levine. G. L The Cambridge companion to George Eliot. Cambridge ; New York : Cambridge University Press, 2001. Pletzen, E Van. Eliots Adam Bede. The Explicator. 56, no. 1, (1997): 23. Thale, Jerome. The novels of George Eliot. New York, Columbia University Press, 1959. Watt, Ian P. The Victorian novel; modern essays in criticism. London, New York, Oxford University Press, 1971.

the civil war Essay -- essays research papers

Being a typical and traditional father has always been the role of every father. Every traditional father has a different attitude towards his son, they want their son to see life the rough way, be responsible, and have a very typical attitude towards life. In the story â€Å"Powder† written by Tobias Wolff the fathers thoughts are not traditional and typical, like most fathers. The father in the story wants his son to experience life in a different way. He wants the son to live the life that he chooses, instead of living a forced or a conditioned life. The story reveals the conflict between the father and son relation where the father is trying to expose his son to reality and freedom. The mother has a conflict with the father because of his leniency and the carefree attitude towards her son. The father always pushes his limits for him and his son to have a good time whenever they are together. Before they left home to go skiing a day before Christmas dinner, the father promised to bring the son home for the Christmas dinner. Once they started skiing the father loved his sons company and he was having a great time looking at his son enjoying himself skiing. The father was not thinking or even worried about getting home for Christmas dinner because he was happy at that moment for himself and his son. It was snowing before getting into the last run the father knew he could run out of time, but he didn’t care and did what he was enjoying. Saying that he wanted to go for the last ru...

Draft Statistics on Health Care Prescription Errors Essay

Relation between Error in Healthcare prescription and the inconsistency in Technological information Introduction Background Information            A lot of errors are occurring within the healthcare field lately. They are a result of many factors. Among the principle causes of error are related to wrong prescriptions. As indicated by Benjamin (770), one of the elements that is playing a key role ion this is the use of advanced technological methods. Computers have been used to aid in the computerized entry of prescription orders. Depending on the intensity of the prescription, they can result in serious injuries on the patient or even lead to fatality incidences. In turn, they lead to unnecessary court cases and legal suits that eventually cost many healthcare institutions and practitioners a lot of money that is paid to cater for the damages (Carroll 52-8). As such, there is a need to study the main causes of wrong prescription to ensure that such avoidable consequences are kept at their possible minimal rates. The main questions that will be answered in this study include:            What are the most common types of error in healthcare prescriptions?            What kind of information technology is used in the provision of proper prescription?            Are there specific errors that are related to inconsistently provided information in the same prescription order entry? Methodology            In this study, both primary and secondary data collection methods will be employed. It will include the use of surveys for the collection of first-hand information. In this sense questionnaires and interviews from the participants will also be used to gather information for the data. For accuracy and proper validation, these will be combined with secondary sources such as the national health statistics (Wu, Pronovost, Morlock 88). Data analysis            In this study, the..method of data analysis will be used. The method mainly†¦. Findings            Previous research performed on this topic revealed that†¦..Thus, in relation to this study, it was evident that†¦.. Conclusion            It is important that the laid down professional ethics are adhered to in different fields. This is especially within the medical field where a slight mistake can lead to devastating consequences. Therefore, healthcare providers are always obligated to use the knowledge that they acquired in their studies as well as new knowledge and practices appropriately. They should ensure that drugs are prescribed in the most proper ways to avoid errors. In particular, computerized drug entries should be counterchecked to eliminate disparities. However, owing to the continuous change in the nature of disease processes and hence the production of advanced drug formulas, there is need to conduct more research. These will provide more guidance to guarantee safe drug prescription by providers of healthcare services using new technological methods. References Benjamin, D. M. Reducing medication errors and increasing patient safety: case studies inclinical pharmacology. Journal of Clinical Pharmacology. 2003; 43:768–83. Carroll, P. Medication issues: the bigger picture. RN. 2003; 66(1):52–8. Wu, A. W., Pronovost, P., and Morlock, L. ICU incident reporting systems. Journal of Critical Care. 2006; 17(2):86–94 Source document

The Four Theories of Government

Akira Simmons 3/5/09 Government There were fourdifferent theories of governments, the force theory, the evolutionary rule, the divine right theory, and social contract theory. The Force theory was when one person or group of people gained control of the area and forced others to submit to their rule. The evolutionary Rule basically said that the states would develop naturally out of family clans, tribes, ect. The divine right theory said that the state was created by God and God gave people of royal birth the â€Å"divine right to rule†. The social contract theory was created by Thomas Hobbes and he believed that before the state people were British. People lived poorly and to improve their lives people could enter into a social contract where a superior person would rule over the rest. None of these four different theories of governments would be a best fit for the United States today. The force theory should not be a government for the United States. A dictator or a group of dictators would make all decisions and there would be no rights for U. S. citizens. The people would have no say and would not be able to vote on anything. The dictator would have all control. In the United States today, we do not use the force theory, but rather a democracy. The Force theory would not be best fit for the United States because with one person having all control, the people of the United States would not have a government that would not be able to exercise their amendments. The evolutionary Rule would also not be a best fit for the United States because in the evolutionary rule, there is no one with control. There would be no form of government and the states would be separate depending on what family you were born into. The area the family clan or tribe originated from would become part of that state. The states would develop naturally rather than families moving throughout each state. This theory would not be a best fit for the United States because there would be no form of government and the families would be born into a state. The divine right theory is mostly based on religion and would not be a good way to govern in the United States because people practice different religions. God gave people of the royal birth the â€Å"divine right to rule†, but not all people believe in the same religion or God. Not only would religion be an issue but also the royal family factor. In the United States, there are no royal families, but there are wealthy, middle class, and the low class. The â€Å"divine right to rule† is not used in the United States because of the different religions. This theory would not be best fit for the United States because the United States does not rule based on religion and there are no royal families. The Social contract theory was created by Thomas Hobbes and he basically stated that the state people were British. People were poor and to improve their lives people would enter into a social contract where one superior person ruled over the rest. This would not be a best fit form of government for the United States today because not everybody lives poor in every state. Each state has a different group of lower class, middle class, and upper class. This also would not be good government for the U. S. because with one superior person ruling there would be no democracy. The United States does not use the social contract today because of these reasons. The four theories of forms of government were all different from one another. These theories are should not be used in the United States today because it’s a different time from when these theories were created. They also should not be used in the U. S. today because there are different reasons the theories would not work in the U. S.

The Benefits of a Postgraduate Year

The Benefits of a Postgraduate Year While many students have discovered the benefits of a gap year between high school and college, some students choose to take a postgraduate or PG year after graduating from high school. Students can take advantage of this year-long program at their own private school or at another school. Many students attend a boarding school just for their postgraduate year, as boarding school allows these students to experience life away from home while still having the requisite structure and guidance from teachers and advisors. While the PG year has been traditionally known to support boys, an increasing number of girls are taking advantage of this important program. Here are some reasons students can benefit from a PG year at private school: Greater maturity It’s not news that students at both public and private four-year colleges are taking longer than ever to graduate from college. In fact, according to the ACT, only about half of all students graduate from four-year colleges within five years. In addition, also according to the ACT, about one-quarter of students at four-year colleges drop out and don’t return to school. Part of the reason for this high drop-out rate is that students don’t arrive on campus ready for independent college life. A PG year allows students to develop maturity by living on their own in a structured environment. While students at boarding schools must advocate for themselves and take responsibility for their work without their parents’ constant guidance, they have advisors and teachers who help them structure their time and who help them when needed. Better chances for college acceptance. While parents are often afraid that students who defer going to college for a year are fated never to go, the colleges themselves prefer to accept students after a so-called â€Å"gap year.† Colleges find that students who travel or work before college are more committed and focused when they arrive on campus. While a PG year isn’t technically the same as a gap year, it can also help students have an additional year of experience, and it can help them be more attractive to colleges. Many private schools offer PG programs that allow students opportunities to play sports, travel, and even participate in internships, all of which can greatly increase a students chances of getting into the college of their choice. Better academic skills. Many students who go on to be great college students simply don’t come into their own until later in high school. The later developmental curve tends to be particularly true of boys. They simply need one more year to build their academic skills when their minds are better able to learn and improve. Students who have learning disabilities may derive particular benefit from a PG year, as they may need time to assimilate new skills and improve their ability to advocate for themselves before confronting the independent world of college. A PG year at a boarding school will allow these types of students the ability to advocate for themselves in the supportive world of a high school, in which there are deans and teachers looking out for them, before being expected to do most of this work completely on their own in college.   Ability to build one’s athletic profile. Some students take a PG year so that they can add luster to their athletic profile before applying to college. For example, they may attend a boarding school known for excellence in a particular sport before applying to college to play that sport. Some boarding schools not only have better teams, but they also tend to attract the attention of college sports scouts. The extra year of school and training can also help players improve their strength, agility, and overall mastery of the sport. Private schools offer qualified college counselors who can help with the college search, too.   Access to better college counseling. Students who take a PG year may also enjoy access to better college counseling, particularly if they take their gap year at a top boarding school. A student applying to college from these types of boarding schools will benefit from the school’s experience and long record of admissions to competitive colleges, and the resources at these schools may be better than what the student had at his or her previous high school. Article edited by  Stacy Jagodowski

Best Deicer Types and How to Use

Best Deicer Types and How to Use The best deicer is the non-chemical backbreaking solution... the snow shovel. However, proper use of a chemical deicer can ease your battle with snow and ice. Note that I said proper use since a big issue with deicers is that they are used incorrectly. You want to use the minimum amount of product needed to loosen the snow or ice and then remove it with a shovel or plow, not cover the surface with deicer and wait for the salt to completely melt the snow or ice. Which product you use depends on your specific needs. Back in ye olden days, regular salt or sodium chloride was the usual choice for deicing roads and sidewalks. Now there are several deicer options, so you can choose the best deicer for your situation. The Transportation Research Board offers a tool to help you compare 42 deicer options based on price, environmental impact, temperature limit for melting snow or ice, and the infrastructure needed to use the product. For personal home or business use, youll probably see only a few different products on the market, so heres a summary of some of the pros and cons of the common deicers: Sodium chloride (rock salt or halite) Sodium chloride is inexpensive and helps keep moisture from accumulating on roads and walkways, but it is not an effective deicer at low temperatures [only good down to -9Â °C (15Â °F)], damages concrete, poisons the soil, and can kill plants and harm pets. Calcium chloride Calcium chloride works at very low temperatures and isnt as damaging to the soil and vegetation as sodium chloride, though it costs a bit more and may damage concrete. Calcium chloride attracts moisture, so it wont keep surfaces as dry as many other products. On the other hand, attracting moisture can be a good quality since calcium chloride releases heat when it reacts with water, so it can melt snow and ice on contact. All deicers must be in solution (liquid) in order to start working; calcium chloride can attract its own solvent. Magnesium chloride can do this too, though it isnt used as commonly as a deicer. Safe Paw This is an amide/glycol mixture rather than a salt. It is supposed to be safer for plants and pets than salt-based deicers, though I dont know much about it otherwise, except that it is more expensive than salt. Potassium chloride Potassium chloride doesnt work at extremely low temperatures and may cost a little more than sodium chloride, but it is relatively kind to vegetation and concrete. Corn-based products These products (e.g., Safe Walk) contain chlorides and work in very low temperatures, yet are supposed to be safe for yards and pets. They are expensive. CMA or calcium magnesium acetate CMA is safe for concrete and plants, but it is only good down to the same temperature as sodium chloride. CMA is better at preventing water from re-freezing than at melting snow and ice. CMA tends to leave a slush, which may be undesirable for sidewalks or driveways. Deicer Summary As you would imagine, calcium chloride is a popular low-temperature deicer. Potassium chloride is a popular warmer-winter choice. Many deicers are mixtures of different salts so that you get some of the advantages and disadvantages of each chemical.

What is feminismwhat is feminist Essay Example | Topics and Well Written Essays - 750 words

What is feminismwhat is feminist - Essay Example My best friend, Cheng Zhang also has the same view that women should be free from any patriarchal control in the society. Cheng also associated herself with women celebrities like Wendi Deng and Hilary Clinton who are feminists. Cheng was proud to be a woman while responding during interviews and her body language was enthusiastic. My mother, Lei Wang was quite content to take care of her home and family where she is the home-maker. She declined to be a feminist as it would put her into mental stress and explained feminism as the role of a woman in taking responsibility and decisions in family life. My mother was quite conservative in her body language. My dad, Weijie Cai considers himself to be a feminist and believes that feminism is all about the aspect of equality of rights among men and women. He was quite assertive with his body language. The fifth and the last respondent was Abby Chen who is my dad’s friend and she is an acute feminist. She believes in women rights and has held events on feminism in China. She was quite aggressive in her body language. Trends were observed from the respondents that the young generation is more passionate of the feminist sentiment. The feminist sentiment is also strongly present in the previous generation as in the case of my dad’s friend but a higher percentage likes to go either by the concept of equal rights among men and women or some women may detach themselves to be called as feminist due to the aspects of man hating and unattractiveness associated with feminism. Looking at the aspect of Zombie feminism which explains the growth of feminism sentiment among the young generation from the stage of its apparent death over a period of time in modern era, I assumed that there would be varied responses from the interviewees on their consideration towards feminism. Although there were both positive and negative responses on feminist view, this could be

What is science and how to teach to children Thesis

What is science and how to teach to children - Thesis Example Over the long run, the public funding dedicated to scientific study will be based on investments in the public involvement in science. NASA can be the most successful government illustration of how public education regarding the significance of science has straightly motivated public funding to complete its work. Its website transfers the science of the agency to the desktops of every citizen, allowing them to value the public venture in space exploration in actual time (Roberts 2005). The public must be constantly informed about what science is and what it is not, as well as how it helps the citizenship. This accountability is one that is extended among several professions and industries. For the triumph of a country, the professional scientists, media, educators, industry, and several others should all turn to be science communicators. The development from basic to applied science then being practical technologies, and, in medical science, from cellular to clinical study to useful disease cures and preventions, is based upon an educated public (Pober and Neuhauser 2001). This is due to the fact that it is the public who regulates both the policies and the money enabling contemporary science and medicine to advance and that which an individual does not comprehend, he tends to withdraw or deny support towards. Among the best means of aiding students on being educated on verbalizing science and in the construction of their understanding in the social context, are discussions. Because inquiring is a significant technique for educating science, educators or teachers are confronted with the challenge of managing meaningful discussions or discourses in a project- or inquiry based setting (Shwartz, 2009). New insights of expertise in science that emphasizes the significance of involving children in the discussions and applications of science have

What are the most significant factors affecting Foreign Direct Essay

What are the most significant factors affecting Foreign Direct Investment in China - Essay Example China has been a major FDI attraction since it experimented in 1980 and opened up to foreign investment is a few coastal cities and specialized industry parks and economic zones. Since the initial admittance of the first foreign enterprise into China in the early 1980s, the accumulated FDI inflows have reached and outstanding $ 1160.11Billion as of December 2011 . In the early 1992 when Deng was touring in the southern region of china, the quantity of FDI inflows made China become the world’s largest recipient of FDI among the developing nations and the second largest worldwide with the United States taking the lead although China was the leading recipient of FDI worldwide in the year 2002. This move has increased China’s overall economic reforms thus making China more integrated into the world economy which continues to promote the confidence of more foreign investors to attract even more FDI inflows towards China. As the reforms and changes of China’s economic structure have been induced by the large amounts of FDI inflows the evidence is exhibited by the significant changes of comparative advantage in it trade which is continuously increasing in terms of technology intensive, labour intensive and capital intensive productions. As a result, the factor bequest of China has even much stronger complementariness with the world meaning that even more factors influencing FDI in china are increasingly immerging and growing stronger over time (Sheng-xian and Hua 2012). China’s rise into its current position was mainly driven by the foreign direct investors who flocked into the country when it adopted the openness policy to allow FDI inflows into the country and has continued to grow due to its efforts in promoting FDI inflows (Sheng-xian and Hua 2012). This paper covers the most significant factors influencing FDI inflows into China while answering the questions why

English language needs for tour guides

English language needs for tour guides This chapter describes the methods of research and explains the methods used in the present study. This chapter is divided into five parts: objectives of the study and the research questions; description of the research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings. For the purposes of this study, I will classify the English language skills and functions for tour guides into four main categories. The language skills and elements are composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. Objectives of the Study and Research Questions This study aims to investigate present English language needs and benefits of learning English for Vietnamese tour guides. This studies’ data also hopes to reveal some of the problems foreign tourists face when dealing with Vietnamese tour guides, and the language skills and functions that are useful for tour guides to help overcome them. This research tries to answer two of the four main research questions: 2.What are the English language needs required for Vietnamese tour guides? 3.What are the benefits for English speaking Vietnamese tour guides, when compared to those with only their native language? The design of research methods for the present study was based on the most effective and efficient way to answer these two research questions. Research Types Overview of Research Types and Their Characteristics There two main types of research: qualitative research and quantative research. Qualitative research is a research type that is concerned with the study of what goes on in natural settings. The process of this research deals with an inquiry and understanding based on distinct methodologies within the tradition of inquiry that explores a social or human problem. The researcher is the main instrument of data collection to build a complex and holistic picture, to collect words and to analyze this information inductively, and to report detailed views of informants. In designing a study, one works with philosophical assumptions, possible frameworks, problems, and questions; and data collection through techniques such as interviews, observation, documents, and audio-visual materials (Cresswell, 1998). Some examples of qualitative research are: biography, which is a study on a single individual when material is available and accessible; phenomenology, which examines a phenomenon and the meaning it holds for individuals; a grounded theory, which is a study to generate o r develop a theory; an ethnography, which studies the behavior of a culture-sharing group; and a case study, which examines a case bound in time and place and looks for contextual material about the setting of the case. To sum up, it can be seen that qualitative research and quantitative research differ in terms of their key concepts, goals, approaches to design, and the types of problems that researchers have. Therefore, the selection of which research approach is appropriate in a given study depends on the problem of interest, available resources, the skills and training of the researcher, and the audience for the research (ibid). Quantitative research is a type of research that is concerned with an inquiry into an identified problem, based on testing a theory composed of variables, measuring with numbers, and analyzing data using statistical techniques. Reichardt and Cook 1979 cited in Nunan, 1992 suggest that quantitative research is â€Å"obtrusive, controlled, generalizable, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to and independent of the observer or researcher†. The main characteristics of quantitative research are the following beliefs: reality is something that can be studied objectively; the researcher should remain distant and independent from what is being researched; research is value-free and is based primarily on deductive forms of logic and theories; hypotheses are tested in a cause-effect order; and the research goals are to develop generalizations that contribute to theory and to enable the researcher to predict, explain, and unders tand some phenomena Bogdan and Bilken (1982 cited in Maurice et al, 1987). There are considered to be three general types of quantitative methods: 1. Experiments, which are characterized by random assignment of subjects to experimental conditions and the use of experimental controls; 2.Quasi-experiments, by which studies share almost all the features of experimental designs except that they involve non-randomized assignment of subjects to experimental conditions; and 3. Surveys, which include cross-sectional and longitudinal studies using questionnaires or interviews for data collection with the intent of estimating the characteristics of a large population based on a smaller sample from that population (Maurice et al, 1987). Research may sometimes incorporate both quantitative and qualitative methodologies as will this study in order to get the reliability and trustworthiness of the research from results obtained from the questionnaire and the interviews carried out. Type of research in this study This study employed a qualitative approach utilizing some quantitative techniques in a needs analysis for the study of tour guides in Vietnam. The main method of the study was a survey conducted to explore the use of English of tour guides in Vietnam in order to analyze the present needs of using the target language in their workplace. The participants of the study were selected on a basis of convenience and availability. A questionnaire, with of a rating scale, was used for data collection. The data was then analyzed based on simple statistics, looking for averages and simple groupings to identify the needs and problems in order to find answers to the research questions. Sampling procedures in the present study The participants in this study were tour guides who work in the areas of Central, North and South Vietnam including 50 from areas in and surrounding Hue, Da Nang and Hoi An, 25 from the HCM City and surrounding area and 25 from the Hanoi region. The details of the travel agencies were found from the internet websites and from local knowledge. The method to assess the English language needs and problems of Vietnamese tour guides was a questionnaire. Several methods were used to make the questionnaire in order to maintain its reliability and validity. The benefits for the tour guides and the tourism industry were assessed from the interviews conducted. The interviews conducted were mostly limited to the local area with 20 participants from Hue, Da Nang and Hoi An although there were 5 interviews done in HCM City. The Construction of the questionnaire To create the questionnaire used in this study, I reviewed a number of research studies relating to the needs analysis and English for Specific Purposes (ESP discussed in the literature review Chapter 2), and then I reviewed some examples of questionnaires from similar research to find their outlines. Moreover, a wide range of textbooks about English for tourism were studied to find relevant information to use as content in the questionnaire. The first draft of the questionnaire was written in English and created with the objectives of the study and the research questions. The questionnaire was used in this study to obtain information from the tour guides in Vietnam. The questionnaire, given to the tour guides, had five main parts: General information; general opinions; needs of the English language for tour guides; Problems/difficulties faced with English language; and opinions about the benefits of learning English for Vietnamese tour guides. 1.General Information The general information was made up of three sections. The first asked the participants some personal information about their age, gender, education, and the amount of time they had worked as a tour guide. The second section asked about the importance of English, the amount of English they needed to use when they guide international tourists and who they use English language with in their daily tasks. The last part was about their English proficiency. The participants were also asked to rank language skills and elements that they used regularly, and problems with English language they had most. The language skills and elements in this questionnaire were composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. 2.General Opinions The second part consisted of two items. Item 1 asked the participants to indicate their feelings about the necessity of English language elements. They were to rank the elements on a scale of 1 to 5 in their opinions: 5=Essential 4=Very necessary 3=Necessary 2=Fairly necessary 1=Unnecessary. Item 2 was about the difficulty of English language elements. The participants were asked to rate their difficulties of English skills again using a rating of 1 to 5. 5=Very difficult 4=Difficult 3=Fairly difficult 2=Not very difficult 1=Not difficult 3.Needs of the English Language for Tour Guides The third part was about the needs of tour guides for the use of English skills or elements in the job. The questions covered information with various English language functions for tour guides. The questions were divided into four main domains of language skills: listening, speaking, reading and writing. Questions about translation, pronunciation, vocabulary in tourism, grammar and expressions were also included. Within each skill, the questions were divided into sub items asking about various roles and the functions for the tour guides. The participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 4.Problems and Difficulties Faced with English Language For this part the questionnaire was again used, as it was in part three, to discover and confirm problems and difficulties encountered by the tour guides in the daily activities. These questions aimed to point out common issues resulting from miscommunication or lack of understanding when using the English language. Again the participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 5. The benefits of learning English for Vietnamese tour guides The questionnaire ended with an opened item, allowing the participants to fill in either their comments or suggestions. Some expected benefits were suggested and offered as choices to agree or disagree with. The participants were also asked to rank those benefits in order of importance to them personally and professionally. This was followed up, where possible, with interviews requesting further clarification of their suggested benefits and those that were suggested to them in the questionnaire. Putting ticks in boxes and crossing numbers were ways of answering all the parts of the questionnaire. There were yes/no answers, multiple choice questions and ranked questions. The questionnaire used in the present study was written in English and then translated into Vietnamese to avoid any ambiguity, misinterpretation or problems for the participants. Pilot Study A pilot study was conducted to test the effectiveness of the questionnaire and to identify and eliminate ambiguity in the questions before it was used in the main study. Five people in different areas of the tourism and hospitality industry from the local area in Hue City were the participants in the pilot study, carried out at the beginning of March 2015. Just over one week was allocated for the collection and review of the pilot questionnaire, but due to conflicting schedules it took just over two weeks to get the results. The return rate and the completed questionnaires was 100%. In the pilot questionnaire, an item of ‘others and please specify’ was included at the end of every section, where participants could propose any additional questions or English language expressions and functions they thought should have been asked (see Appendix 2). To administer the questionnaire, the researcher firstly handed out the covering letter to the manager of the chosen people where needed to ask for their permission. The cover letter consisted of an introduction of the research study and the university, the aim of the study, the importance of the study, general instructions and words of thanks to the participants and their management. Then, the questionnaires they could complete were given to the participants. This was then followed by arranging a time and date that the questionnaires could be collected and interviews with the participants could be given. The participants in the pilot study were 4 male participants and 1 female participant. The results of the survey showed that the participants were concerned about the importance of English in their tour guide occupations. They all suggested that speaking was the most important skill they needed in their jobs, followed closely by listening. Writing, reading, vocabulary in tourism, translation, grammar and expressions were the least important. However, concerning their difficulties of using English elements in their jobs, the majority of the participants found listening caused the most issues, followed by speaking (including pronunciation errors). Translation, writing, grammar, language expressions and reading were all considered to have fewer problems for them. Vocabulary for Vietnamese tour guides was generally found to be the least problematic and the easiest to overcome. Main Study After the questionnaire was revised and created based on suggestions and improvements to the pilot study, it was given to, or sent to, the participants selected for the main study: 100 tour guides from different companies and individuals during the first week of April 2015. They were then returned over the following weeks with the last of them received in late April 2015. Similar steps to the pilot study were taken for the collection of data. Firstly a covering letter was submitted, introducing the study, with reference to the Hue University College of Foreign Languages, to the managers and/or owners of the tour companies to get permission. The return rate within this time was 60% and any that were returned later then than April 2015 were left out of the study; only 50% of these were completed correctly and used for the data analysis. Data Analysis The analysis of data in the present study The questionnaires were checked and analyzed using basic statistics. The procedures in the present study looked for specific repeated trends and used, percentages (%), averages (X), and standard deviation (S.D.). The data was analyzed using the following statistical procedures. First, the percentages were used in the analysis of answers, concerning the general background of participants (Part I). Second, a five-point scale was used to score the levels of necessity, difficulty, needs and problems of English language for tour guides in Vietnam (Part II, III, and IV). Third, the information about the central tendency of the scores and Standard Deviation (S.D.) showing a measurement of the dispersion, giving information on the extent to which a set of scores varies in relation to the average score. Averages were used to calculate the level of necessity, difficulty, needs and problems of English language skills for tour guides in Vietnam. Fourth, scores were weighted to rank the needs and problems of English language elements for tour guides in Vietnam. A specific weight, as illustrated below, was assigned for each specific rank: RankWeighted Scores 18 27 36 45 54 63 72 81 Finally, the reliability of the responses for those items, which used a five-point scale was tested. Reliability, Validity, and Generalizability. Definitions of Reliability, Validity, and Generalizability Reliability is the extent to which an independent researcher, on analyzing one’s data, would reach the same conclusions and, a replication of one’s study would yield similar results. There are two types of reliability: internal reliability, which refers to the consistency of the results obtained from a piece of research; and external reliability, which refers to the extent to which independent researchers can reproduce a study and obtain results similar to those obtained in the original study (Nunan, 1992). Validity is the ability of an instrument to measure what it is designed to measure. Researchers and experts in the field are persons who decide that an instrument is observing what it is set out to observe. Two approaches of establishing the validity of a research instrument are logic and statistical evidence. There are three types of validity: face and content validity (the judgment based upon the logical link between the questions and the objectives of the study); concurrent and predictive validity (the judgment based on the degree to which an instrument can forecast an outcome and how well an instrument compares with a second assessment done concurrently); and construct validity (the judgment based upon statistical procedures) (Kumar, 1996). Generalizability is the way of drawing logical conclusion, or making an inference from certain results which explains some important implications of the results or is related to the research questions. Reliability, Validity, and Generalizability in the Present Study Reliability To check the reliability of the questionnaire, I used an internal reliability check for consistency of the results obtained from the study. The questionnaire used in the pilot study was considered to be more than satisfactory for the purpose of this study. Validity To ensure the validity of the questionnaire, the first draft of the questionnaire was constructed and revised based on recommendations from the participants and other people in the field. In the present study, the researcher used face to face interviews about the questionnaire to determine opinions on the validity. I then constructed the questions in the questionnaire based on the objectives of the study and the research question being asked. By checking the validity, each question or item on the scales and the questionnaire content must have a logical link with the objectives. The judgment that the questionnaire and interviews was measuring what it was supposed to, was based upon the relevant inferences the findings had to the study. Moreover, the validity of the questions was also checked by the participants in the pilot study. Generalizability This study used a mostly quantitative approach with three established needs including sampling, reliability and validity checking. Therefore, the results obtained could be generalized to the target population, the tour guides in Vietnam. This chapter has dealt with the research methodology and the design of the present study. The objectives of the study and research questions; research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings were also discussed. The results of the present study will be presented in the following chapter.

Female Political Candidacy :: Politics Political Science

Female Political Candidacy Abstract Factors which influence female political candidacy were investigated. The results indicated significant gender differences on the following hypotheses: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race was also considered but was not found to be a significant barrier to female candidacy. This significantly predictive model has regional and international implications, and future studies will tested it comparatively by state and region to affirm its generalizability. Female Political Candidacy: A Racial and Gender Perspective This study examines the use of interpersonal power by females in elected political positions, the factors that influence women to run for elected office, and the barriers that hinder female candidacy. Drawing from three areas of gender difference - women and development (IWPR, 2000), institutionalization of power relationships (Parsons, 1969), and socialization of gender roles (Bennett and Bennett, 1999; Lindsey, 1997) - the research focuses on women in elected political leadership positions using a comparison of women and men matched by elected positions in the State of Mississippi, USA. The hypotheses were: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race is evaluated using statis tical methods on a non-matched comparison of African Americans and Caucasians who responded to the gender study. Economic arguments and incentives for policy supporting broad-based political representation are numerous. There is widespread acceptance that peoples who have little political voice are overlooked in the distribution of public goods and have less access to education and health. Kenworthy and Malami (1999) note that representative critical mass necessary for females as a social group to exert a substantial influence on politics is considered to be 30% of a legislative body, while Harvard sociologist Rosabeth Moss Kantor puts representation at closer to 50% to make a difference in the culture of an institution (Ivins, 2001). The United States Agency for International Development notes that while almost all peoples around the world, specifically women, have a legal right to vote, actual female participation is inhibited by cultural, social, economic, legal and educational constraints (USAID Fact Sheet, 1997).

Essays: Political Philosophy and New York Essay

Course Rationale: The paper provides an understanding of evolution and transformation of international relations as a discipline. It tries to look at issues in international relations from a thematic backdrop by trying to address change and continuity in the same. From a conceptual background, the paper identifies principal actors and some of the processes that are key to contemporary international relations. Course Content: Lectures 1. Nature and Scope of International Relations : Understanding International Relations, Evolution of the discipline, Its interdisciplinary nature. (10) 2. Approaches and Theories of International Relations: Classical and Scientific; Realism and Idealism, NeoLiberal and Neo Realist. (14) 3. Actors in International Relations: State and State System, State and Globalisation and Non-State (International NGOs & MNCs) (12) 4. War and Conflict: Nature and Causes; Traditional & Non- Traditional Threats to society, Changing nature of conflict(14) PS 7: Western Political Thinkers (Plato to John Locke) Course Rationale: The paper seeks to provide a critical understanding of the main philosophical themes in Western Political thought as represented by select thinkers from the early Greek period to the modern period. It emphasizes on both the life and works of the thinkers linking it to the dominant paradigms of the time. Course Content: Lectures 1. Plato: Life and works; the Republic – Justice, Education, Communism, Philosopher King: Rule of Law. (10) 2. Aristotle: Life and works; State; Classification of Governments, Revolution; Citizenship; Family and Property; Slavery; Education. (10) 3. Niccolo Machiavelli: Life and works; Human Nature, Prince; Religion and Politics; Government; Realism. (10) 4. Thomas Hobbes: Life and works; Social Contract, Sovereignty. (10) 5. John Locke: Life and works; Social Contract Theory; Sovereignty; Natural Rights; Theory of Consent, Right to rebel. (10) PS 8: INDIAN ADMINISTRATION Course Rationale: This course would enable students to understand and analyse the structural and organizational framework of the Indian Administration. It does this by focusing on both the evolution of the public services and the reforms that are required in a liberalizing era. Course Content: Lectures 1. Indian Administration: Integrity and Transparency, Forms; Causes and remedies of Administrative Corruption, Offices of Lokpal and Lokayuta, Right to Information Act 2005. (13) 2. Planning and Administration: Socio economic objectives of planning, Planning Commission, National Development Council, Decentralised planning. (13) 3. Basic Public Services: Education, Health, Sanitation, and Housing. (Case studies) (12) 4. Reforming Public Administration: Good Governance, Privatization and Competition. (12) Readings for PS 5 & PS 8: 1. Public Administration and Public Affairs, Nicholas Henry – 8th edition 2. Public Administration – A Avasthi and S. R. Maheshwari 3. Administrative in Changing Society Bureaucracy & Politics in India – C. P. Bhambri. 4. Public Administrative – A. R. Tyagi 5. Public Administration – N. B. P. Sharma 6. Modern Public administration — – F. A.. Nigro and L. S. Nigro 7. Introduction to the study of Public administration N. O. White 8. Indian administration — S. S. Maheshwari 8. P. H. Appleby, Policy and Administration, Alabama University of Albama Press, 1957. 9. A. Avasthi and S. R. Maheswari, Public Administration, Agra, Lakshmi Narain Aggarwal, 1996. 10. D. D. Basu, Administrative Law, New Delhi, Prentice Hall, 1986. 11. C. P. Bhambri, Administration in a Changing Society: Bureaucracy and Politics in India, Delhi Vikas, 1991. 12. M. Bhattacharya, Public Administration: Structure, Process and Behaviour, Calcutta, The World Press, 1991. 13 . ————, Restructuring Public Administration: Essays in Rehabilitation, New Delhi,Jawahar, 1999. 14. M. E. Dimock and G. O. Dimock, Public Administration, Oxford, IBH Publishing Co. , 1975. 15. ———— Administrative Vitality: The Conflict with Bureaucracy, New York, Harper, 1959. 16. E. N. Gladden, The Essentials of Public Administration, London, Staples Press, 1958. 17. J. M. Gaus, A Theory of Organization in Public Administration, Chicago, University of Chicago Press, 1936. 18. J. La Palombara (ed. ), Bureaucracy and Political Development, Princeton NJ, Princeton University Press, 1967. 19. S. R. Maheshwari, Administrative Theories, New Delhi, Allied, 1994. 20. S. R. Nigam, Principles of Public Administration, Allahabad Kitab Mahal, 1980. 21. F. A. Nigro and L. S. Nigro, Modern Public Administration, New York, Harper and Row, 1984. 22. O. Glenn Stahl, Public Personnel Administration, New York, Harper & Brothers, 1956. 23. D. Waldo (ed), Ideas and Issues in Public Administration, New York, Mc Graw Hill, 1953. 24. N. D. White, Introduction to the Study of Public Administration New York, Macmillan, 1955. PS 9: International Institutions and Issues Course Rationale : The course specifically deals with some of the key international institutions and themes that have guided international relations in the recent times. It tries to look at both the organizational and policy issues relating to the institutions and seeks to bring out the concerns from a developing country perspective. Course Content: Lectures 1. International and Regional Institutions : IMF & WB, WTO, SAARC & EU (14) 2. Diplomacy: old and new, diplomatic immunities & privileges changing Nature of Diplomacy (12) 3. UN: Structure, functions & Reform (10) 4. Contemporary International Concerns: Terrorism, Environment and Refugees (14) Readings for PS 6 & PS 9: 1. Axelrod, The Evolution of Co-operation, New York, Basic Books, 1984. 2. A. Baldwin (ed. ), Neo-realism and Neo-liberalism, New York, Columbia University Press,1993. 3. —— (ed. ), Paradoxes of Power, New York, Basil Blackwell, 1989. 4. Bennett (ed.), Nuclear Weapons and the Conflict of Conscience, New York, Charles cribner’s Sons, 1962. 5. D. G. Brennan (ed. ), Arms Control, Disarmament and National Security, New York, George Braziller, 1961. 6. C. Brown, International Relations Theory, London, Harvester Wheatsheaf, . M de Bueno and D. Lalman, War and Reason: Domestic and International Imperatives,New Haven CT, Yale University Press, 1992. 7. H. Bull, The Control of the Arms Race, New York, Praeger, 1961. 8. ————, The Anarchical Society: A Study of Order in World Politics, London, Macmillan,1977. 9. S. Burchill et. al. , Theories of International Relations, Hampshire, Macmillan, 2001. 10. E. H. Carr, The Twenty Year Crisis, London, Macmillan, 1939. 11. ————, Conditions of Peace, New York, The Macmillan Company, 1944. 12. I. Claude, Power and International Relations, New York, Random House, 1962. 13. K von Clausewitz, War, Politics and Power: Selections, Chicago, Henry Regnery Company, 1962. 14. A. A. Couloumbis and J. H. Wolf, Introduction to International Relations: Power and Justice,New York, Praegar, 1989. 15. W. D. Coplin, Introduction to International Politics, Chicago, Markham, 1971 K. W. Deutsch, The Analysis of International Relations, New Delhi, Prentice Hall, 1989. 16. J. E. Dougherty, How to think about Arms Control and Disarmament, New York, Alfred A. Knopf, 1962 17. ———— and R. L. Pfaltzfraff, Jr. , Contending Theories of International Relations, Philadelphia, 18. J. B. Lippincott Co. , 1970. 19. W. Epstein, Disarmament: 25 years of Effort, Toronto, Canadian Institute of International Affairs, 1971. 20. ————, The Last Chance: Nuclear Proliferation and Arms Control, New York, The Free Press, 1976. 21. R. A. Falk, Law, Morality and War in the Contemporary World, New York, Frederick A Praegar, 1963. 22. ————, Legal Order in a Violent World, Princeton NJ, Princeton University Press, 1968. 23. H. W. Forbes, The Strategy of Disarmament, Washington DC, Public Affairs Press, 1962. 24. J. Frankel, The Making of Foreign Policy, London, Oxford University Press, 1963. 25. —————, Contemporary International Theory and the Behaviour of States, New York, Oxford University Press, 1973. 26. J. Galtung, The True Worlds: A Transnational Perspective, New York, The Free Press, 1980. 27. F. I. Greenstein and N. W. Polsby, Theory of International Relations, Reading Massachusetts,Addison-Wesley, 1979. 28. S. H, Hoffman (ed. ), Contemporary Theory in International Relations, Englewood Cliifs NJ, Prentice Hall, 1960. 29. S. H. Hoffman, Essays in Theory and Politics of International Relations, Boulder Colorado, Westview Press, 1989. 30. K. J. Holsti, Why Nations Realign, London, Allen and Unwin, 1982. 31. ————, The Dividing Discipline, Boston, Allen and Unwin, 1985. 32. ————, Peace and War: Armed Conflicts and International Order 1648-1989, Cambridge, Cambridge University Press, 1991. 33. A. Hurrell, â€Å"Collective Security and International Order Revisited† International Relations,Vol. II, No. 1, April. 34. C. W. Kegley and E. R. Wittkopf, World Politics: Trends and Transformation, New York, St. Martin’s Press, 1995. 35. G. Kennan, â€Å"Morality, Politics and Foreign Policy† in The Virginia Papers on the Presidency, edited by K. W. Thompson, Washington, University Press of America, 1979, pp. 3-30. 36. ————, The Nuclear Delusion, New York, Pantheon Books, 1982. 37. R. O. Keohane, After Hegemony: Cooperation and Discord in the World Political Economy, 38. Princeton NJ, Princeton University Press, 1984. 39. ———— (ed. ), Neo-realism and Its Critics, New York, Columbia University Press, 1986. 40. ————, International Institutions and State Power, Boulder Colorado, Westview Press, 1989. 41. ———— and E. Ostrom (eds. ), Local Commons and Global Interdependence: Heterogeneity and Co-operation in Two Domains, London, Sage, 1994. S. D. Krasner (ed. ), International Regimes, Ithaca NY, Cornell University Press, 1983. 42. H. D. Lasswell, World Politics and Personal Insecurity, New York, McGraw-Hill Book Company, 1953. 43. L. L. Martin, Coercive Cooperation: Explaining Multilateral Economic Sanctions, Princeton NJ, Princeton University Press, 1992. 44. H. J. Morgenthau, Politics Among Nations, 6th edn. , revised by K. W. Thompson, New York, Alfred Knopf, 1985. 45. F. S. Northedge, The International Political System, London, Faber and Faber, 1976. 46. W. C. Olson and A. J. R. Groom, International Relations: Then and Now, London, HarperCollins Academic, 1991 and M. Onuf, â€Å"The growth of a discipline reviewed† in International Relations, edited by S. Smith, Oxford, Basil Blackwell, 1985. 47. R. E. Osgood and R. W. Tucker, Force, Order and Justice, Baltimore, Johns Hopkins Press,1967. 48. E. Ostrom, Governing the Commons: The Evolution of Institutions for Collective Action, Cambridge, Cambridge University Press, 1990. 49. K. A. Oye (ed. ), Co-operation Under Anarchy, Princeton NJ, Princeton University Press,1986. 50. N. D. Palmer and H. Perkins, International Relations, Calcutta, Scientific Book Company,1971. 51. W. H. Riker, The Theory of Political Coalitions, New Haven CT, Yale University Press, 1962. 52. B. Rivlin, â€Å"Regional Arrangements and the UN System for Collective Security†, International Relations, Vol II, No. 2, August. 53. A. Roberts, â€Å"The UN and International Security†, Survival, Vol 35, No. 1, Spring. 54. J. N. Rosenau, International Studies and the Social Sciences, Beverly Hills California and London, Sage, 1973. 55. ————, World Politics: An Introduction, New York, The Free Press, 1976. 56. M. P. Sullivan, Theories of International Politics: Enduring Paradigm in a Changing World,Hampshire, Macmillan, 2001. 57. V. Van Dyke, International Politics, Bombay, Vakils, Feffer and Simons, 1969. 58. J. A. Vasquez, The Power of Power Politics, London, Frances Pinter, 1983. 59. ————, The War Puzzle, Cambridge, Cambridge University Press, 1993. 60. S. P. Verma, International System and the Third World, New Delhi, Vikas, 1988. 61. K. N. Waltz, Theory of International Politics, Reading Massachusetts, Addison- Wesley, 1979. 62. ————, â€Å"The Emerging Structure of International Politics†, International Security, 18, 1993,pp. 44-79. 63. A. Wolfers, Discord and Collaboration, Baltimore, Johns Hopkins University Press, 1962. PS 10:Western Political Thinkers (Rousseau to Marx) Course Rationale : The course seeks to promote a critical understanding of the main philosophical themes in Western Political thought as represented by selected thinkers primarily from the modern period. It emphasizes on their life and works and their major theoretical and philosophical contributions. Course Contents: Lectures 1. Jean Jacques Rousseau: Life and works; Social Contract Theory; Theory of General Will; Popular Sovereignty. (10) 2. Edmund Burke: Life and works; Conservative Philosophy; State; Revolution; Blend of Liberalism and Conservatism. (10) 3. James Stuart Mill: Life and works; Liberty; Representative Government and Democracy; Individualism. (10) 4. George Wilhelm Fredrick Hegel: Life and works; History; Dialectic; Idealist Theory. (10) 5. Karl Marx: Dialectical Materialism ; Interpretation of History; Theory of Surplus Value; Class War; Dictatorship of the Proletariat ; Classless society (10). Readings for PS 7 & PS 10: 1. J. W. Allen, A History of Political Thought in the Sixteenth Century, London, Methuen, 1967. 2. A. Ashcraft, Revolutionary Politics and Locke’s Two Treatises of Government, London, Allen and Unwin, 1986. 3. ————, Locke’s Two Treatises of Government, London, Unwin and Hyman, 1987. 4. A. Avineri, The Social and Political Thought of K. Marx, New Delhi, S. Chand and Co. , 1979. 5. Sir E. Barker, The Political Thought of Plato and Aristotle, New York, Dover Publications,1959. 6. ————, Greek Political Theory: Plato and His Predecessors, New Delhi, B.I. Publications, 1964. 7. ————, The Politics of Aristotle, translated with introduction, notes and appendix, Oxford, Oxford University Press, 1995. 8. R. N. Berki, The History of Political Thought: A Short Introduction, London, Dent, 1977. Sir I. Berlin, The Hedgehog and the Fox, London, Weidenfeld and Nicolson, 1953. 9. ————, Karl Marx: His Life and Environment, Oxford, Oxford University Press, 1963. 10. W. H. Bluhmn, Theories of Political System: Classics of Political Thought and Modern Political Analysis, Englewood Cliffs NJ, Prentice Hall, 1965. 12. J. Bowle, Western Political Thought: A Historical Introduction from the Origins to Rousseau,London, Jonathan Cape, 1947. 13. ————, Politics and Opinion in the Nineteenth Century: A Historical Introduction, London. Jonathan Cape, 1954. 14. C. Brinton, English Political Thought in the Nineteenth Century, London, Allen Lane, 1933. 15. J. Bronowski and B. Mazlish, Western Intellectual Tradition, Harmondsworth, Penguins, 1960. 16. K. C. Brown (ed. ), Hobbes’ Studies, Cambridge Massachusetts, Harvard University Press,1965. 17. J. H. Burns (ed.), The Cambridge History of Political Thought, 1450-1700, Cambridge,Cambridge University Press, 1991. 18. H. Butterfield, The Statecraft of Machiavelli, New York, Collier, 1962. 19. F. P. Canavan, The Political Reason of Edmund Burke, Durnham NC, Duke University Press,1960. 20. E. Cassirer, The Philosophy of the Enlightenment, Princeton NJ, Princeton University Press,1932. 21. ————, The Myth of the State, New Haven CT, Yale University Press, 1946. 22. G. Catlin, A History of Political Philosophers, London, George Allen and Unwin, 1950. 23. F. Chabod, Machiavelli and the Renaissance, translated by D. Moore, New York, Harper and Row, 1958. 24. J. W. Chapman, Rousseau- Totalitarian or Liberal, New York, Columbia University Press, 1956. 25. A. Cobban, Rousseau and the Modern State, London, Unwin University Books, 1964. 26. J. Coleman, A History of Political Thought: From Ancient Greece to Early Christianity,London, Blackwell, 2000. 27. L. Colletti, From Rousseau to Lenin: Studies in Ideology and Society, translated By J. Merrington and J. White, New Delhi, Oxford University Press, 1969. 28. D. Coole, Women in Political Theory: From Ancient Misogyny to Contemporary Feminism, New York, Harvester Wheatsheaf, 1993. 29. M. Cornforth, The Open Philosophy and the Open Society: A Reply to Sir Karl Popper’s Refutation of Marxism, London, Lawrence and Wishart, 1968. 30. M. Cowling, Mill and Liberalism, Cambridge, Cambridge University Press, 1963. 31. M. Cranston, (ed. ), Western Political Philosophers, London, Fontana, 1964. 32. R. Crossman, Plato Today, London, Allen and Unwin, 1939. 33. M. Curtis, The Great Political Theories 2 Vols. , New York, Avon, 1961. 34. W. L. Davidson, Political Thought in England: The Utilitarians from Bentham to Mill, Oxford, Oxford University Press, 1957. 35. S. DeGrazia, Machiavelli in Hell, Princeton NJ, Princeton University Press, 1989. 36. P. Doyle, A History of Political Thought, London, Jonathan Cape, 1933. 37. J. A. Dunning, History and Political Theories, New York, Macmillan, 1902. 38. W. Ebenstein, Great Political Thinkers, New Delhi, Oxford & IBH, 1969. 39. J. B. Elshtain, Public Man, Private Woman: Women in Social and Political Thought, Princeton 40. NJ, Princeton University Press, 1981. 41. M. B. Foster, W. T. Jones and L. W. Lancaster, Masters of Political Thought 3 Vols, London, George G. Harrap and Co. Ltd. , 1942, 1947 and 1959. 42. R. G. Gettel, History of Political Thought, New York, Novell & Co, 1924. 43. D. Germino, Modern Western Political Thought: Machiavelli to Marx, Chicago, University of Chicago Press, 1972. 44. W. H. Greenleaf, The British Political Tradition, 2 Vols, London, Methuen, 1983. 45 A. Hacker, Political Theory: Philosophy, Ideology, Science, New York, Macmillan, 1961. 46. E. Halevy, Growth of Philosophical Radicalism translated by M. Morris London, Faber & Faber, 1928. 47. J. H. Hallowell, Main Currents in Modern Political Thought, New York, Holt, 1960. 48. I. W. Hampsher-Monk, Modern Political Thought from Hobbes to Marx, Oxford, Basil Blackwell, 1992. 49. R. Harrison, Bentham, London, Routledge, 1983. 50. I. Kramnick, The Age of Edmund Burke: The Conscience of an ambivalent Conservative,New York, Basic Books, 1977. 51. G. Klosko, The Development of Plato’s Thought, London, Methuen, 1986. 52. H. J. Laski, Political Thought from Locke to Bentham, Oxford, Oxford University Press, 1920. 53. P. Laslett, John Locke’s Two Treatises of Government, Cambridge, Cambridge University Press, 1960. 54. R. B. Levinson, In Defense of Plato, Cambridge Massachusetts, Harvard University Press,1953. 55. C. B. Macpherson, The Political Theory of Possessive Individualism: Hobbes to Locke,Oxford, The Clarendon Press, 1973. 56. K. Martin, French Liberal Thought in the Eighteenth Century, New York, New York University Press, 1954. 57. A. MacIntyre, A Short History of Ethics, New York, Macmillan, 1971. 58. C. C. Maxey, Political Philosophies, New York, Macmillan, 1948. 59. C. H. McIlwain, The Growth of Political Thought in the West, New York, Macmillan, 1932. 60. D. McLellan, Karl Marx: The First 100 Years, London, Fontana, 1983. 61. K. R. Minogue, Hobbes’ Leviathan, New York, Everyman’s Library 1977. 62. J. B. Morall, Political Thought in Medieval Times, New York, Harper Torchbooks, 1958. 63. S. Mukherjee and S. Ramaswamy, A History of Political Thought: Plato to Marx, New Delhi, Prentice Hall, 1999. 64. R. G. Mulgan, Aristotle’s Political Theory: An Introduction for Students of Political Theory,Oxford, The Clarendon Press, 1977. 65. R. L. Nettleship, Lectures on Plato’s Republic, London, Macmillan, 1967. 66. M. Oakeshott, Hobbes on Civil Association, Oxford, Basil Blackwell, 1975. 67. S. M. Okin, Women in Western Political Thought, Princeton NJ, Princeton University Press, 1979. 68. C. Pateman, The Disorder of Women, Cambridge, Polity Press, 1993. 69. H. F. Pitkin, The Concept of Representation, Berkeley, University of California Press, 1967. 70. ————, Fortune is a Woman: Gender and Politics in the thought of Niccolo Machiavelli,Berkeley, University of California Press, 1984. 71. J. Plamentaz, Man and Society 2 Vols. , London, Longman, 1963. 72. J. G. A Pocock, The Machiavellian Moment: Florentine Republic Thought and the Atlantic Republican Tradition, Princeton NJ, Princeton University Press, 1971. 73. Sir K. R. Popper, The Open Society and its Enemies 2 Vols. , London, Routledge and Kegan Paul, 1945. 74. P. Riley, Will and Legitimacy, Cambridge Massachusettes, Harvard University Press, 1980. 75. A. Ryan, J. S. Mill, London, Routledge and Kegan Paul, 1974. 76. B. Russell, History of Western Philosophy, London, George Allen and Unwin, 1961. 77. G. H. Sabine, History of Political Theory, 4th edn. , revised by T. L. Thorson, New Delhi,Oxford and IBH, 1973. 78. A. Saxonhouse, Women in the History of Political Thought: Ancient Greece to Machiavelli,New York, Praegar, 1985. 79. M. L. Shanley, and C. Pateman, Feminist Interpretation and Political Theory, Cambridge, Polity, 1991. 80. M. Q. Sibley, Political Ideas and Ideologies, New Delhi, Surjeet Publications, 1981. 81. T. A. Sinclair, A History of Greek Political Thought, London, Routledge, 1951. Q. Skinner, The Foundations of Modern Political Thought, 2 Volumes, Cambridge, Cambridge University Press, 1990. 82. S. B. Smith, Hegel’s Critique of Liberalism, Chicago, University of Chicago Press, 1989. 83. Sir L. Stephen, History of English Thought in the 18th Century 2 Vols. , London, London School of Economics and Political Science, 1902. 84. L. Strauss, The Political Philosophy of Hobbes: Its Basis and Genesis, Oxford, The Clarendon Press, 1936. 85. ————, Thoughts on Machiavelli, Chicago, University of Chicago Press, 1958. 86. ————, Studies in Platonic Political Philosophy, Chicago, Chicago University Press, 1964. 87. J. L. Talmon, The Origins of Totalitarian Democracy and Political Messianism: The Romantic Phase, London, Secker and Warburg, 1960. 88. T. L. Thorson, Plato: Totalitarian or Democrat, Englewood Cliffs NJ, Prentice Hall, 1963. 89. J. Tully, A Discourse on Property: John Locke and his Adversaries, Cambridge, Cambridge University Press, 1980. 90. C. E. Vaughan, Studies in the History of Political Philosophy before and after Rousseau, 91. Manchester UK, University of Manchester Press, 1925. 92. H. Warrender, The Political Philosophy of Hobbes: His Theory of Obligation, Oxford, The Clarendon Press 1957. 93. N. Warburton, J. Pike and D. Matravers, Reading Political Philosophy: Machiavelli to Mill, London, Routledge in association with Open University, 2000. 94. S. Wolin, Politics and Vision: Continuity and Innovation in Western Political Thought, Boston,Little Brown, 1960. PS 11: Indian Political Thinkers (Manu to Azad) Course Rationale: The purpose of this paper is to enlighten the students about Indian thinkers from ancient to modern times. It seeks to understand their seminal contribution to the evolution of political theorizing in India. It critically assesses their contribution and explains their relevance to contemporary times Course Content: Lectures 1. Manu: Life & Works ; Manu’s State, Theory of Danda, Manu’s Foreign Policy. (12) 2. Kautilya: Early Life & Works ; State craft, Diplomacy (12) 3. Swami Vivekananda: Early Life, Hinduism as a Universal Religion, Contribution to Metaphysics (08) 4. Tilak and Aurobindo: Early life, Tilak’s Religious ideas, Tilak’s Philosophy of Reform, Political Philosophy of Tilak , Indian Extremist Nationalism. Aurobindo’s Early life & Works , Epistemological Foundations of Politics, Philosophy of Sate, Nation- Building (10) 5. Maulana Azad : Life and Works, Political Ideas (08) PS 12: Government and Politics of Goa : Pre Statehood Course Rationale: The course seeks to give the students an insight into pre-colonial & post colonial institutions in Goa. It provides the historical background and political evolution in Goa leading from the liberation to the pre state-hood period, focusing on both political leaders and the parties. Course Content: Lectures 1. Goa -A Historical Overview: Gaunkari system, Portuguese Colonial period, Salazarist Dictatorship & Struggle for liberation. (10) 2. Issues of Transition: Integration of Goa; Ist Assembly Elections, Controversy over Political Future, Opinion poll. (10) 3. Emergence & growth of Political Parties: Indian National Congress, Maharashtrawadi Gomantak Party, United Goans Party, Bharitiya Janata Party, Assembly Elections 1963-1984. (12) 4. Goan Politics: Union Territory Phase I: Bandodkar Government: Consolidation of Institutions, Phase II : Shashikala Government: Erosion of Bahujan Politics, Phase III: Rane Government: Emergence of National Parties. (18) PS 13: COMPARATIVE GOVERNMENT (Governments of U. K, U. S. A, Russia, China, Switzerland & France) Course rationale: This paper studies the major constitutions of the world by adopting a comparative approach. The constitutional and legal provisions, the ideological basis, the institutional arrangement and their social and economic background are to be explained, analyzed and evaluated critically. The comparative perspective enables the students to understand the differences and similarities between the various constitutional arrangements. Course Content: Lectures. 1) Importance of Comparative Government and Politics: Approaches to the study of Comparative Politics: – Systems Approach, Structural & Functional Approach, Marxist Approach. (12) 2) Constitutions : Evolution and Nature (U. S. A , U. K & CHINA) (10) 3) Executive: Prime Minister & Cabinet(U. K), President and Cabinet (U. S. A), President and State Council(China), Plural Executive (Switzerland ), Presidential and Parliamentary Executive(France and Russia). (14) 4) Legislature: Parliament(UK) , Congress (USA), National Peoples Congress(China), relationship with the Executive in terms of separation of powers. (14) PS 14: Indian Political Thinkers (Gokhale to Ambedkar) Course Rationale: The Course seeks to familiarize students with the major contributions of the key modern Indian political thinkers. It focuses on their life and work and outlines their key political and philosophical ideas that shaped modern India. Course Rationale: Lectures 1. G. K. Gokhale: Early life & Work ,Political Thought (08) 2. Mahatma Gandhi : Early life & Works , Idealism & Ethics, Philosophy of Politics, Swaraj & Satyagraha. (12) 3. Jawaharlal Nehru: Early life & Works, Political Ideas, Panchaseel, Socialism & Secularism (12). 4. M. N. Roy: Early Life & Works, Roy’s views on the Russian Revolution & Marxism Radical Humanism & Scientific Politics. (10) 5. B. R. Ambedkar : Early life & Works , Sociological and Political views, Abdedkar & the Dalits (08) Readings for PS 11 & PS 14: 1. A. S. Altekar, State and Government in Ancient India, Delhi, Motilal Banarsidass, 1966. 2. A. Appadorai, Documents on Political Thought in Modern India, 2 vols. Bombay Oxford University Press, 1970. 3. J. Bandhopadhyaya, Social and Political Thought of Gandhi, Bombay, Allied, 1969. 4. J. V. Bondurant, Conquest of Violence: The Gandhian Philosophy of Conflict, Berkeley,University of California Press, 1965. 5. D. M. Brown, The White Umbrella: Indian Political Thought from Manu to Gandhi, Berkeley,University of California Press, 1953. 6. R. J. Cashman, The Myth of the ‘Lokmanya’ Tilak and Mass Politics in Maharasthra, 7. Berkeley, University of California Press, 1975. 8. B. Chandra, Nationalism and Colonialism in Modern India, Delhi, Vikas, 1979. 9. K. Damodaran, Indian Thought: A Critical Survey, London, Asia Publishing House, 1967. 10. T. de Bary, Sources of Indian Tradition, New York, Columbia University Press, 1958. 11. D. G. Dalton, India’s Idea of Freedom: Political Thought of Swami Vivekananda, Aurobindo Ghose, Mahatma Gandhi and Rabindranath Tagore, Delhi, Academic Press, 1982. 12. A. R. Desai, Social Background of Indian Nationalism, Bombay, Popular, 1954. 13. R. P. Dutt, India Today, Calcutta, Manisha, 1970. 14. A. T. Embree (ed. ), Sources of Indian Tradition: from the Beginning to 1800, India, Penguin Books, 1991. 15. S. Ghose, The Renaissance to Militant Nationalism, Bombay, Allied Publishers, 1969. 16. ————, Socialism, Democracy and Nationalism in India, Bombay, Allied Publishers, 1973. 17. ————, Modern Indian Political Thought, Delhi, Allied, 1984. 18. U. N. Ghoshal, A History of Indian Political Ideas, London, Oxford University Press, 1959. 19. J. P. Haithcox, Communism and Nationalism in India: M. N. Roy and Comitern Policy, Princeton NJ, Princeton University Press, 1971. 20. S. Hay, Sources of Indian Tradition: Modern India and Pakistan, India, Penguin Books, 1991. 21. C. Heimsath, Indian Nationalism and Social Reform, Princeton NJ, Princeton University Press, 1964. 22. R. Iyer, The Moral and Political Thought of Mahatma Gandhi, Delhi, Oxford University Press,1973. 23. K. P. Jayaswal, Hindu Polity, Calcutta, Butterworth, 1924. 24. K. N. Kadam (ed. ), Dr. B. R. Ambedkar, New Delhi, Sage, 1992. 25. R. P. Kangle, Arthashastra of Kautilya, Delhi, Motilal Banarsidass, 1965. 26. M. J. Kanetkar, Tilak and Gandhi: A Comparative Study, Nagpur, Author, 1935. 27. V. B. Karnik, M. N. Roy: Political Biography, Bombay, Jagriti, 1978. 28. K. P. Karunakaran, Modern Indian Political Tradition, New Delhi, Allied Publishers, 1962. 29. ————, Religious and Political Awakening in India, Begum Bridge, Meenakshi Prakashanm 1969. 30. ————, Indian Politics from Dadabhai Naoroji to Gandhi: A Study of Political Ideas of Modern India, New Delhi, Gitanjali, 1975. 31. ————, Gandhi- Interpretations, New Delhi, Gitanjali Publishing House, 1985. 32. D. G. Karve, and D. V. Ambedkar, Speeches and Writings of Gopal Krishna Gokhale,Bombay, Asia, Publishing House, 1966. 33. U. Kaura, Muslims and Indian Nationalism, New Delhi, Manohar, 1977. 34. V. P. Luthra, The Concept of Secular State and India, Delhi, Oxford University Press, 1964. 35. V. R. Mehta, Foundations of Indian Political Thought, New Delhi, Manohar, 1992. 36. B. B. Majumdar, Militant Nationalism in India and Its Socio-Religious Background 1897-1917, Calcutta, General Printers, 1960. 37. M. Mohanty, Revolutionary Violence: A Study of the Marxist Movement in India, New Delhi,Sterling, 1977. 38. S. Mukherjee, Gandhian Thought: Marxist Interpretation, New Delhi Deep & Deep, 1991. 39. B. R. Nanda, Gokhale, Gandhi and the Nehrus: Studies in Indian Nationalism, London, Allen and Unwin, 1974. 40. ————, Gandhi and His Critics, Delhi, Oxford University Press, 1985. 41. J. Nehru, Discovery of India, London, Meridian Books, 1956. 42. G. Omvedt, Dalits and the Democratic Revolution: Dr. Ambedkar and the Dalit Movement in Colonial India, New Delhi, Sage, 1994. 43. G. D. Overstreet and M. Windmiller, Communism in India, Bombay, Perennial, 1960. 44. T. Pantham, and K. Deustch (eds. ), Political Thought in Modern India, New Delhi, Sage, 1986. 45. B. Parekh, Colonialism, Tradition and Reform: Analysis of Gandhi’s Political Discourse, New Delhi, Sage, 1989. 46. ———— and T. Pantham (eds. ), Political Discourse: Exploration in Indian and Western Political Thought, New Delhi, Sage, 1987. 47. S. Radhakrishnan, Eastern Religion and Western Thought, London, Oxford University Press,1940. 48. Swami Ranganathananda, Swami Vivekananda: His Humanism, Moscow State University Lecture, Calcutta, Advaita Ashram, 1991. 49. N. R. Ray (ed. ), Raja Rammohan Roy: A Bi-centenary Tribute, Calcutta, Asiatic Society,1975. 50. D. P. Roy, Leftist Politics in India: M. N. Roy and the Radical Democratic Party, Calcutta,Minerva, 1989. 51. S. H. Rudolph and L. I. Rudolph, Gandhi- The Traditional Roots of Charisma, Chicago,University of Chicago Press, 1983. 52. J. Sarkar, India Through the Ages: A Survey of the Growth of Indian Life and Thought,Calcutta, M. C. Sarkar and Sons, 1928. 53. S. Sarkar, Bengal Renaissance and Other Essays, New Delhi, People’s Publishing House, 1970. 54. B. S. Sharma, The Political Philosophy of M. N. Roy, Delhi, National Publishing House, 1965. 55. J. Spellman, The Political Theory of Ancient India, Oxford, The Clarendon Press, 1964. 56. A. Tripathi, The Extremist Challenge, Bombay, Allied, 1967. 57. V. P. Verma, Studies in Hindu Political Thought and Its Metaphysical Foundations, Delhi, Motilal Banarsidass, 1974. 58. S. A. Wolpert, Tilak and Gokhale, Berkeley, University of California Press, 1962. 59. G. Woodcock, Mohandas Gandhi, London, Fontana, 1971. PS 15: Government and Politics of Goa: Post Statehood. Course Rationale: This course seek to provide an understanding of the evolution of the political processes , structures & social.