Globalization

Qantas dispute heads to umpire, more pain possible Kelly Burke, Matthew O’Sullivan, Jessica Wright November 22, 2011 [pic] Alan Joyce… “the winners out of this are our customers”. Photo: Dallas Kilponen THE Qantas dispute will drag into next year and there is a threat of further legal action, with negotiations between the three unions and the airline collapsing within hours of the mandated deadline.

Despite a push by the Transport Workers Union to extend the 21-day negotiation period, yesterday afternoon airline management walked away from talks with its ground crew, including baggage handlers and catering staff, less than an hour after doing the same with its long-haul pilots. Late in the afternoon, Qantas and the third union locked in dispute, the Australian Licensed Aircraft Engineers Association, agreed to call it quits and hand the remaining unresolved issues – the use of contractors and hiring staff from outside Australia – over to the industrial relations umpire.

The process of binding arbitration under Fair Work Australia is expected to take months as the umpire gathers evidence and calls for expert witnesses and written submissions. Although unlikely, disruptions to the holiday plans of thousands of Qantas passengers cannot be ruled out, with the TWU to decide on Thursday whether it will mount a legal challenge to Fair Work’s order on October 31 to terminate industrial action. The union has said it will seek a stay if it decides to challenge, which would allow its members to resume work stoppages over the Christmas and New Year period.

The pilots’ union has already begun legal action against Fair Work’s decision with the first directions hearing in the Federal Court set down for December 1. But industrial law experts are skeptical about the likely success of the TWU and pilots’ legal challenges. Emeritus Professor Ron McCallum, from the Sydney Law School, said it was highly unlikely the Federal Court would grant the TWU a stay, which would allow its members to take legal strike action. ‘The [union’s case] would have to successfully argue that Fair Work acted contrary to the law, that they misconstrued their powers … and that will be very hard to do,” he said. The Transport Minister, Anthony Albanese, said there was a lack of goodwill and respect from all sides and the government’s position on union moves to take legal action was iron clad. ”We don’t support people taking legal action. We have an umpire and the umpire should be allowed to make their decision. We’re confident the courts would uphold that,” he said.

The Workplace Relations Minister, Chris Evans, warned that further industrial action by any party would be unlawful. The federal secretary of the TWU, Tony Sheldon, said Qantas had decided to drag its employees through the courts rather than agree to an extension of the conciliation period, where the issue of job security, including the number of contractors Qantas wanted to use, were the sticking points. ”Qantas has not displayed good faith in these negotiations. The TWU wanted a sprint to the finish but Qantas just hopped on the treadmill.

It looked like they were moving but they weren’t going anywhere. ” The vice-president of the Australian and International Pilots Association, Richard Woodward, said negotiations had ended after the two sides failed to agree over the terms for efficiency gains of up to 20 per cent in areas such as pilot rostering. ”Management obviously believes that a decision achieved through arbitration is preferable,” he said. “It is a pity that Qantas as an airline will have to be subjected to this long, drawn-out process when a negotiated outcome was possible. ‘ Qantas’s chief executive, Alan Joyce, conceded that binding arbitration could take months but said it would eventually lead to agreements that could last as long as four years. He dismissed claims from the pilots’ union that Qantas never intended to reach an agreement during the 21 days. ”Passengers can now travel with confidence. The winners out of this are our customers. The winners out of this are employees and our shareholders. They have certainty,” he said. http://www. smh. com. au/business/qantas-dispute-heads-to-umpire-more-pain-possible-20111122-1nrgj. tml Overview This article is a well-publicized national dispute between Qantas and it’s employees about; pay, job security, and working conditions. The Qantas employee’s involved in this dispute are; pilots, baggage handlers, engineers and the catering department. Analysis This industrial dispute between Qantas and its employees has been dragging on for quite some time now, and I would have to agree with some of the comments made in the article by the Transport Minister, Anthony Albanese, when he said, “there was a lack of goodwill and respect from all sides”.

I agree with those comments made by the Transport Minister, because there appears to have been very minimal progress made during the bargaining process, prior to Fair Work Australia’s (FWA) intervention. Now that the dispute is going to arbitration it will be extremely interesting to see how the term bargaining in good faith will be justified and measured. I believe the term bargaining in good faith to be quite open to disagreement, and it will be rather difficult to prove that any particular party was not acting in good faith. On the FWA website there is a description for good faith bargaining which explains that; the good faith bargaining requirements that a bargaining representative for a proposed enterprise agreement must meet: • attending, and participating in, meetings at reasonable times • disclosing relevant information (other than confidential or commercially sensitive information) in a timely manner • responding to proposals made by other bargaining representatives for the agreement in a timely manner • giving genuine consideration to the proposals of other bargaining representatives for the agreement, and giving reasons for the bargaining representative’s responses to those proposals • refraining from capricious or unfair conduct that undermines freedom of association or collective bargaining • recognising and bargaining with the other bargaining representatives for the agreement. The good faith bargaining requirements do not require a bargaining representative to: • make concessions during bargaining for the agreement • reach agreement on the terms that are to be included in the agreement”. (http://www. fwa. gov. au/index. cfm? pagename=agreementsdeterminations#good) I believe that globalization may have played a part in the lack of good faith bargaining in this EBA dispute, because the major sticking point in this dispute is job security for the employees, and Qantas can’t guarantee this whilst pursuing its organizational strategic objectives.

Part of Qantas’s long-term strategic plan is to increasingly use contractual part time employees within Australia, as well as establishing some offshore workforces to fulfill roles such as engineering. Therefore, I think that Qantas had always intended to eventually use FWA to intervene and assist in settling this dispute. I can completely empathize with the employee’s desires to ensure job security into the future, but I can also understand the strategic organizational needs of Qantas management. Some people would argue that globalization is just a convenient management excuse for cost cutting, but there are definitely global pressures in today’s economic environment that make issues such as this extremely delicate to strike a balance. Left-wing critics, however argue that the demon of globalization is just a convenient management excuse for cost-cutting and anti-union behavior designed to decollectivize the workplace and promote market forces. The real problems for Australia’s competitiveness, according to such critics, are not in unproductive workplaces, but in the boardrooms of banks, large corporations and other centers of financial power”. (Stone. R – pg. 541, 2008) Conclusion It is hard to know whether there was good faith bargaining displayed from both Qantas management and the unions during these negotiations, and that is some thing that the FWA tribunal will decide on.

However, I do believe that if there were more consultation, honesty and eventually trust built between both parties, there would have been more progress made before the FWA intervention. I would have also recommended that both parties begin these negotiations by deciding which issues that they agree on going forward, and then start trying to negotiate the more difficult issues. By doing this both parties will slowly build some small amounts of trust, which helps to facilitate more consultation. References Book Stone. J Raymond -Human Resource Management 6th Edition, 2008. John Wiley & Sons Australia, Ltd. Milton, QLD 4064 Online http://www. smh. com. au/business/qantas-dispute-heads-to-umpire-more-pain-possible-20111122-1nrgj. html http://www. fwa. gov. au/index. cfm? pagename=agreementsdeterminations#good

Globalization has led to keen competition not only in global economies, but also Human Resources Management, The increasing importance of global market and increasing world mobility lead to increase of expatriates. According to the research conducted by Sibson Consulting in fall 2009 , there is a generally decrease in the use of expatriate assignment during economics downturn, high cost of expatriate assignment is the main reason. However, expatriate assignments increases when economy recovers.

Global Relocation Trends Survey 2010 states that 44 percent of multinational firms expected the number of international assignments to increase in 2010. According to United Nations (UN) statistics, 2010 and 2011 have seen a steady increase in the number of expatriate jobs from most industries once again being advertised. Expatriate has an increasing significant role to multi-national corporations. Success of international human resources management is determined by the success of expatriate assignments.

Also, there is an increasing significance of expatriate assignments in emerging market. The strong economic activities from emerging market led to the increase in international assignments. China is now ranked 10th in international expatriate ranking. Besides, there is evolving of new program as the substitutes of expatriate assignments to reduce the cost. There are Short-Term Assignment, Commuter-Assignment, Local Plus “Expat Lite” Policies and FlexPat Policies.

Methodology

An interview with the HR manager of BASF will be done to get primary data.

Interview her to not only get the selection criteria or geographic data but also some real life situations. BASF is the largest multi-national corporation in Chemical Industry. It can truly represent the practice and culture of expatriate assignment in Chemical Industry. Compare the differences between their benefits/terms and those we studied in the books to have an overview of expatriate assignment in BASF and Chemical Industry. Intensive secondary data research will be done so that we can collect data from annual reports, web page, and internet.

Mainly we will focus on some numerical data such as the trend, number, nationality of expatriates, successful rate etc, if possible, some of the benefits and terms they have. Also, we would do literature review to get the correlation between expatriate assignment and some physical factors so to identify the critical factors. By looking at the case, we can see the general expatriate background and also the differences between Chemical industry practice and general practice in expatriate assignment.

Cross-listings can also be made for marketing reasons. According to this reasoning, foreign listing can boost corporate marketing efforts by broadening product identification among investors and consumers in the host country. The listing, it is claimed, creates greater market demand for the firm’s products as well as its securities In addition, cross-listing can be an advertisement for the firm’s products and thereby increase its foreign sales, by raising consumer demand and improving relationships with suppliers and employees. Harmonisation eases the way of preparing financial and non-financial statements with the elimination of multiple jurisdictions thus resulting in a common accounting system for adjusting, reconciling and explaining different bases applied in different countries.

Harmonisation lowers investment risk because it reduces an element of risk associated with understanding foreign financial reporting for investors and lenders. Although there are several benefits for firms to cross list their securities, companies resorting to this scheme can face a number of problems. The main drawbacks associated to this policy are high transaction costs, the risk of a foreign takeover and problems associated with differences in disclosure requirements between the home stock market and the foreign ones.

Is Harmonisation a perfect solution? With harmonization of listing rules, common standards need to be developed with the existing market structure and not as part of the creation of a single securities market regulated by a “Global Regulator.” The creation of a “Global Regulator” would be likely to raise strong political resistance from domestic governments fearing loss of their sovereign powers. Thus it is found that the process of harmonization will require compromises among various domestic regulators that hold different views about disclosure standards. Political opposition by various interest groups may hinder, if not stop, the process of harmonization.

Moreover, when standards are “formally” harmonized, their enforcement and interpretation might differ among nations. An inefficient harmonized standard would be worse than an equally inefficient domestic market, since it would govern the activities of many more market participants than any single domestic standard. Finally, even if harmonization is proved to be an efficient solution, the transition costs involved in implementing such a radical change might outweigh its benefits.

Conclusion

While financial markets worldwide have become more integrated, geography still matters in finance .After a profound understanding of what cross-border listing is all about and the role of regulators in monitoring such financial transaction, it can be said that their work of facilitating the smooth flow of security listings involved much risk and is quite a difficult task as more than one country’s listing rules are involved. Stock exchanges are trying to circumvent barriers to international capital flows by creating strategic alliances that reach across borders.

Firms are also constantly striving to overcome market segmentation by adopting financial policies such as cross listing. Cross listing allows firms to reduce the cost of their equity capital by reducing the systematic risk of their shares for investors, by increasing the liquidity of their shares, and by improving the information environment. Global competition for order flow among stock exchanges and the resulting enhancement in market quality not only improve the financial conditions of firms, but are also beneficial for investors. Presently many regulators are working on the harmonization of their listing rules in order to enhance cross-border listing as this transaction is becoming more and more popular especially with globalization and the technological progress.

However, this will be a long term process as there need to have a proper consensus among the regulators involved as well as a number of issues will have to be resolved in order to stabilize the world financial system whereby a more elaborate and detailed reviewed of securities laws and regulations of each country is required. Moreover, given the innovating nature of today’s financial market and their rapid integration, securing the financial stability is a continuous task where we need to find the proper balance in answering the question: “How much freedom is possible, how much regulation is necessary?” Indeed, harmonization of listing rules by regulators becomes a vital component as this will be one of the major contributions to the creation of the “Level playing field” that enables cross-border linkages to develop quickly.

The inception of media makes the acquisition of pertinent information a lot easier. The trend in mass media is following the swift technological advancements that paved way in the invention of various tools and gadgets that we used for mass communication. We define mass communication as the transmission of message to a large, diverse audience using a medium (Lane). This definition, describes that a message is transmitted to reach a wide, variety of audience utilizing a medium or channel of communication. Media, specifically mass media, took various forms.

These include books, radio, television, newspaper, magazine, internet and even the movies. Through these channels, the sender could transmit certain information and massage to his or her intended audience. Today, mass media is a concept that is difficult to define due to the growing digital communication technology and the unhindered advancement and creation of technologies that help in conveying messages (Lane). Mass media plays various significant roles in the society. Media aims to inform the public of what is going on around them and educate them.

The media should be a tool in handing out necessary knowledge to the members of the society for them to learn. It is also their role to entertain the public and provide leisure and entertainment amidst the busy and hectic contemporary human lifestyle. Media also greatly influences the formation of public view and opinion. The formation of consensus is one of the inherent abilities of media. Media continues to shape and reshape the present society based on human wants and needs. Due to the various roles played by media in the society, media has become a lucrative venture.

Today, there is a high demand for news, information, and entertainment all over the world. Consequently, numerous media organizations topped the global market. Media is also a great venture for business. There is a high demand for news and information in the modern information society. The information need to be passed through in a quick manner. Acquiring a global media organization is like acquiring a world dominant power. Due to the increasing demand for information and the high-profit of a media as a business venture, many of the media organizations are raking millions as profits.

Global media organizations are currently dominating the business and economic sector as they are the corporations that are gaining a lot of profits. One of these dominating global media organizations is the popular Walt Disney Company. Global Media Organizations The mass media developed along with other forces that influence and shape the structure of news and information. The forces include the increase in the number of nations, the rise of multinational corporations, the advancement in technology, and population growth which all influence the ecological and economic systems.

The development of these factors coincided with the growth of mass media. The mass media also reinforced some of the factors and gathered attention from policy makers in devising a governing policy for such factors (O’Heffernan 89). Subsequently, the global commercial system was recently developed, and media systems are naturally in scope. There have been imports of books, films, TV shows, and music. The broadcasting and newspaper firms are mostly domestically owned and regulated. In the beginning of 1980s, due to the pressure of International Monetary Fund (IMF), World Bank, and the U. S.

Government, the media organizations became deregulated and privatized. These changes took place together with the invention of new satellite and digital technologies and the rise of the transnational media giants (McChesney). Today, there is a prevailing fact that there are commercial media systems that are slowly dominating the global society and economy. Most of these global media systems are U. S. -based transnational media corporations (McChesney). Global media organizations are the media institutions that are operating internationally. Global media organizations took various forms.

Organizations like Reuters and Associated Press are international news organizations that render various news services like news clips, articles, images, and wired news service. Another prominent global media organization is the TIME Magazine which is an international publication that is read worldwide. There are also global media organizations the purpose of which is mostly to entertain. These organizations include Disney and Time Warner which are film companies which are considered as the two top global media giants that are generating huge profits today (McChesney).

Walt Disney Company, more popularly known as Disney, is one of the global media giants and top-earning companies at present. Over the years, the Walt Disney Company has become a staple organization in the field of family entertainment. The cartoons and most child-friendly shows produced by Walt Disney Company are considered as one of its strength. These shows have an effect on the behavior and attitude of its children audience. The influence of Disney is reinforced because of its international success. The media products of Disney are distributed worldwide.

As a global media organization, the media products reach audiences across cultures and nations. Moreover, the extent of Disney??™s influence to its audience, especially to the children, and how the firm affects society make Disney a good topic for this critical analysis. This paper aims to analyze and criticize the struggle of a company in being one of the global media giants and to evaluate the effects of the global media organization on the society, culture and media policies. History of Disney The history of Walt Disney presents how the company became global media giant.

The Walt Disney Company was founded by Walter Elias Disney. Walt Disney arrived in California filled with determination and dreams in 1923. He had a short film in hand that was shot in Kansas City, a short film about a little girl who lived in a cartoon world. The film is entitled ???Alice??™s Wonderland. The film was the pilot film for the series ???Alice Comedies. The film was finally distributed by a New York distributor M. J. Winkler. This film paved the way for the formal establishment of Walt Disney Company which was originally known as Disney Brothers Cartoon Studio (Disney).

Disney finished his Alice Comedies in four years. He kept pushing the limits of visual effects and came up with all other effects constituted in the series. In the year 1927, he decided to make an all-cartoon series and created his own character ???Oswald the Lucky Rabbit. In one year, he made 26 cartoons of Oswald, and on the second year, when he tried to get additional resources to Winkler for the second year of the cartoon series, he found out that Winkler signed up most of Disney??™s animators to lessen the cost of the animation. Disney learned a lesson and patented all other cartoons he made under his name (Disney).

Disney had to think of another character. Along with his chief animator, Ub Iwerks, he thought of a mouse that should be first named as Mortimer, but his wife disagreed and baptized it as Mickey. That was only the beginning of the undying charisma and success of the famous cartoon character. His chief animator made two Mickey Mouse cartoons, and Disney developed the first film with synchronized sound. Disney invented the first sound cartoon. It was followed by the worldwide sensation and a series of successful Mickey Mouse cartoons (Disney). Disney gathered awards as the fruit of its success.

Its training and innovations were commended with various awards and recognitions. ???The Flowers and Trees of the Silly Symphonies is the first full-color cartoon

The creators also ventured in other related businesses. Many businessmen offered to put the popular icon on various things like toothbrush, paper plates, dolls, and figurines. All imaginable things seem to have a Mickey Mouse version of it (Disney). In 1934, Disney deliberated with his animators as they embarked on a radical concept of creating a feature film of ???Snow White and the Seven Dwarfs. The conventional films are only eight minutes long. It took them three years and mountains of tax. It was released in Christmas of 1937 and was a phenomenal hit during that time.

It was also one of the highest grossing films of all time. However, the start of the World War II cut the company’s access to foreign clients and affiliations. The films released could not compensate the financial damage caused by production. The company has to limit their art and animation ambitions due to its financial struggles. Nevertheless, the ways in which it has taken art and animation into a whole new level is undeniably remarkable (Disney). In 1950, various landmarks were achieved by the studio. The studio completed a live action film. They also returned to making classic animated feature films.

It also began producing a Disney television show that was showed during Christmas time. Disney saw the potential success of television after an animated cinema hit. Hence, in 1954, Disney showed the first television mini-series, ???Davy Crockett. It was considered as the longest running mini-series in primetime television, for it was aired for 29 years. The Mickey Mouse Club is also considered as one of the most popular children television series and many stars started from this series, such as Justin Timberlake and Britney Spears (Disney). Disney was very anxious in venturing to other fields.

His motion pictures and television shows achieved a steady success. An idea came to his mind and opened a possibility. As he has always been fascinated with amusement parks, the world known as Disneyland was conceptualized. Moreover, he felt that there should be a place for the family to bond and get together. Disneyland took years of planning and construction

Today, Disneyland still attracts spectators from all over the world (Disney). The success achieved by Disney was unparalleled that time. Unfortunately, Walt Disney died in December 15, 1966 as he was beginning to be known in the field of animation (Disney). After Walt’s death, his brother Roy Disney took over the company. Walt Disney Company is still the leading animation firm that produces high-quality and entertaining films. Disney also established an image of being an educational media. In 1969, Disney started its educational subsidiary which produced educational films and materials (Disney). Disney’s leadership in animation is undeniable.

It continued until the 1990s after the release of various animated films like Pocahontas, Hunchback of Notre Dame and many more. A preparation with Pixar Animation is another exciting venture for the animation company. The films produced also made a big hit in the market (Disney). Disney also found possibility in Broadway in 1994. They eventually become successful after numerous stage productions. The stage production of The Lion King won a Tony Award for best musical (Disney). Today, Disney still continues to produce high-quality films and television series that render entertainment for everyone.

The success of Disney is a real story of turning dreams into a reality as its creativity, ideas for innovation, and motivation for excellence remain as the foundation of the company. Walt Disney Company: A Global Media Organization Today, Disney is one of the largest media firms. In the early 1990s, the company fruitfully shifted its focus and gross sales from its theme parks and resorts to its movies and television programs. By 1999, Disney was already a superior media giant as it grew bigger upon acquiring Capital Cities/ABC for $19 billion.

It is considered as one of the biggest purchases in the business history (McChesney). For most of the time, the scope of Disney’s operation is limited only to English-speaking countries in North America, Britain, and Australia. This limitation allowed other global media giants like Time Warner to dominate the global market of media. Hence, Disney developed a Disney Channel in Chinese language based in Taiwan in 1995. Further plans were conceptualized in putting up and launching various Disney Channels in different countries, specifically France, Italy, Germany, and the Middle East.

Furthermore, upon its acquisition of the ABC’s ESPN, or a television network, Disney has become truly a global media leader. Aside from the family-oriented and child-friendly Disney Channel that it operates, it also acquired a media network that caters to another kind of home-viewing entertainment. ???ESPN has three U. S. cable channels, a radio network with 420 affiliates, and the ESPN Sports-Zone website, one of the most heavily used locales on the Internet (McChesney). ESPN dominates the sport television. It broadcasts 24 hours under 21 languages and over 165 countries.

It also attracts the elusive audience of Disney: the young, single, middle-class men. Disney also has a plan in expanding the ESPN International. It also plans to make merchandise products of ESPN, sports bars, and entertainment centers based on the ???Club ESPN in the ???Walt Disney World (McChesney). Disney is a story of success resulting from hard work, imagination, and creativity. Disney is a global media giant that gradually dominated the global media. As Disney continues to expand its company ownership and the type of businesses it ventures into.

Disney rise as the contemporary world power influencing most of the members of the global society. Disney’s Effect on Global Media Culture and Policies The emergence of globalization has truly affected the media. Media globalization is a broad term and encompasses various media like television, print and radio. Media globalization became the instrument in the production and distribution of information worldwide (Lyons). Naturally, the inevitable growth of media globalization renders various effects. Due to the rise of media globalization, Disney has become a part of every American household.

In almost every home, a Disney item can be found. Almost every child also owns something with a Disney character on it. The scope of Disney includes audiences across cultures and nationalities. The influence of Disney is so pervasive and that it affects the different aspects of society (???Disney’s Effect on Society and Culture). It is believed that due to the orientation of Disney, it easily influences its viewers which are mostly children. However, the influence of Disney or any other media organization can be either in positive or negative way.

The Disney Company produces mostly cartoon movies that are based from traditional fairy tales. In the contemporary society, new themes of cartoons were produced but still the essence of giving out moral lessons embedded in the storyline is still present. In a negative light, Carl Hiassen, a journalist from the Miami Herald, speculated that the successful company is manifesting evil. He criticized the company to be too perfect that evil is lurking behind it. For Hiassen, the main objective of the company is to generate money and profits as much as possible (???Disney’s Effect on Society and Culture).

This theory about the corporation is quite disturbing since the company’s main audience is the children. Disney does not sweep the culture of the society. The animated movies Disney Company produced could have been a sensation, but people still have a choice if they will be swept by the influence of Disney. Disney gives life to traditional bedtime stories that make adults relive their childhood days. Some countries have power over their media and influence it greatly. Moreover, some of the business tycoons and corporations also have an influence on the course of media. In some countries, multinational corporations also own some media outlets.

Media businesses owned by private companies have several advantages. For instance, they can foster healthy competition in the world of capitalism and monitor the government on its checks and balances. However, when the corporation abuses the use of media, it can render negative implications. The contents of the information that these companies distribute may be manipulated to some extent. Thus, the message can be distorted and altered, affecting the people who will view media products in the process (Shah). In the case of the Walt Disney Company, it affected the global media culture through its firsts.

It is the first animation film company that developed various techniques and opened new grounds for film animation. It also won the game of success and achieved greater heights. Today, Disney continues to venture into other fields to maximize its potential as a global media organization. Disney greatly influences the media culture, especially in terms of reinforcing moral values as conveyed by media. Disney shows that the media can serve its purpose of entertaining and educating through the establishment of the educational subsidiary and producing educational films and materials (Disney).

Disney is also known for its animated films that have moral lessons on it that somehow teaches the children of the values and traditions that they needed to know. Disney transformed the trend of the media culture through focusing on the educational aspect of their animated movies. Although it is a global media giant, Walt Disney Company does not greatly affect the governing media policies. It adheres to the policies and exhaust resources to taxation whenever it makes a breakthrough project. Based on its history, it does not go much conflict with the law nor does it not sway much of the media policies.

According to their history, Walt Disney, at first, is unknowledgeable with media policies and the existence of the patent or copyright for securing the rights for the intellectual property, he learned his lesson when M. J. Winkler acquired the rights for his ???Oswald the Lucky Rabbit (Disney). Works Cited Alexandre, Laurien. Women: Using Female Bodies for Sales and Profit. Center for Media Literacy. 2007. 26 June 2008

com/corporate/complete_history_1. html

7 (Fall 2005). 18 September 2008 &lt

it won an Academy Award for Best Cartoon in 1932, and it was also the first time that the award-giving body gave such award. For the succeeding years, Disney won the Oscars every year. One of the sensational films awarded was . The Three Little Pigs which is accompanied by an anthem, Who’s Afraid of the Big Bad Wolf? which became popular during the fight to the Great Depression (Disney). The studio cartoon is still gaining popularity in the cinemas.

the theme park opened on July 17, 1955 (Disney). Disneyland became a sensation, attracting millions of people around the globe. The Disneyland offers living in one’s fantasy. Disneyland continues to grow as long as new attractions are added regularly.

References

• http://www. medialit. org/reading_room/article223. html&gt
  . ???Disney’s Effect On Society And Culture. Free Essays, Cliff Notes and Term Paper Database. 2004.
• Essays. cc. 18 September 2008 ;lt
  http://lass. calumet. purdue. edu/cca/gmj/fa05/gmj-fa05-lyons. htm;gt

Dances danced to Bebop included the lindy hop and the apple Jack emerged-both also seen as resistive – double v double time (time refers to the speed in bebop) -A type of music that focused on asymmetry and dissonance, made so white artists loudest play it (involved technical mastering), lots of improve that moved away from sheet music. Very similar to Jim Hendrix taking an American style (Jazz) and transforming It to fit a new culture with the wave of Immigrants. Often played In clubs where coot suitors loitered, acted as a form of musical protest and resistance against the white mainstream Jazz.

Birth of a new kind of Jazz, one that symbolizes youth and change within American society. Shifted focus from white/swing black/ bebop Bracers Program “An emergency farm labor plan that was extremely successful at meeting its goal of supplying cheap labor. -After WI there were several “bracer’s” (manual laborers) that stopped working as farm laborers on their own side of the border and came to El Paso center to be recruited for agricultural labor. Bracers translates too “manual laborer who works with arms” The program was started in 1942 by FED and it allowed Mexican agricultural laborers to have a temporary contract.

Mexico was viewed as a part of the Allies during WI. Brought hundreds of thousands of Mexican people to the U. S and fostered the Idea that Mexican workers were entirely dispensable and that once they were no longer 1942 and 1947 continued after WWW Operation wetback’s” MM Mexican and Mexican Americans who were U. S citizens or legal residents deported back to Mexico. Buffalo Bill -Creator of the popular commercial entertainment business “Buffalo Bills, Wild West” from 1883-1916, that reduced complex events into romanticizes scenes of the frontier. The creator, William F. Codswallop Bill”-the main attraction of the show- because he was a “real” man of the frontier who became popular for killing a young Indian warrior named Yellow Hand, through scalping. -Led people to believe the acts during the show were real, even though they were often traumatized and left out the Indians side of the story -scenes drawn from buffalo bills dime novels and was considered “American national entertainment” and exemplified American history in an inaccurate way.

Buffalo bill is considered the hero and a self-made man. Richard Slotting Reading: From reading Cultural US Imperialism. -Romanticizes view of the American frontier, not an accurate representation. Double -An attempt by African Americans soldiers during WWW; victory at home (against discrimination) and victory abroad with the war. By fighting in the war, they hoped to gain respect and become equals. It was a response to what happened during WI, hen they were promised equality if they fought in the war, but it never happened. It was an attempt by black soldiers in WWW to demonstrate that by helping to win victory in the war, that they could establish conditions domestically for victory over discrimination. It’s immediate effect was the end of racial discrimination in the military services -A Philip Randolph and the march on Washington -Double V, double time related to bebop and coot suit, each examples or resistance and fighting the war at home. The Double V Campaign became a symbol of pride for Black Americans during a time when Jim Crows laws were prevalent and so many of he rights that soldiers fought for abroad were denied them at home.

Article from The Pittsburgh Courier from James Thompson small acts of resistance that led to a revolution during the civil rights movement Gill Scott-Heron A Jazz and Spoken word musician, Scott-Heron’s songs discussed such matters as the superficiality of media and consumerism, as well as the idea that true revolution is not seen through publicity but through the actions of the people that go unpublished. Singer to “The Revolution Will Not Be Televised” in 1970, it was a politically conscious hip hop song, that explained how revolution is not found in hinges that give us comfort like television.

It questions where we find resistance, shows how racial issues begin from within and laws are Just temporary solutions to a seemingly permanent problem. -If you want ‘revolution’, you can’t sit and wait for it to come on your TV. Set Talking about racial equality and thus the “revolution” will not be put on television; it will be live, as said in the last line. -Nine’s ad: The revolution will be not be televised… Yet it was -The significance to class views. Countercultures Hurricane Strain The 2005 Hurricane that devastated Louisiana and, most famously, New Orleans after the levees broke.

There was a large disparity between the opinions of the people on the ground and those portrayed by the televised news casting. The film Trouble the Water (2008), addressed the idea that Strain was a man-made disaster opposed to a natural one. Showed the depths of structural racism in that there was an unequal distribution of resources based on race. -African Americans were denied assistance, and rescuing was prioritize to whites. In addition, white housing and tourist attractions were restored much faster than black neighborhoods and housing.

Demonstrates how racism is still prevalent in society even after the Civil rights Movement, shows how solving racial issues begins from within, and laws are Just temporary solutions to a seemingly permanent problem. Institutional Racism: Racism that is hard to see but usually is stronger racism. – institutionalized racism, hegemony widespread agreement that things were getting better but were truly not for certain colors and poor people Elevation -First truly massed produced suburbs that had identical designs to lower housing costs.

Known as the archetype for postwar suburbs across the country -In 1957, Alfred Levity created the first Elevation, a suburban area of standardized homes that rated several suburbs and a defined middle class. It became a symbol of the American dream, but was restricted to white families only, a part of the housing segregation seen back then. Displays the hegemony of racial inequality ideologies, keeping races segregated and whites as “superior” and blacks and “others” as “inferior”. -All residents must be Caucasian so owners had business because whites wouldn’t live there otherwise.

Documentary: “Race: The power of illusion” deal with systemic racism in the development of suburbs and the impact of color-blind policy. FAA specifically redline families of color. White flight Malcolm Little The birth name given to Malcolm X, a black Muslim civil rights activist Was part of nation of Islam? Began as a coot suit wearing hustler In Robin Kelly’s Riddle of the Coot, he tells the story of Malcolm Little, also known as Malcolm X, a young African American growing up during the Coot Suit era and an increasing time of forming American identities.

He acquired all of the fashionable adornments of the time such as the coot suit and the conk to erase his background and identity. -Committed a series of burglaries targeting wealthy white families He his Scottish maternal grandfather -He endured a lot of pain and self-degradation to kook like a Whitman because he internalized the idea that black people were “inferior” and white people were “superior”. Shows the American values at the time, and the segregation of races despite the melting pot mentality.

McDonald’s A multinational corporation which has, in the past, been indicative of social and economic challenges created by multinational corporation operations. The world’s largest chain of hamburger fast food restaurants worldwide since it is a transnational company, as talked about in McDonald’s in Beijing by Hanging Yawn. -Represents Americanization and American exceptionalness by instilling American culture onto there countries through advanced technologies and products.

American globalization is spreading American culture and ideologies worldwide, trying to force conformity among other nations to merge the superior American culture. “I’m loving it” expo transnational: going beyond national boundaries or interests Michael Jordan -Served as an analog to the self-made man and also hinted at how rationalization occurs as we view professional basketball players and athletes in general. -Michael Jordan is arguably one of the greatest basketball players in the NAB. He Joined the Bulls in 1984 and made the team come back alive.

Jordan was certainly the most effectively marketed professional sports player and credited for making NAB popular. Famous American basketball player that played on the Chicago Bulls from 1984 to 1998. Was the world’s first globalizes sports figure, becoming the global face of Nikkei advertisements worldwide. Importance represents the transnational of Nikkei and the globalization of American culture and values worldwide. Self-made man Marketing based on race “blackness” as a marketing scheme Nikkei -A transnational cooperation. Just do it” One of the first companies to actually hold a worldwide advertising campaign for its products. Use top athletes to sponsor their products and produces single products in multiple countries ex: “air Max penny is inspired by a basketball player whose nickname is Penny… Shoe contains 52 separate components produced in five different countries” -Just do it! Is the slogan of Nikkei, which is a transnational corporation. It shows that beyond American imperialism of advancing technologies and products, there is also a globalization of American ideals being sold, a form of cultural imperialism.

Demonstrates how the boundary of American ideals spreads past US borders, using production and sale of manufactured goods as a vessel of transport. An example of the spread of American ideas and ideologies Sitcom suburbs -“cookie cutter” homes -The sass’s model of similar houses with an emphasis on the white middle class family. These suburbs were often an example of institutional racial segregation, with “red zone” areas being unable to get loans and land development. -Sitcoms such as “Leave it to Beaver” and “Father Knows Best” in the asses that portrayed a nuclear family living in the suburbs.

Portrayed the transmission of gender roles and the ideals of a traditional family, for example women as the housewife that should clean cook and raise the kids, while men are the ones to work outside the house. Represents hegemonic forces reinforcing gender inequality ideologies onto the nation during a time that women were fighting for their independence. An example of state sanctioned racism towards African American homeowners. Also an example of the family unit becoming socially prominent.

Sleepy Lagoon Murder/Hank Leaner’s -Trial began in 1942 Jose was found on the ground already stabbed and beaten The boys went into the house and fought, came outside and punched Jose but was not responsible for his death Trial went on for 3 months 12 defendants found guilty; Hank was sentenced to life After several advocates tried o get boys out of Jail and finally did, Hank walked out of Jail with a coot suit on -Race was the central part of the riot Riots broke out between Mexican-Americans and army personnel stationed in LA.

White Americans believed coot suits were extravagant and unpatriotic during war time. While Mexican Americans saw the trial as discriminatory. Coot Suit Riots (1943): The trials found these Mexican-Americans guilty without any sufficient evidence because of their race: presumed to be dangerous and guilty. Social model of disability The idea of the social model of disability was presented by guest lecturer, Ryan Cartridge. It suggests that there is a public view that there is something inherently different about those we consider to be “Disabled.

As such, there are institutional precedents to treat those with disabilities differently. Race can influence this -White male is seen as the ideal/ normal in our society, so the disabled are held to this standard impairment + scatterbrained Being in a wheelchair limits the person, but not as much as society makes it out to be. -Overcoming narrative Propaganda that says despite the disability people can do things. -Often parameterized -Ex: someone with down syndrome is asked to the prom is put in the newspaper, hen this shouldn’t be a big deal If the disabled can do it then so can you. Thus saying that if disabled people want to succeed at something, they only have to try hard. -This type of propaganda is used in the dual purpose of motivating those without disabilities, while simultaneously degrading those with disabilities, by saying that what a normal person has to overcome is equivalent to what a disabled person has to overcome. Concept Explanations: Transnational and Transnational Corporation -The idea that the economy, and especially large corporations, are increasingly operating across several nations.

As such, they have vested interests in multiple countries and their economies. Overall the idea that corporations now have global effects rather than local ones -Watson Definition: “Transnational describes a condition by which people, commodities, and ideas literally cross–transgress– national boundaries and are not identified with a single place of origin. ” “Transnational Corporations are popularly regarded as the clearest expressions of this new adaptation(transnational)… Mode of production controlled from a headquarters complex located somewhere in the First World” -Watson Reading:

Transnational, Localization, and Fast Foods in East Asia -McDonald’s-localization rather than transnational -Nikkei -Coca-Cola American Capitalism Enlightened sexism -Douglass definition “Enlightened Sexism is a response, deliberate or not, to the perceived threat of a new gender regime. ” -“insists the women have made plenty of progress because of feminism-aka full equality has allegedly been achieved… So now it’s okay to have sexist stereotypes of girls and women” because it’s funny since we obsessing over one man, because we all know women “aren’t” actually like that” Where the Girls Are;

Enlightened Sexism -goes hand in hand with embedded feminism. American Dream-America’s possibilities are limited to select groups of people, in this case women are left out Frontier thesis -The Thesis proposed by American historian Frederick Turner in 1893. It was the idea that American democracy/identity was established by the American Frontier. He stressed that by moving the frontier line it shaped America.. “Gained new strength each time it touched a new frontier. ” Also by pushing out the frontier America was cutting ties with British culture and customs. The idea was that the frontier land was free… Oh wait.

Native Americans were there first. The frontier is a place where savagery and civilization meet. Domesticating nature -Homestead Act of 1862 Signed by Lincoln at the beginning/during the Civil War. Meant that Union supporters were the ones granted land… “Any person… Who has never borne arms against the United States Government. ” -First granted 160 acres, increased to 640 acres in 1904. This in itself sets up white privilege through the descendants of homesteaders. Manifest Destiny American Empire The American Empire is the idea that America has, in its past, utilized military tactics to increase land and resource holdings.

The Philippines example from class “taking them for their own good”, as well as the Spanish-American war of 1896 -Hegemony, -American Exceptionalness -American imperialism (ex: eagle spreading its wings over many countries) Reading concept explanation: What does the author mean? What does it mean in a larger context? Example outside of class The Globalization of Michael Jordan by Walter Leveler: “The September 11 horrors raised, in the most stark and bloody terms, questions about the new capitalism that had shaped American-led globalization of the previous thirty years” (165-66).

The terrorists who committed the crimes of 9-11 were a part of AH Qaeda, a religious organization that hated the US for corrupting their homelands and Saudi Arabia. The terrorists saw the US as the source of capitalism which they hate. Where the Girls Are by Susan Douglas: “American women today are a bundle of contradictions because much of the media imagery we grew up with was itself filled with mixed messages about what women should and should not do, what women could and could not be. This was true in the asses and it is true today’ (9). The American woman has thus emerged as a bundle of contradictions, seeking to be simultaneously passive and active, outspoken and diet, selfish and selfless, thrifty and profligate, daring and scared, and who had better know which persona to assume when” double standards The media has done number of things to confuse the roles of women. One such example is the producer ethos versus consumer ethos. At first the media was portraying a producer ethos, but then there was a conflict, because they needed consumers to consume the produce of the producers.

Therein lays contradiction nature of the media imposition on women. Magazines; pageants; Double V, Double Time: Bebop’s Politics of Style by Eric Lott: “Bebop was about asking disciplined imagination alive and answerable to the social change of the time” (597). Bebop was not protest music but it was played during a time of protest. I would say that according to black they saw it as more of their own thing not a rebellion Something they had and whites didn’t,. It was something for them to identify with. It was kind of like a voice for them I’d say, not so much a rebellion if that makes sense at all. And while bebop said there was a riot going on, it was hardly protest music” (597) -Double V- African Americans wanting equality at home and actor in Germany -Bebop: fast paced, lots of solos, said to be too loud and aggressive -Wanted something that whites couldn’t play. Identity for blacks Change the way people think along with the times, opening up the mind -Bebop was about making a change for blacks, a social change -Bebop, which breaks the paradigms established by its contemporaries, was seen as rebellious to WHITES and seen by blacks as something that was fully theirs. White culture interpret it as another coot suit riot -Punk Rock/metal, EDM? , youth in revolt, counter-culture in general Disability and the Justification of Inequality in American History by Douglas Boonton: “Thus, while disabled people can be considered one of the minority groups historically assigned inferior status and subjected to discrimination, disability has functioned for all such groups as a sign of and Justification of inferiority’ (34). Disability has been used to justify other historically inferior groups Boonton mentions Women’s suffrage, African American civil rights, and restriction of immigration -Women were deemed too emotional to vote, to have rights. Emotionality was used as a disability against women o say that they weren’t good enough -Race was used as a disability saying that others were inferior because of something like blindness, deafness, mental illness to justify segregation and immigration restrictions Disability that they weren’t as developed.

People were too weak. Didn’t look strong enough”couldn’t enter US- immigration restriction -The same reasons/differences that are used to assign inferiority and give rise to discrimination are the same reasons the people with disabilities use to argue for were helping out lesser races but really we were going in for land and resources– babe?

Immigrations exclusion acts: -Early 20th century: you look like you have poor physique- can’t immigrate 1903- epilepsy, insanity- can’t immigrate 1907-mental or physical defect which may affect you-can’t immigrate Haunted America by Patricia Limerick “Somewhere in the asses, the term [frontier] might undergo a crucial shift, toward the reality of la frontier and away from the fantasy of the frontier. That shift in meaning will be the measure of great change in this nation’s understanding of its own origins” (92). She argues that overall it is not very useful to look back at one’s story since all this does is make an individual conscience of the fear to repeat it, and that the only way to learn is through an action. Says that by the white man’s conquest we have intertwined the lives of native Americans and Anglo Saxons and we now have a more Joined nation through the tragedies experienced by both sides. -In terms of ‘la frontier’ this is reference to the Mexican American border. Wild west; manifest destiny -The Last Samurai, you can literally draw direct parallels from white men pushing west in America to the new Chinese government extermination of the old Samurai ay of life Cultural studies scholar Priscilla Wald: “Institutional racism and structural violence share the assumption that the distribution of power through which the state regulates life is a form of violence” (191). Structural and institutional racism see the ways in which people of color are disadvantaged by government where it is avoidable -They aren’t given the same opportunities or help as white people -The way that the government doesn’t help these struggling races is a how there is structural and institutional racism and it is an act of violence even though it is not direct physical violence. Ignoring them is violence Individual vs.. Institutional racism natural disaster vs.. Structural violence Hurricane Strain: blacks not helped.

Tourist (white) parts of the city rebuilt 100% but dominantly black neighborhoods still devastated. Government said they would come in to help but never did. American Studies is about making connections and asking good questions, and then making an argument based on the appropriate evidence. Your essay should engage with the ideas and arguments of at least four different primary or secondary texts from class. The primary texts can include any of the films, songs, novels, memoirs, or poems that we have covered so far in class.

Your essay should at least cite one primary or secondary text (but no more than two) from before the midterm. An exemplary essay will have a clearly stated argument that is developed through your examples/ evidence. (You might even want to underline your argument to be absolutely clear). Be sure to explain and analyze the connections you are making between the texts and/or course themes that you are citing. You are not limited to material explicitly discussed in lecture and discussion and, in fact, are encouraged to cite examples that have not been discussed in lecture and discussion as it will reveal

INTRODUCTION The emergence of women entrepreneur & their contribution to the national economy is quite visible in India. Women have become aware of their existence, their rights & their work situations. The number of women entrepreneur has grown over a period especially in the 1990s. Women have owned & operated business since the beginning of American history & much earlier in other part of the world. They rarely were recognized or given credit for their effort.

Often women were invisible as they worked side by side with their husband in businesses & may have only stepped into the leadership position when their husband died. Many recognized business today are owned & operated by the wife or daughter of the founder. Due to gender discrimination & bias many women choose the option of starting & managing their own business that can impede women’s success in the corporate world. Women entrepreneurship need to be studied separately for two main reasons. the first reason is that women’s entrepreneurship has been recognised during the last decade as an untapped source of economic growth.

Women entrepreneurs create new jobs for themselves & others by being different also provide society with different solution to management , organization & business problem as well as to the exploitation of entrepreneurs opportunities. The second reason is that the topic of women entrepreneurship has been largely neglected both in society general & in social science. Not only have women lower participation rates in entrepreneurial then men but they also generally choose to start & manage firms in different industries then men tend to do.

Industries choosen by women are often perceived as being less important to economic development & growth then high technology & manufacturing further more research tend to be men streamed & too often do not take in to account the specific need of women entrepreneur. Why women become entrepreneur:- Women often leave the corporate world by starting their own business, to provide additional flexibility & life balance in managing their traditional responsibilities as wife & primary care taker of children.

Different theories suggest that there is no set & standard profile that can be practically applied. For every women who is an entrepreneurs or wants to become one they each have their own set of reasons, motivation & many can not be categorized. Female & male Difference:- In comparing the management style of women & men entrepreneurs women display distinctive features & abilities. Women entrepreneurs shows transformational style of leadership. this style encourages positive interactions & trust based relationship with subordinate with whom they also share power & information.

Women in non traditional industries value many both as a motivator and the preferred out come yet Buttner & Moore’s research finding indicate that women’s important goals are for professional growth, development, challenge & self fulfilment while men’s are preferred higher income. Barriers against women entrepreneurs:- Capital Finance :- There are many barriers for women entrepreneurs when falling the prospects of starting a new business research finds the primary barriers is the access to capital finance.

This could also include start up financing & credit, cash flow management in the early operation & financial planning. Lack of network :- Another prominent barrier that women entrepreneurs face is the lack of network of information, assistance & mentors. Networking is a set of interrelated relationship that mutually benefit or that are involved, through sharing & giving resources, information & data and personal referrals set. Due to the gender difference in access to network women was excluded from many of the formal & informal networks in organization.

Apart form that there are various obstacles that women entrepreneurs face some of these are Low risk bearing ability Male dominated society Lack of Education Scarcity of raw material Role of women Entrepreneurs in the global economy Entrepreneurship emerges from an individual’s creative spirit in to long-term business ownership, job creation & economic security. Women bring commitment and integrity because they care about economic empowerment, entrepreneurial development & innovation. As owner of small & edium size enterprise women can supply multinational companies with ideas, inventions, technology, raw materials supplies components & business services, ultimately female business owner will be recognized for who they are, what they do & how significantly they impact global economy. The global impact of women entrepreneur is just beginning to gain intensity. Worldwide the no. of female business owner continues to increase steadily & recent on report concluded that economic development is closely related to the advancement of women. In nation where women have advanced economic growth has usually been steady.

By contrast, in countries where women have been restricted the economy has been stagnant. Thus we can say entrepreneurship is the core of economic development. It is a multidimensional task & essentially a creative activity. Entrepreneur is key factor of entrepreneurship in the process of entrepreneurship. Women have to face various problems associated with entrepreneurship & these problems get doubled because of her dual role as a wage earner & home maker. Women in India constitute a larger proportion of total unemployed population & hence it is imperative to find out the entrepreneurial constraint faced by them.

In Rajasthan situation of women entrepreneur is very critical they face more problems because they are less educated & not aware of govt. supports. In brief the thrust of the study is as follows To ascertain the various constraint faced by women in their enterprise. To identify different strength and weakness of women entrepreneur. To identify various psychological characteristics of women entrepreneur. To know the problems faced by women entrepreneur in setting their enterprise. To know the opportunities and threat faced by women entrepreneurs in Rajasthan.

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2.

Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for example, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity

Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a.

Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: social displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track and field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The influence of Caribbean culinary practices within the countries of North America and Europe.

Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4.

Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9.

Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993

Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT

OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7.

Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organization; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v.

Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary reader on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List various methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7.

Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionnaire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii.

Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development.

The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v.

Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law

D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi.

Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languages as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii.

Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource person(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i.

Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and report on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature.

It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List

Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992

World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B

Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation.

The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required.

The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions

This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course

There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view.

Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment.

The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience.

This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment.

The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b.

Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12)

H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ?

Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW marks) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the present study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little though is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) • Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) • Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) • Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) • Conclusions were inappropriate and showed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i.

Presentation (4 marks) • Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) • Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) • Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) • Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) • Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) • Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) • Demonstrated limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) • Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)