The management strategy of Blackberry Essay Example | Topics and Well Written Essays - 2500 words

The management strategy of Blackberry - Essay Example Center of discussion in this paper is Blackberry as a major player in the smart phone and mobile email markets around the world. The brand was designed and developed by the Canadian firm Research in Motion (RIM) and has been operational in the smart phone markets since 1999. The typical Blackberry device is created to function as a personal digital assistant, portable media player, internet browser, gaming device and many other similar functions. The largest competitive advantage available to Blackberry devices in comparison to other smart phones is their ability to send and receive push email and instant messaging while preserving a lot of security through patented encryption methods. Typical Blackberry devices support many instant messaging features including the Blackberry Messenger. For the fiscal year 2011, Blackberry sales accounted for 3% of all mobile device sales around the world. This makes RIM the sixth most popular device manufacturer in the world, as 25% of all mobile de vices manufactured in the world are smart phones. The trademark Blackberry Internet Service is offered in 91 countries through some 500 mobile service operators who provide differing mobile technologies. An estimate from October 2011 places the number of global Blackberry subscribers at 70 million. The greatest market penetration of Blackberry smart phones is in the Caribbean and Latin America with market penetration levels of up to 45% in the region. ... s that Android has the largest market share at 13% followed by Blackberry at 10% with Apple lagging behind at 9% while Windows Phone stands at a measly 1% only. The British market is also seeing a general increase in smart phones in the overall mobile phone market. Within this scope of expansion, the share of RIM increased by 4% while Apple expanded by 2% to their overall market share. However, these increases pale in comparison to strides by Android that grew to twice its previous market size. The increase from Android’s end can largely be attributed to mid-range headsets manufactured by HTC and Samsung that are also supporting Windows small market share (Brill, 2012). Blackberry’s and its competition’s overall market share reveals a lot given that Blackberry stands at 22.3% of the smart phone market while Android stands at 45.2% with Apple lagging behind at 18.3%. When these figures are compared to the market growth rates reported previously, it becomes clear t hat Blackberry’s greatest competition stems from Android. In order to find a better marketing scheme it is necessary to study why Blackberry is losing to Android in certain areas and gaining in others. While Blackberry is losing fast to competition from Android around the world, but consumers in Spain and the United Kingdom are holding strong to Blackberry. The youth market is supportive of Blackberry because of the large volumes of text messages and instant messaging services used by them. The primary usages of young consumers are messaging services that are harder to use in conventional handsets when compared to smart phones such as Blackberry. One major advantage available to Blackberry when compared to Android is the trademark QWERTY physical keyboard that is standard to all Blackberry devices but

There Is No Such Thing as a Job for Life Essay Example for Free

There Is No Such Thing as a Job for Life Essay This notion seems to pose as a self evident statement, but in reality it has become a common truth a couple of decades ago. Statements such as â€Å"One in three workers remain in a job for less than two years†¦Ã¢â‚¬  (Trapp, 1995) make their way to the public at a constant rate increasing its validity. In the following essay we are going to assess the basic historical changes that have led to an unstable and fluctuating job market while providing the necessary explanation concerning the effects that shape our current situation. Furthermore we are going to examine how globalisation acts as a catalyst to these circumstances. In order to address this issue we have to take into consideration the historical background that has led to this notion. I am going to concentrate on one of the people that made the most important steps on the concept of production relating their work to its current form. I’m going to address the work of F. W. Taylor that was the theorist that put together what Henry Ford, the second persona, put into action through the assembly line. Taylor’s aim was to optimise the production of a product by focusing on two main aspects. The first was to break down the process of production into the smallest possible component, a process known as specialisation, and in advance to limit the time frame that each step needed to completion. This was named by Taylor as a division of labour in time and motion. In order to achieve that Taylor manifested a number of methods, such as the training workers into mastering a simple and specific task so that they didn’t have to put any mental effort into it that would have complicated the process. In order though to control this massive chain of production Taylor had to take into consideration a way to monitor it. That’s where Taylor introduced the principle of management where the working labour that its job was the systematic repetition of a task was supervised by a number of managers that were to compensate for the lack of any mental activity carried out by the rest of the workforce. Taylor’s theoretical contributions were justified my his belief that the one best ethod and best implementation can only be discovered or developed through scientific study and analysis†(Taylor,1964, 131) but his analysis failed to consider the implications that his methods have brought upon the workforce; even though they may have renovated the industrial world its side effect was the creation of a new generation of deskilled and demotivated workers. And as we observe this is not an issue of the past since all the assembly lines still work within the framework that Taylor f irst implemented, from a highly technological product to the simplest household item. This paragraph is going to focus on the problems that appear by the deskilled labour force and how this affects its employability. Deskilling as it’s defined by the Oxford Dictionary is â€Å"†¦the process by which skilled labor within an industry or economy is eliminated by the introduction of technologies operated by semiskilled or unskilled workers. † This elimination raises a number of issues, firstly is the issue of the working satisfaction of the labor force. By stripping the creativity out of the labor force’s job you are creating a level of dissatisfaction. This dissatisfaction is due to the fact that the reward that the workers get by the creativeness that they used to assert is now lost; even if in most cases it has been replaced by a higher payroll this didn’t seem to cover the damage. As Noon and Blyton (1997, 147) put it â€Å"The dehumanising effects can often be seen in the glazed expressions of the young people who serve. Thus you have a new generation of deskilled workers that lacks the confidence to interact with their working place or any working place, a worker that’s alienated who is not only less able to keep up with the increasingly demanding working environment but is less able to mobilize in any other work place. The other issue that arises from this deskilling that exists in the secondary sector is that for a deskilled worker it’s easier to become redundant. This is the case since the semiskilled workers may have gone through a sophisticated and elaborated training but their training only covered the absolutely necessary aspects of their specific task. This may be considered as a form of upskilling but in its essence is just another component making the worker more dependable to his current job in an epoch that the job market is becoming more and more contestable. The rise in the employments market contestability is largely dependable to the role of globalisation and up to a certain extend has played a main role to the instability that is currently present. Financial Times (Stern, 2012) defines globalisation as â€Å"†¦the integration of economies, industries, markets, cultures and policy-making around the world. † Therefore one cannot argue that it has contracted the employment market as well as any other market. This contraction is a result of the â€Å"widening deepening and speeding up of worldwide interconnectedness† (Baldry, 2007, 40) providing chances for people to compete in any market from anywhere in the world. That’s not an issue to the well rounded and highly trained workers, but it raises a number of concerns for the semi-skilled workers that add up to the overwhelming majority of the working population. They are faced with a crisis that not only have not caused but are also unable to confront. They have to compete against people from countries that are less paid and better trained causing the unemployment figures to rise dramatically as the IMF(Slaughter and Swagel, 1997) states here â€Å"there is no doubt that globalisation has coincided with higher unemployment among the less skilled and with widening income inequality. Other than that there are cases of mass shifts in the markets where companies assign projects to foreign countries that were previously based at home. We observe that for example in the telecommunication industry where the telephone helpdesks of British companies get assigned to Indian stated firms that offer a better deal due to the lower wages provided to the Indian workforce; making this abstract, as it is generally perceived, mobilisation of the industry more rigid and more challenging. Coming to an end I can’t avoid emphasizing on the statements vitality and the public concern that this raises. A statement that has never been more accurate than now; and as we observe notions such as Globalisation and Division of labour rooting and becoming embedded to our culture and our society this issue will not only rise but become untreatable. Therefore either some steps have to be made forward or the trust towards the socio-political system will start shaking from its foundations.

Community Policing and Community Safety and Security

Community Policing and Community Safety and Security What, if anything, can community policing do to reduce crime and improve community safety and security? Introduction While an original concept of community policing may be found in what is referred to as the Peelian Principles (the police are the people and the people are the police[1]) modern definitions have become much more complex. A comprehensive definition developed by the United States Department of Justice, describes it as a philosophy that promotes operational strategies, which support the systematic use of partnerships and problem solving techniques, to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder and fear of crime[2]. In this essay an attempt is made to evaluate current community policing practices to determine if they present a viable strategy to reduce crime and improve community safety and security. Policing in the 21st Century What has made implementation the community policing philosophy difficult has been that, while the words serve and protect appear in the mottos of many police forces/services throughout the world, the changing social order of the mid 20th century coupled to advancing technology saw the police become more isolated and disconnected from the communities they were ostensibly serving and protecting. At the same time, crime and social disorder left society feeling threatened and, to an extent, abandoned leading to an us and them scenario emerging within both the police and society. The police were seen, at best, as crime fighters and, at worst, instruments of the state attempting to enforce order. Academic papers in the late 20th century saw the emergence of Zimbardos broken windows theory[3] and Wilson and Kellings (1982) work distinguishing between crime and the fear of crime leading to what was ultimately termed zero tolerance policing. While successful in certain areas, this approach further entrenched the us and them mindset and served to alienate large portions of certain communities. Furthermore, by the end of the 20th century the increased global focus on human rights, transparency and accountability required a more holistic approach to addressing crime, safety and security. Fundamentally, the works conducted by Zimbardo and Wilson and Kelling correctly identified psycho-socio aspects of modern living but, at that time, the response by authorities failed to take into consideration that the issues could not be dealt with solely by the police acting in an enforcement or crime fighting role. Furthermore, while law enforcement and crime fighting remain important functions of the police, recent research indicates that one third of incidents that police respond to are social work as opposed to crime related (Karn, 2013)[4]. In considering responses to these issues it was recognised that collective efficacy needed to be developed with the community reinforcing informal control mechanisms over itself in partnership with the police that could, when required, act as a law enforcer, mediator or conduit to other means of assistance. Community policing has thus emerged as a mechanism through which collective efficacy can be developed or reinstated in communities. In essence, public safety, security and policing change from being police business to being everyones business[5]. Building this collective efficacy through a community policing programme is, however, both complex and time consuming requiring a fundamental change in both the philosophy and practice of policing using a decentralised and proactive, problem solving approach to the work carried out by the police which, in turn, is supported by community engagement and through partnerships with other agencies (Mackenzie and Henry, 2009). More specifically, the changes that are required cannot simply be a modification of existing practices but rather requires actual changes to be made from senior management through to front line officers. Requirements for effective community policing For community policing to be effective, the priority has to be the establishment of mutual trust which is required for effective interaction. Where this trust is missing, no amount of legislation or policy documents will be able to progress effective police/community interaction. For example, in South Africa, the Interim Constitution requires the establishment of Community Police Forums (CPF)[6] which is further strengthened through the South African Police Service Act of 1995 which formally directs the functions of the CPFs at station level. So while there appears to be intent at the highest political level to implement community policing, the implementation has been described as largely symbolic (Pelser, 2000)[7] with little being done to ensure the establishment of close mutually beneficial ties between the police and community. This stems partially from the history of the country which saw a paramilitary force acting as law enforcers for the government thereby alienating much of the population. The transition to a police service saw some key elements required for community policing to be enacted, such as decentralisation of authority, but the police service has of yet been largely unable to effectively engage with the majority of communities. Establishing this trust with the community cannot however take place unless there are changes changes brought around to the traditional bottom-down management styleapplied in the police. While strategic implementation requires policy decisions to be made at senior levels and directed downwards, a bottom-up approach is required if meaningful community engagement is to be achieved. This requires a restructuring to empower and support the front line officer who interacts with the community on a daily basis so that the officer is in a position exercise initiative and make decisions that are both relevant to the community and supported by police management. In order to achieve this, it is necessary to ensure that the officers engaged in community policing receive specialised training in a variety of non-traditional law enforcement disciplines such as conflict resolution, mediation and engagement in culturally diverse environments. In addition to human resources, financial resources are also required to ensure an effective community policing programme. Government funding is imperative to ensure that problems identified by the community are met in an effective and timely fashion. If this does not occur, the trust required will be eroded and the perceived usefulness of the community policing officers to the community will be undermined. At the same time, community resources can also be tapped to supplement government funding, whether these resources are human, financial or other in-kind contributions. By mobilising the community to accept some element of financial responsibility collective efficacy may also be catalysed. The Impact of Community Policing on Crime, Safety and Security Recent studies have shown that higher numbers of police does not necessarily lead to a reduction in crime (Bradford, 2011)[8] indicating that more focussed interventions, as opposed to to sheer numbers, are required. This along with overall moves to professionalise the police has led, internationally to a move away from reactive policing towards a more proactive approach with a focus on problem orientated policing (POP) and intelligence-led policing (ILP) and being observed. Problem orientated policing fits with community policing strategies as it focusses on tackling problems identified by local communities and developing an understanding of these problems[9]. This includes determining why they are occurring and identifying appropriate courses of action that can include actors beyond the police. This approach has been recognised as being effective in reducing victimisation and perceptions relating to antisocial behaviour (Quinton and Tuffin, 2006)[10]. The approach most often used to drive POP is known as SARA (scanning, analysis, response and assessment). SARA has proven effective in problem solving as it breaks a complex concept down into easy to manage steps. In the scanning phase, problems are identified, prioritised and stakeholders identified thereby providing a valuable opportunity for the community engagement. In the analysis phase the dynamics, cause and effect of the problem are identified which leads to a response being developed that is specific to the issue at hand. Finally, the actions taken need to be assessed to determine if the problem has been permanently resolved and that the response contributed to the resolution (Clegg et al, 2000)[11]. By following this model, in addition to resolving issues of concern, trust with the community can be developed and strengthened. Importantly, police attention is focussed on issues that are of community concern and not based on political priorities received from central governme nt or one-sided analysis and prioritisation by the local police force/service itself. Recently, the civil unrest that developed in Ferguson, Missouri following the killing of Michael Brown could have possibly been avoided if effective police community engagement mechanisms based on POP/SARA had have been in place. While POP has proven effective in addressing crimes that directly and visibly impact a community, organised crime poses no less of a threat but, due to its often clandestine nature, communities may not be aware of its existence within their neighbourhood. From a policing perspective, intelligence-led policing has proven an essential and effective tool in addressing organised crime. The investigative techniques applied to ILP such as telephone intercepts, informers and undercover operatives may appear, at first glance, to run contrary to the goals of community policing. However, where effective community/police interaction takes place, the community can be made aware of the existence of crime of this nature and local knowledge may prove useful to investigators, be it from victims, witnesses or even perpetrators. The goal however should not be to turn the community into informers but, based on shared interests, provide a service to the benefit of their community. Once again, the issue of trust is of paramount importance with the community feeling free to share information and confident that the police will act on that information in a responsible and effective manner. Conclusion Community policing is a complex and time consuming endeavour however there are clear benefits to be gained from the implementation of functioning programme. Through the development of trust with the community the police will gain access to a larger amount of information that can be useful in the identification of and arrest of offenders. That however cannot be the sole purpose of community policing or where the key value lies. Through the promotion of collective efficacy, communities can start acceptinggreat responsibility for issues of their own safety and security, leading to the police not always being the first or only responder to a variety of problems. In this way, many social order issues can be dealt with through informal mechanisms that may or may not involve the police which as a result can allow the police more opportunity to focus on criminal issues raised by the community. Furthermore, the police are also in a strong position to raise criminal issues, whether petty or of a more serious nature with community, explain the police response and, if possible, devise a course of action that is effective and agreeable to all. Increased police community contact can also be used to diffuse a variety of local issues whether they be of a political, social, ethnic or cultural nature, there by reducing intra or inter community tensions and creating a greater feeling of safety and security for all involved. [1] Police Reform: Power to the People, The Economist, 2 December 2010 [2] Community Policing Defined, US Department of Justice at www.cops.usdoj.gov, e030917193 accessed on 02 September 2014 [3] Zimbardo, P.G. 1969 The Human Choice: Individuation, reason and disorder versus indivduation, impulse and chaos, Nebraska Symposium on Motivation Vol 17 237-307 [4] Karn J 2013 Policing and Crime Reduction, The Police Foundation, Pg 7 [5] Pelser E, Schnetler J, Louw A, Not Everybodys Business: Community Policing in the SAPS Priority Areas, EU Pg 6 [6] Rakgoadi P (1995) Community Policing and Governance, Centre for the Study of Violence and Reconciliation, Pg 2 [7] Pelser E, 1999, An Overview of Community Policing in South Africa, in Clegg I, Hunt R, Whetton J (2000) Policy Guidance on Support to Policing in Developing Countries, University of Wales, Pg 114 [8] Bradford B, 2011, Police Numbers and Crime Rates Pg 7 accessed at justiceinspectorates.gov.uk on 5 September 2014 [9] Karn J 2013 Policing and Crime Reduction, The Police Foundation, Pg 19 [10] Quinton P, Tuffin R 2006, Neighbourhood Change: the Impact of the National Reassurance Policing Programme Pg 159 accessed from policing.oxfordjournals.org at the Periodicals Section, LMU on 05 September 2014 [11] Clegg I, Hunt R, Whetton J (2000) Policy Guidance on Support to Policing in Developing Countries, University of Wales, Pg 187

The Saltation of Malcolm X Essay examples -- History Civil Rights Pape

The Saltation of Malcolm X Saltation is a geological term used to explain how a stream current transports and erodes a rock. The rock starts out as a sharp, coarse edged fragment on a stream bed. The current then lifts the rock from the stream bed and transports it down stream. The current, which rotates and spins the rock, slowly smoothes its edges. In saltation, a counter current or other events causes the rock to slam against the stream-bed and grind its ruff edges into a smooth exterior. Eventually after it is lifted off the bed, the current adds the finishing touch. A rock which travels in a stream will always be eroded into a smooth sphere, but a rock that undergoes the process of saltation will always be more quickly eroded. Saltation is an easy way to apply the necessity of the revolutionary philosophy of Malcolm X to the Civil Rights Movement. The Civil Rights Movement was the stream, a powerful stream which had been gaining its volume since the first black individual was enslaved in America. The American conscious is represented by the coarse edged rock, a rock that grew coarser with the birth and education of every American. Malcolm X is the variable which causes the rock to undergo a sort of saltation, in which the American conscious became more aware of its racial problems. The American conscious was then carried on by the Civil Rights Movement to become a fully integrated, accepting conscious. Malcolm X gained his radical notoriety and his ideas on revolution from the religion of Elijah Muhammad and the Nation of Islam, and he later used this radicalism to further the Civil Rights Movement by intentionally playing the devils advocate to the philosophy of Non-Violence. When he was affiliated with the Nation... ...n Books, 1993. Black Man’s History by Malcolm X. @ www. uky.edu/StudentOrgs/AWARE/archives/MalcolmX/history.html Breitman, george. Malcolm X Speaks, Selected Speeches And Statements. New York: Grove Weidenfeld, 1990. Karim, Benjamin. Remembering Malcolm. New York: Carroll and Graf Publishers Inc., 1992. King, Coretta Scott. My Life With Martin Luther King Jr. New York: Holt, Reinhardt, and Winston, 1969. leland.stanford.edu/group/King/KingBios/breifbio.htm Martin Luther King Jr. National Historic Site @ www.nps.gov/malu/ Novak, Philip. The World’s Wisdom. New Jersey: Castle Books, 1994. Pinkney, Alphonso. Black Americans. New Jersey: Prentice Hall, 1993. Playboy. Malcolm X/ Alex Haley Interview. @ www.uidaho.edu/~yusuf921/malcolm x.html Washington, James. I Have A Dream, Writings And Speeches That Changed The World. San Francisco: Harper

Imperialism in Africa and India

Section 1: A Scramble For Africa †¢ European nations needed to fuel industrial production †¢ Competed for new markets for goods and took huge interest in Africa †¢ Imperialism- Seizure of a country or territory by a stronger country o Occurred throughout most of Africa o Europe came in and dominated †¢ Mid 1800’s Africans divided into ethnic and linguistic groups †¢ Some converted to Islam and Christianity †¢ Most kept traditions and religion For 400 years African army able to keep Europeans out †¢ Until late 1800’s Europe only dominated coast of Africa †¢ Couldn’t navigate rivers †¢ Disease also kept them out †¢ Specialized trade networks †¢ Introduction of steam powered river boats allowed Europeans to dominate more of Africa’s interior †¢ Those who did get in were against slave trade †¢ People learned about Africa through their publications The Congo Sparks Interest: †¢ Dr. David Livi ngstone traveled with group of Africans into deep Africa to promote Christianity †¢ Several years past and people thought he was dead Henry Stanley went to find him and succeeded †¢ Stanley wanted to trace course of Congo River †¢ In 1879 and 1882 Stanley signed treaties with local chiefs of the Congo River Valley †¢ Gave King Leopold II of Belgium control of these lands †¢ Leopold II claimed wanted to abolish slave trade and promote Christianity †¢ Brutally exploited Africans by forcing them to collect sap from rubber plants †¢ About 10 million Africans died due to abuse In 1908 Belgian govt. took control of Congo away from king †¢ Congo 80x larger than Belgium †¢ This alarmed France because they had signed treated that gave them control of north bank of Congo †¢ Soon More European and Latin American countries began to claim parts of Africa Forces Driving Imperialism †¢ Industrial Revolution drove European countries to obtain m ore land †¢ European countries searched for more markets Europeans viewed themselves as the greatest nation and race †¢ Racism- the belief that one race is superior to others †¢ Social Darwinism- theory that those who were fittest for survival enjoyed wealth and success and were superior to others †¢ Non-Europeans on lower scale of cultural and physical development because didn’t make technological progress †¢ Europeans thought was their job to bring advancements to other countries †¢ European missionaries sought to convert lands to Christianity †¢ Hoped Christianity would bring end to evil practices like slave trade †¢ Also wanted to civilize landsFactors promoting Imperialism in Africa: †¢ European’s technological superiority †¢ Europeans had guns †¢ Europeans had steam engines that allowed them to control deep Africa †¢ Europeans had railroads, cables, and steamships that allowed them to communicate within colony and to controlling nation †¢ Drug quinine prevented Europeans from catching diseases †¢ Africa wasn’t unified due to diversity and wars fought between different ethnic groups Divison of Africa: †¢ Discoveries of diamonds and gold in south Africa increased European’s interest in conquering Africa †¢ All European countries became part of raceBerlin conference divides Africa: †¢ Berlin Conference- 14 European nations who met to lay down rules for the division of Africa †¢ Competition between European countries †¢ Any country could conquer land but had to notify other European countries †¢ How Africans felt about it wasn’t a factor †¢ Didn’t pay attention to how ethnic and linguistic groups in Africa were distributed †¢ By 1914 only Liberia and Ethiopia were free from European control Demand for Raw Materials Shapes Colonies: †¢ During colonization Europeans believed Africans would buy their goods †¢ Only few Africans did this Businesses still needed raw materials †¢ Greatest wealth obtained from Africa was large mineral sources †¢ Congo contained copper and tin †¢ This nothing compared to diamonds and gold in south Africa †¢ Developed cash crop: peanuts, palm oil, cocoa, and rubber †¢ Replaced food crops needed by farmers to feed families Three Groups Clash over South Africa: †¢ Zulu chief, Shaka used highly disciplined warriors and good military organization to create large centralized state †¢ Shaka’s successors unable to keep control †¢ Zulu nation eventually fell to British controlBoers and British Settle in the Cape: †¢ Boers- Dutch settlers (Boer=farmer in Dutch) who took African’s land and established large farms †¢ When British took control of Cape Colony there was clash over British policy of slaves and land †¢ Boers moved north in Great Trek to escape from British †¢ Started fighting fie rcely with Zulu and other African groups whose land was getting taken †¢ When Diamonds and gold found in south Africa Boers tried to keep outsiders from gaining political rights †¢ British tried to rebel against Boers and failed Boers rose against British in Boer war †¢ The war was brutal (no mercy) †¢ Many black southern Africans also participated †¢ Many were captured and put in British concentration camps †¢ Britain won war †¢ Europeans made efforts to change political, social and economic lives of people they conquered Section 2: Imperialism: †¢ Imperialism of 18th and 19th century different than previous imperialism †¢ Europeans demanded more influence over all aspects of African lives †¢ Determined to shape economies to help benefit European economies †¢ Wanted people to adopt European customsForms of Control: †¢ 4 types: o Colony- a country or territory governed internally by a foreign power o Protectorate- A country or territory with its own internal government but under the control of an outside power o Sphere of influence- an area in which and outside power claims exclusive investment or trading privileges o Economic imperialism- an independent but less developed country controlled by private business interests rather than other govts. †¢ Also had direct and indirect control †¢ Britain and U. S. preferred indirect France and most other European nations preferred direct †¢ Indirect control: o Relied on existing political rulers o Rulers adopted British Authority o Rulers handled much of daily management of colony o Each colony had legislative council: ? Colonial officials ? Local merchants ? Professionals ? Colonial governor †¢ Direct Control: †¢ French and other European didn’t think Africans could run country †¢ Paternalism- the idea that the people in authority restrict freedoms to their subordinates for the subordinates’ good †¢ Gave them n eeds but not rights Europeans brought in own bureaucrats †¢ Didn’t train Africans in European methods of govt. †¢ Assimilation- the idea that the local population would adopt the superior culture in order to become more like them †¢ Africans adopted French culture †¢ All schools, courts, and businesses patterned after French institutions †¢ In practice idea of assimilation abandoned †¢ French resided to indirect control †¢ Recognized African culture but saw it as inferior |Indirect Control |Direct control | |Local govt. fficials used: |Foreign officials brought in to rule | |Limited self-rule |No self rule | |Goal: to develop future leaders |Goal: assimilation | |Govt. institutions based on European styles but may have |Govt. institutions are based only on European styles | |local rules | |A British Colony: †¢ Britain gained control of southern Nigeria †¢ Some local rulers agreed to sign treaties of protection and accept British r esidents †¢ Others opposed intervention and rebelled against it †¢ British defeated rebellions †¢ Royal Niger Comp. gained control of palm oil trade over Niger River Delta †¢ In 1914 British claimed entire Nigeria as colony Managing the Colony: †¢ Nigeria culturally diverse †¢ Three main groups were: o Hausa-Fulani: ? Muslim ? Had strong central govt. o Yoruba Followed traditional religion ? Relied on chiefs for control o Igbo ? Same as Yoruba †¢ Didn’t have enough British troops to govern such complex area †¢ British resided to indirect control †¢ Worked well with Hausa-Fulani but not with other two groups †¢ Local chiefs of Yoruba and Igbo resented limited power African Resistance: †¢ Africans resisted European attempts to colonize †¢ But Europeans had more advanced weaponry †¢ Therefore, Africans didn’t succeed in most cases Unsuccessful Movements: There was resistance and resistance through religious movements †¢ Algeria’s almost 50 year resistance against France †¢ West Africa’s Samori Toure’s 16 year resistance against France †¢ African villagers resisted Germans in spiritual defense o Believed magic water would turn German’s bullets to water o 20 groups came together and fought against Germans o Fighters believed God and their ancestors would return to life and assist them o Over 75,000 Africans died o Twice that many Africans died in famine to follow o Germans shocked and passed some reformsEthiopia: A successful Resistance †¢ Only African nation that successfully resisted Europeans †¢ Menelik II- became emperor of Ethiopia in 1889 †¢ Successfully played Italians, French, and British against each other †¢ Built up large arsenal of modern weapons he purchased from Russia and France †¢ Menelik II signed treaty with Italy while Italians were invading the country †¢ Menelik II declared war in 1896 †¢ B attle of Adowa was largest battle in history of Africa †¢ Ethiopians won and kept independence Legacy of Colonial Rule: †¢ Negative effects: Africans lost control of land and independence o Lost many people to disease and rebellion o Famine o Breakdown of traditional culture o Traditional authorities replaced o Homes and properties transferred o People lost jobs o Identity issues o Division of Africa o Unnaturally divided groups o No Unity †¢ Positive Effects: o Local warfare reduced o Sanitation improved o Hospitals o Schools o Lifespans increased o Literacy increased o Economic expansion o Railroads, dams, telephone, telegraph lines built in Africa o However, this only really benefited the EuropeansSection 4: British Imperialism in India: †¢ Area controlled by East India Company grew overtime †¢ Both directly and indirectly governed southern India, Bangladesh, and territory along Ganges River in north †¢ British govt. regulated East India company â₠¬ ¢ Company ruled India without British interference until 19th century †¢ Had own army with British officers †¢ Sepoys- Indian soldiers †¢ Army was dangerous because could easily turn against British Britain’s â€Å"Jewel in the Crown†: †¢ Industrial revolution turned Britain into world’s workshop †¢ India supplied Britain with many raw supplies India’s 3,000,000 people also large potential market for British made goods †¢ India was â€Å"brightest jewel in crown† because it was the most valuable of all Britain’s colonies †¢ British made restrictions that prevented Indian economy from operating on its own †¢ Indians could only produce raw materials for Britain †¢ Indians were not allowed to compete with Britain British Transport Trade Goods: †¢ Railroad system built in India †¢ India became more valuable †¢ Most of raw materials transported included: o Tea o Indigo o Coffee o Cotto n Jute o Opium †¢ Sold trade opium for tea from China †¢ Sold tea in England Impact of Colonialism: Negative impact on India: †¢ British held most of economical and political power †¢ British restricted Indian owned industries †¢ Many villagers couldn’t be self sufficient due to emphasis on cash crop †¢ Food production reduced †¢ Famine †¢ Racism †¢ Forced conversion to Christianity Positive impact on India: †¢ Had world’s third largest railroad system †¢ Railroad system united brought modern economy that India †¢ Sanitation and public health improved India modernized by railroads, telephones, telegraphs, dams, bridges, irrigation canals †¢ Schools and collages founded †¢ Literacy increased †¢ Idea cleared of bandits †¢ Local welfare amongst competing rulers The Sepoy Mutiny: †¢ British controlled most of India †¢ Believed British were trying to convert Indians to Christianity â⠂¬ ¢ There was so much racism †¢ Nationalist idea emerged †¢ The Indians decided to rebel †¢ Gossip spread amongst sepoys that the cartridges of their new rifles were greased with beef and pork fat †¢ To use cartridges Indians had to bite off ends Cows were sacred to them and Muslims didn’t eat pork so they were very angered †¢ Soldiers who refused cartilages were imprisoned †¢ Next day they rebelled †¢ Sepoy Munity- rebellion of the Indian soldiers †¢ Uprising spread from Delhi to much of northern India †¢ British and sepoys tried to slaughter each others armies †¢ Took company more than a year to regain control of country †¢ Indians couldn’t unite against British due to weak leadership and conflict between Hindus and Muslims †¢ Hindus preferred British rule over Muslim ruleTurning Point: †¢ After munity Britain took direct control over India †¢ Raj- British rule after India came under British crown during reign of Queen Victoria †¢ To reward many princes who stayed loyal to company during munity, Britain promised to respect all treaties they had with them †¢ Also promised that Indian states that were still free would remain independent †¢ Regardless, British gained control of free states unofficially †¢ Munity fueled racist attitudes of British Munity increased distrust between Indians and British †¢ Hindus and Muslims felt they were being ruined under British rule Nationalism Surfaces in India: †¢ In early 1800’s some Indians began demanding modernization †¢ Ram Mohum Roy, a modern thinking, well educated Indian began campaign to move away from traditional Indian practices †¢ Ram Mohum Roy believed that if practices weren’t changed India would continue to be controlled by outsiders †¢ Ram Mohum Roy’s writings inspired other Indians to press for social reforms and adopt western ways †¢ Nationalist feelings also began to surface in India Indians hated system that made them second class citizens in own country †¢ Made much less money than British workers Nationalist groups form: †¢ 2 nationalist groups formed: o Indian National Congress in 1885 o Muslim League in 1906 ? Focused on Indian’s concerns ? Wanted self government ? Divided in to Hindu and Muslim section ? Separation made it hard for them to unite in calling for independence ? In 1911 British regained control and divided them differently †¢ Conflict over Indian control continued to develop between Indians and British Key Terms: Imperialism- Seizure of a country or territory by a stronger country †¢ African goods: copper, tin, gold, diamonds, rubber, cocoa, palm oil, and peanuts †¢ Racism- the belief that one race is superior to others †¢ Social Darwinism- theory that those who were fittest for survival enjoyed wealth and success and were superior to others †¢ Berlin Conference- 14 Euro pean nations who met to lay down rules for the division of Africa †¢ Shaka- was a Zulu chief used highly disciplined warriors and good military organization to create large centralized state in South Africa.His successors weren’t as successful †¢ Boers- Dutch settlers (Boer=farmer in Dutch) who took African’s land and established large farms †¢ Boer War- War between British and Boers over land and minerals in which British won †¢ Colony- a country or territory governed internally by a foreign power †¢ Protectorate- A country or territory with its own internal government but under the control of an outside power †¢ Sphere of influence- an area in which and outside power claims exclusive investment or trading privileges †¢ Economic imperialism- an independent but less developed country controlled by private business interests rather than other govts. |Indirect Control |Direct control | |Local govt. officials used: Foreign officials bro ught in to rule | |Limited self-rule |No self rule | |Goal: to develop future leaders |Goal: assimilation | |Govt. institutions based on European styles but may have |Govt. institutions are based only on European styles | |local rules | | †¢ India was â€Å"brightest jewel in crown† because it was the most valuable of all Britain’s colonies †¢ Indian goods: Tea, Indigo, Coffee, Cotton, Jute, and Opium †¢ Menelik II- became emperor of Ethiopia in 1889.He was the only one who was successful at preventing his state (Ethiopia) from being conquered. †¢ Sepoys- Indian soldiers †¢ Sepoy Munity- rebellion of the Indian soldiers †¢ Raj- British rule after India came under British crown during reign of Queen Victoria †¢ Ram Mohum Roy- a modern thinking, well educated Indian began campaign to move away from traditional Indian practices and bring nationalism †¢ Paternalism- the idea that the people in authority restrict freedoms to their sub ordinates for the subordinates’ good †¢ Assimilation- the idea that the local population would adopt the superior culture in order to become more like them †¢

Are You a Good Listener Quiz

Are You a Good Listener Quiz Are you a good listener? Lets find out. On a scale of 25-100 (100 highest), how do you rate yourself as a listener? _____ Let’s find out how accurate your perception is. Rate yourself in the following situations and total your score. 4 Usually, 3 Frequently, 2 Sometimes, 1 Seldom ____ I try to listen carefully even when I’m not interested in the topic. ____ I’m open to viewpoints that are different from my own. ____ I make eye contact with the speaker when I’m listening. ____ I try to avoid being defensive when a speaker is venting negative emotions. ____ I try to recognize the emotion under the speaker’s words. ____ I anticipate how the other person will react when I speak. ____ I take notes when it’s necessary to remember what I’ve heard. ____ I listen without judgment or criticism. ____ I stay focused even when I hear things I don’t agree with or don’t want to hear. ____ I don’t allow distractions when I’m intent on listening. ____ I don’t avoid difficult situations. ____ I can ignore a speaker’s mannerisms and appearance. ____ I avoid leaping to conclusions when listening. ____ I learn something, however small, from every person I meet. ____ I try not to form my next response while listening. ____ I listen for main ideas, not just details. ____ I know my own hot buttons. ____ I think about what I’m trying to communicate when I speak. ____ I try to communicate at the best possible time for success. ____ I don’t assume a certain level of understanding in my listeners when speaking. ____ I usually get my message across when I communicate. ____ I consider which form of communication is best: email, phone, in-person, etc. ____ I tend to listen for more than just what I want to hear. ____ I can resist daydreaming when I’m not interested in a speaker. ____ I can easily paraphrase in my own words what I’ve just heard. ____ Total Scoring 75-100 You’re an excellent listener and communicator. Keep it up.50-74 You’re trying to be a good listener, but it’s time to brush up.25-49 Listening isn’t one of your strong points. Start paying attention. Learn how to be a better listener: Active Listening. Joe Grimms Listen and Lead project is a fabulous collection of listening tools. If your listening could be improved, get help from Joe. Hes a professional listener.