...firms are “infant MNEs,” unlike Western firms that are “mature MNEs.” Indian firms are also internationalizing in a very different global context, and can do so on the basis of different competitive advantages, than MNEs that came before. Finally, research on Indian MNEs can help identify generic strategies for internationalization, examples of which are provided in the article. By pursuing the lines of inquiry proposed, research on Indian MNEs can contribute not just to better local practice but also to broader theory building about early-stage internationalization. Ravi Ramamurti is CBA Distinguished Professor of International Business and Director, Centre for Emerging Markets, at Northeastern University, USA. E- mail r.ramamurti@neu.edu. This essay draws heavily on the author’s two papers (“Why Study Emerging-market Multinationals?” and “What Have We Learned about Emerging –market Multinationals?”) in Ravi Ramamurti & Jitendra V. Singh (eds.) (2009), Emerging Multinationals in Emerging Markets, Cambridge, UK: Cambridge University Press. Research on Internationalization of Indian Firms Research on India’s emerging multinational enterprises (MNEs) may be intrinsically rewarding for India specialists, but to interest the broader community of international business (IB) scholars, it must contribute to IB theory more generally. In this essay, I will suggest a few ways in which such a contribution might be made. My argument, quite simply, is that the extant IB literature on how...
Words: 5836 - Pages: 24
...special article caste in the 21st century: From system to elements A M Shah The argument that while caste as a system is more or less dead, individual castes are flourishing is widely accepted. However, the notion of “caste as a system” is derived mainly from studies of the rural rather than the urban community. In this article, individual caste is seen in the context of both rural and urban communities and its several aspects, particularly the rule of endogamy as its defining criterion, are analysed at some length and some implications of the analysis are pointed out. n 1955, M N Srinivas presented a paper, ‘Castes: Can They Exist in the India of Tomorrow?’, at a national seminar on “Casteism and Removal of Untouchabilty” in Delhi, attended, among others, by such distinguished persons as S Radhakrishnan, Jagjivan Ram, Govind Ballabh Pant, V K R V Rao, Kaka Kalelkar and Irawati Karve. The paper was published in the seminar report as well as in the Economic Weekly (1955). After a lifetime of scholarship on caste, in 1999, the last year of his life, Srinivas delivered a lecture under different titles in Bangalore, Delhi and Kolkata, on the passing away of caste as a system. It was published posthumously in 2003 in the Economic and Political Weekly under the title, ‘An Obituary on Caste as a System’. Srinivas expanded this title into a sentence, “While caste as a system is dead, individual castes are flourishing” (ibid: 459). He made this statement almost at the end of...
Words: 9036 - Pages: 37
...Chapter Nine: Brecht and Epic Theatre Berthold Brecht (1898-1956) was one of the most distinguished representatives of socialist realist art. As a creator, he was multi-sided: poet, dramatist, director, critic and publicist. There can be little doubt that he was one of the most significant writers of the twentieth-century. His work was the most important and original in European drama since Ibsen and Strindberg, but in many ways it is difficult to understand in itself, and to relate it to a tradition which it at once develops and criticizes. Brecht had been writing continuously since 1918, however it was the period between 1937 and 1945 that saw not only some of his finest plays – Mother Courage and Her Children, The Good Person of Szechwan, The Life of Galileo and The Caucasian Chalk Circle – but also the evolution of his most significant theories on the theatre. Brecht’s early dramas were anarchic, nihilistic, and antibourgeois. In them, he glorifies antisocial outsiders such as fortune hunters, pirates, and prostitutes; in keeping with their view on general society, the tone of these works is often cynical. In the years following his conversion to Marxism, Brecht wrote didactic plays whose style is austere and functional. These plays were intended to be performed in schools and factories by nonprofessional actors. In his later plays, Brecht combined the vitality of his early period with his Marxist beliefs to create plays that were dramatically effective, socially committed...
Words: 2608 - Pages: 11
...Introduction Creating an effective scheme of work, less than a term into a teaching career, was certainly daunting. Given the complexities of planning for a single lesson – taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate...
Words: 9792 - Pages: 40
...Every human being passes through the different stages of lifespan. Lots of changes take place throughout the development period. Human life begins with the birth; it goes through infancy, childhood, adolescence, and adulthood. Development occurs in different perspectives of life. Some common developments are physical, psychological, cognitive and social-cultural. There are several theories by different theorist which define the human development and its stages, when human being comes up with different characteristics. To discuss on the essay whether or not ‘early life experiences and social development impact on adults and to explain ‘to what extent culture impacts on development OR a particular aspect of development’ three different theories by Erik Erikson (1902-1994), Robert Havighurst (1900-1991) and Lev Vygotsky (1896-1934) are going to be highlighted. Question 1 As concerned to the first question, early life experiences and social development certainly impact on adults. Erikson’s psychosocial theory describes the development throughout the human life. He has categorized his theory in eight stages and they are infancy, early childhood, late childhood, school age, adolescence, young adulthood, adulthood and maturity. Each stage deals with different central tasks which are related to both positive and negative aspects of life. On the other side, Havighurst says development occurs through the learning. He has divided his theory into six stages and they are infancy and...
Words: 2682 - Pages: 11
...Reviews Koichi Iwabuchi, Recentering Globalization: Popular Culture and Japanese Transnationalism. Durham and London: Duke University Press, 2002. 275 pp., including references and index. ISBN 0-8223-2891-7. In this book, Koichi Iwabuchi, a Cultural Studies scholar based in Japan, explores intellectual discourses, marketing strategies and audience consumption of Japanese popular culture in a transnational Asian context. In other words, he examines Japan's encounter with a 'modern' Asia by focusing on the diffusion of its commercialized popular culture. This has been made possible by the globalization of media, which itself encouraged an incipient expansion of a hitherto largely domestic-oriented Japanese media production system to other Asian markets. There have been two results from this expansion of mediated popular culture. In the first place, it brings into question the assumed hegemony of American mass culture (from Disney to McDonald's) and shows how, in East and Southeast Asia at least, Japanese contemporary culture is extremely significant – especially in the global cities of Seoul, Shanghai, Taipei, Hong Kong, Singapore and so on. Second, and more troubling so far as Iwabuchi is concerned, Japan's 'return to Asia' from the 1990s, when it began reasserting its Asian identity, contains echoes of World War II colonialism since Japanese tend to regard themselves as 'above' other Asian countries because of their superior technology and production capacity...
Words: 5521 - Pages: 23
...nurturing this quality. No matter what the changes in the external conditions of life for women, they must not lose their essentially spiritual (ie feminine) virtues; they must not, in other words, become essentially westernized.” - Partha Chatterjee, “The Nationalist Resolution of the Women’s Question”* “What was gradually and carefully constituted, brick by brick, in the interaction between colonialism and nationalism is now so deeply embedded in the consciousness of the middle classes that ideas about the past have assumed the status of revealed truths…It has led to a narrow and limiting circle in which the image of Indian womanhood has become, both a shackle and a rhetorical device that nevertheless functions as a historical truth.” - Uma Chakravarti “Whatever happened to the Vedic Dasi?: Orientalism, Nationalism and a Script for the Past.”* Who/where is the Indian woman? Since this conference focuses on the theme “Identity, Difference and Conflict: Postcolonial Critique”, I think this question could well serve as a starter for our discussion on this issue from an Indian feminist perspective. In order to situate this question bringing into relief its complexities, I wish to begin this paper narrating an event recorded by Shobha De, a feminist writer and analyst. According to her report, a certain man in Orissa...
Words: 4288 - Pages: 18
...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
Words: 98252 - Pages: 394
...inglesa: interrelación semiótica y narrativa 18th January, 2012 Curso 2011-2012 Index Introduction........................................................ pp. 1 Historical filmic context...................................... pp. 3 History in the film............................................... pp. 4 Use of intertitles...................................... pp. 5 Free interpretation of facts..................... pp. 7 Fiction mixed with reality........................ pp. 8 The film as history............................................... pp. 10 An autonomous language........................ pp. 10 Critical reception......................................pp. 14 The cinema: a mass spectacle.................. pp. 15 Bibliography......................................................... pp. 17 Introduction In this essay I am going to talk about history in The Birth of a Nation by David Wark Griffith. By “history” I mean: the historical filmic context of the film, which was released in 1915. I am going to show how history is represented in the film. We can see some facts that may have been changed in some aspects in order to guide our minds to what the director want us to think. We also find, as a method to support this, the introduction of fictional characters in some much known historical events of the United States. To end with, I am going to explain why this film is so important, including the technical improvements that are represented here. D. W. Griffith ...
Words: 6547 - Pages: 27
...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
Words: 121889 - Pages: 488
...The Novel Project Your name: Giselle Gonzalez Your Novel: 1984 – George Orwell 1. Explain how the novel represents two or more concerns of its historical time period; these concerns may be economic, political, cultural, social, or moral concerns. Clarify the author’s view on one of the following as s/he presents the concerns: right vs wrong; conservative vs radical, or elite vs commonplace. Orwell published “1984” in 1948 just after the end of World War II. Although at this time, Hitler’s reign was brought to an end, Joseph Stalin, another ruthless leader was still in power. Though they were adversaries during WW II, both men shared acute similarities in their success towards creating a totalitarian government much like the one seen in “Nineteen Eighty-Four.” The ghastly, but impressive ease with which each ruler rose and remained in power is possibly what caused Orwell to focus so heavily on political concerns in his novel. While there are no direct allusions to the Adolf Hitler or Stalin, the political devices used by the Party to control Party members in Oceania are undeniably parallel to the manipulation and brutality that each ruler used to control government. Big Brother for instance, is a fearless leader who is loved by all of the Party members. Though it is never confirmed whether or not he is a real person or just an idea, citizens praise him almost instinctively, posters of him are found in every building, and badmouthing him is not only an act of audacity, but punishable...
Words: 4296 - Pages: 18
...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
Words: 57178 - Pages: 229
...The Electronic Journal for English as a Second Language June 2011—Volume 15, Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing ...
Words: 9763 - Pages: 40
...Agenda-setting Weaver D H, Graber D, McCombs M, Eyal C 1981 Media Agenda Setting in a Presidential Election: Issues, Images and Interest. Praeger, New York M. McCombs Agendas: Political The political agenda is the set of issues that are the subject of decision making and debate within a given political system at any one time. Significant research specifically on the topic of agenda setting, as opposed to decision making, dates mostly from the 1960s. Early studies of agenda setting were quite controversial because they were often presented as critiques of the pluralist studies of the 1950s and 1960s. Truman (1951) mostly ignored the issue of who set the agenda of political debate. Dahl (1956) discusses the matter in mentioning that ensuring that no group have control over the range of alternatives discussed within the political system is a requisite for democracy. In his study of New Haven he explicitly raises the question of agenda setting, noting that with a permeable political system virtually all significant issues would likely come to the attention of the elites. ‘Because of the ease with which the political stratum can be penetrated, whenever dissatisfaction builds up in some segment of the electorate party politicians will probably learn of the discontent and calculate whether it might be converted into a political issue with an electoral pay-off’ (Dahl 1961, p. 93). In Dahl’s view, then, any issue with a significant potential following in the public would likely find...
Words: 3587 - Pages: 15
...the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled ―Bharati Mukherjee and the American Immigrant: Reimagining the Nation in a Global Context.‖ I have examined the final...
Words: 30269 - Pages: 122
