An Interview with the Elderly

Gillian Howard was only 7 when the Second World War started; it was a chain of events that didn't just wreck her childhood but many others. The observer got the chance to interview her as part of our elderly season. I came into the warm living room for this interview and my surrounding are of ornaments and glass statues. This is because my grandmother, Gillian, is an antique collector, so to start this interview I nuzzle myself into the infamous black leather sofa ready for the interview. My grandmother entered, I immediately stand up for this is how you treat the elder generation, with respect. I greet her and I sit back down ready to question her. I firstly ask her to just say a few interesting points that are important. She says she was born 1932 so was only 7 when the war started; Gillian lived in London at the time. Gillian still lives in London today and that is where we are now. When the blitz started in 1941 Gillian was evacuated from London and went on a train to Bristol. After that brief summary I proceed to ask her of when she felt most sad. Naturally it was when she   was separated from her parents and evacuated. She was crying and a group of soldiers came up to her and comforted her they were at the station too and were on the train to Bristol to go to the port to go onto a battleship. They sang to her the wartime songs all the way from London to Bristol she learnt them all. â€Å"But there is another event that really was sad and it just shows how the war tears families to shreds,† she said. I ask what this event is; she says â€Å"It was of course when my brother died in world war two, you see he was torpedoed by a German U-boat 4 people survived. He was one of them and he was on a chunk of metal torn away form the ship. After 4 days without food in the scorching heat of Africa the U-Boat surfaced and left them there they took photographs and used them as propaganda saying they were actually good people for they had rescued 4 dying men. 3 days later my brother died and 1 day later the rest of the crew were rescued he was just one day to short.† It is a story I have heard many times before, but it still makes me feel awfully sorry for my grandmother and her family. I then ask what happened when she arrived at Bristol. She says the she and her other brother were to be taken to a boarding school. But wasn't as easy as it seemed for it was an only boys boarding school. Gillian got up to much mischief â€Å"in one event there was a sudden uproar of mice in the school, every single pupil had one and we hid them underneath the fold up old fashioned desks.† In another event Gillian describes the useless French teacher. She explains in this episode of how pathetic the teacher was and how all the children decided to trick her. She recalls the event, â€Å"You see the week before we had tricked another teacher by putting thin string all around the corridor and it tripped her up. All the teachers were on red alert so before class I went outside the classroom of the French teacher she was marking homework in the room and I pretended to tie up all these pieces of string outside. So we went into the lesson that is our class and pretended to jump over the strings. So when the teacher left the classroom she was crawling over the floor, she thought there was string. If we had cameras back then that would be the time to use it!† I ask her if she ever saw the bombing. She then says that they only stayed at Bristol for one day before they were whisked away to the countryside. But in that night she saw the bombing. She says â€Å"In the night I was with my brother it was the most terrifying thing and all you could hear was the screeching of the bombs and huge explosions.† I ask, â€Å"When the war was over was there a huge sense of relief.† â€Å"When the war ended everybody was so cheerful I was in London on victory day but before this whole experience I was 7 now I was 13 a whole chunk of my childhood was torn out,† says Gillian. So were many other children's childhood I think to myself. â€Å"So after that I grew up in London and I met your grandfather Theo, at the age of 22, Theo was 29. So many people got married young in those days,† says Gillian. Gillian and Theo now live in a large Victorian, house in Chelsea London. I ask if they both go out much. â€Å"I go out with our dog Bosie on a walk every day to keep him healthy,† she explains. Bosie is the puppy born in august. He is very lively and is active so they go on a walk every day. â€Å"Do you have any hobbies?† I ask. She says that she collects antiques and has a very large collection of jewellery. Whenever we visit her she always shows my sisters her latest addition to the collection. At 76 Gillian still doesn't have the same athletic ability she used to have but is still very fit for her age. When we go to the park she will be joining in with the football. I therefore sum up this interview part of are elderly season with the same message as other articles of the elderly season week. They are elderly people must have respect they have come from a completely different world compared to us and therefore needed to be treated like that. The elderly are not boring, slow, dull people as depicted in stereotypical pictures they are full of years of wisdom and can tell you lots of good stories. Don't fall for what those stereotypical pictures say†¦ THINK!

Political Party History

Political Party History Before the Democrat and Republican parties began their reign over American politics, political parties were constantly changing. The first parties resembled faction’s more than actual parties. The nation’s politicians were known to crowd together around a particular issue. These were usually a reflection of social living in America. A change in political parties meant a change in the way Americans were living their lives. Strong third parties also helped influence the Democrat and Republican parties after they gained control. Though the names of parties change over time, there have always been two groups of people taking opposite sides of a common cause. The political party originated when the debate of ratifying the constitution arose. There was a split in the idea of how this new country should be governed. On one side was the federalist, who were mostly supported by the upper class. The wealthy property owners felt susceptible to the open government that was starting to be formed. They wanted to protect their political power. On the other hand the anti-federalists, made up of the lower classes, felt that a stronger central government would create a great deal of corruption as well as threaten the power of the people. These two factions eventually separated into two parties. The first was pushed by Alexander Hamilton and kept the Federalist name. Hamilton believed in a strong national government having most of the authority. Hamilton wanted a strong industrialized country with close ties to the mother country of England. Thomas Jefferson fronted the second party that was named the Democratic-republicans. Jefferson believed in an unpretentious central government giving most authority to the individual states. Jefferson wanted to keep away from the possible corruption of industry and therefore promoted an agrarian based economy. The Federalist Party quickly came to an end when a split in the party occurred due to the controversial presidency of John Adams. With no opposition the Democratic Republicans gradually faded away. This time period consisting of no parties was known as the Era of Good Feelings. With the new idea of universal white male suffrage, which gave the right to vote to all white men in the United States, there was a permanent shift in power. Prospective politicians could no longer only favor the propertied classes; instead they now had to focus on the middle and lower classes concerns. This profound shift helped invigorate a new party, the Democratic Republicans led by Andrew Jackson. The Democratic Republicans believed that the country should be governed under strict adherence to the Constitution. They were against a national banking system. They were also against federally sponsored internal improvements because they felt it would be unwarranted interference and unconstitutional. The opposing side was the National Republicans and was led by John Adams. This party believed in supporting the national bank and favored all internal improvements. The National Republicans were also advocates of a strong central government. Eventually the National Republicans joined forces with many other disparate groups to form The Whig Party. The Democratic Republican Party shortened its name to the Democratic Party. The Democratic Party still favored a limited national government as well as the ideals of agrarianism. Democrats were farmers who believed in the right to own slaves and favored territorial expansion. As transportation improvements increased commercialization and the new democratic politics drew people out of localism into larger networks, questions about national unity arose. Because the Constitution left the federal structure ambiguous all sectional disagreements automatically became constitutional issues. This brought out the great issue of nationalism vs. sectionalism. The opposing side named themselves the Whig Party. The Whigs drew their strength from the growing industrial class. Most Whigs were entrepreneurs who favored urban growth and free labor. The Whigs party beliefs were that of industrialization, they wanted to expand commercially and were in favor of federally sponsored internal improvements in the form of road and waterways. Ultimately the issues over slavery caused the separation of the Whig Party. The Kansas-Nebraska Act divided the Democratic Party. The Act opened up Kansas and Nebraska to deciding their slave status based on popular sovereignty. This angered both the north and the south. By repealing the Compromise of 1820, the Act convinced Northerners that the South was attempting to ensure slavery’s dominance in the United States. The South saw Northern attempts to influence Kansas into voting against slavery as trying to disturb the balance of power. The backlash of the act caused the Democratic Party to split along sectionalist lines and created the Republican Party. This was the Nations first major party created along sectional lines. The new Republican Parties main goal was to stop the spread of slavery into the new territories. The party also wanted to establish a tariff that would protect the countries growing industry; furthermore they wanted to give poor pioneers the ability to own the land they settled in. The Southern Democrats made it abundantly clear that if a Republican won the Presidency the South would secede from the Union to preserve its rights. Shortly after the Republican candidate Abraham Lincoln won the election of 1860 the South seceded from the union. The South was afraid that a Republican President would eradicate their right to own slaves. The Democrats remained fractionalized during the Civil War. The Northern remnants of the party split into three. First was the War Democrats who supported the civil war. Second, the Peace Democrats who wanted a quick political settlement with the South. Third, the Copperheads who openly opposed the war and even betrayed the Union to help the South. During this time the Republicans formed a temporary alliance with the War Democrats, this new party was known as the Union Party. They chose a Republican Party presidential candidate with a War Democratic Party vice presidential candidate. The Union party, even though it only lasted for the duration of the war, was a unique time in American History. Never have two parties come together to support a common cause rejecting selfish notions of power and working beyond their differences to safe the nation. After the Civil war the Democratic Party rejoined as the main opposition of the Republican Party. While their presidential candidates stand little chance of being elected, strong third parties have promoted concepts and policies that were an important part of social and political lives. The Populist and Socialist parties support for reduced working hours led to the Fair Labor Standards Act. These two parties also supported a progressive tax system that would base a person’s tax liability on their amount of income. This idea led to the ratification of the 16th amendment. The Progressive party, or the Bull Moose party, promoted women’s suffrage and was eventually supported by both Democratic and Republican parties which ratified the19th Amendment giving women the right to vote. The Socialist Party furthermore supported a fund to provide temporary compensation for the unemployed. The idea led to the creation of laws establishing unemployment insurance and the Social Security Act. The American Independent party advocated getting tough on crime. The Republican Party adopted the idea in its platform and the Omnibus Crime Control and Safe Streets Act was the result. From the Revolution to Reconstruction, political parties unified people sharing the same basic principles into a means for change. There has always been one party in the United States party system that was always a strict interpreter of the Constitution and wanted to limit the growing power of the federal government. The other favored a Constitutional interpretation using the elastic clause as a way of increasing federal power. Throughout the first half of American history parties evolved from mere alliances of convenience of the Federalists and Anti-Federalists to the complex political machines of the Democrats, Whigs, and later the Republicans. Though the names of political parties have changed over time there have always been groups of people united to further their own ideological ends. Bibliography USA Today. The Parties. 999-2000. Pearson Education. Presidential Elections. 1789-2004. 2007. Berg-Anderson, Richard E. A Brief History of American Major Parties. May21, 2001. http://www. thegreenpapers. com/Hx/AmericanMajorParties. html Hockett, Homer Carey. Political and Social Growth of the American People. New York: The Mackmillon Company, 1944. Garner, Richard L. Stebbins, Phillip E. Individualism and Community. The Pennsylvania State University, 1975. Hicks, John D. The American Nation. Univ ersity of California, Berkeley1941.

Methodology Dissertation Example | Topics and Well Written Essays - 2750 words

Methodology - Dissertation Example Methodology Qualitative research methodology gives a detailed picture of the data that needs to be a part of the research (Adler 1994). Due to qualitative methodology, the information that needs to be incorporated in the research is descriptive and informational. According to Merrigan and Huston (2004), the qualitative research method functions fine at the preliminary phases of a project as it permits the researcher to bring together information in a way that is evocative and coarse. It is also said that by employing qualitative means, the researcher is not capable to have an unchanging or wholly distinct plan; he may only have an approximation about the plan of the project (Ader, Mellenbergh and Hand 2008). The researcher is capable to identify about the upshot of the project or some measurement of the project with the passage of time, as he constantly employs the qualitative approach for compilation of data (Patton 1990). 1.1 . Research Methodology Qualitative research method and quantitative research methods are very influential in terms of collection of suitable data for any kind of research. Qualitative methods for data collection are used to gather qualitative data. The techniques that are employed for data collection through qualitative methodology are qualitative interviews that are also called in-depth interviews, direct observation, case studies, literature reviews and focus groups (Adler 1994). Qualitative research techniques are used for many educational disciplines for gathering of suitable research data required for the research. These disciplines include history, sociology, anthropology, geography and other social disciplines. (Adler 1994). It is not essential that qualitative research methodology is necessarily adopted for the above-mentioned disciplines but it suits these disciplines more as compared to other disciplines. The restrictions and peripheries of any research can be clearly recognized with the help of qualitative research (Patton 1990). Quantitative research method is used for collection of quantitative data. As far as qualitative research techniques are concerned, they are used for collection of data or information that is uncountable and descriptive but quantitative research techniques gather data or information in a countable order as the collected data is in numeric format. Like qualitative methodology, quantitative methodology also suits some disciplin es or educational areas. These disciplines include accounting, physics, taxonomy, statistics and social sciences (Roessner 2000). The data collection techniques used in quantitative research methodology are with the help of survey forms, tabulations, questionnaire designing, statistical model designs and much more (Roessner 2000). Survey forms and questionnaires are much more used as compared to other techniques of data collection and gathering as they are much convenient to develop and distribute for numeric data collection. The objectives associated with a research are already known to the researcher and he/she works in according to a set plan (Saris and Gallhofer 2007). According to Saris and Gallhofer (2007), the researcher is already aware that the data will be gathered in shape of number format and can be easily employed for statistical evaluation for progress in the research. 1.2. Qualitative Research Method According to Byram and Feng (2006), â€Å"

Market opprotunity factors Essay Example | Topics and Well Written Essays - 250 words

Market opprotunity factors - Essay Example Banana ply paper is a substitute product to pulp paper. Some of the other environmental benefits of the production of banana ply paper are that the production facilities use cero water and 99% less energy that traditional paper mills. The world cannot keep cutting down trees for the production of paper. Deforestation is a major environmental concern and one of the causes of global warming. The company’s business model is to use licensing to generate revenues from its patent. A socially responsible strategy that the firm can use is to seek expansion in Africa which holds 53% of the banana plantations. Other products that the company can produce along with paper include packaging, furniture, building, construction and other industries. Some of the characteristics and attributes of Papyrus technology products include water resistance, fire resistance, and UV resistance (Papyrusaustralia, 2012). The future of the company is very bright due to its superb product and the environmentally friendly practices of the

Women and science Essay Example | Topics and Well Written Essays - 3750 words

Women and science - Essay Example Ada Byron of the United Kingdom is hailed as the creator of the world’s first computer software programme. She was born in December 1815 to the famous English poet Lord George Gordon Byron and Lady Annabella Byron. There were 4 momentous events in her life that propelled Ada to scientific distinction.2 The first event was the split up between her parents. Lady Byron legally separated from her husband just 5 weeks after the birth of Ada. The court granted her sole custody of the child. Free from her husband’s influence, Lady Byron {who secretly dreaded that Ada would take up poetry like her father}, encouraged her daughter to become a mathematician and a scientist. The second and third momentous events were the advent of 2 persons into Ada’s life: Mary Somerville and Charles Babbage. Mary was a brilliant woman who translated the works of French mathematician and astronomer Pierre-Simon Laplace. Her translated texts were widely used at Cambridge. Mary motivated 17- year old Ada to study mathematics deeply. Ada met Charles Babbage during a dinner party in 1834. Charles was an English mathematician, philosopher and mechanical engineer. She was very interested in his pet project called the ‘Analytical Engine’ {which turned out to be the predecessor of the modern computer}. Charles’ contention that the Analytical Engine could be made not only to foresee but also act on such foresight ignited a spark in Ada Byron that would precipitate her to scientific fame.

Launching a new product Essay Example | Topics and Well Written Essays - 1000 words

Launching a new product - Essay Example The company currently operates in Singapore, but it is planning to extend its operations in the UK. The UK offers a vital market for the company bracelet due to the high rate of economic growth and high consumer disposable incomes of the population. More than 40 million people in the UK would be willing to buy the product and contribute towards charitable work due to the caring attitudes of the population and feminine culture that is replicated in the bracelet design. The number of wealthy and aged individuals is more than 10 percent of the total UK population (Oxford Business Group 222). The macro-environment is favorable since UK economy is currently experiencing a recovery after the recent financial crisis. UK also enjoys stable political environment and is a member of the EU thus making it easier for the organisation to expand to neighboring European countries. The UK population is highly educated and most of the citizens have access to the internet in their homes. UK citizens ha ve caring attitudes towards the environment and life thus it will be easy for the product to penetrate the market. The existing legal environment enables the citizens to contribute donations towards charitable organisations and adequate e-commerce laws have been enacted in order to facilitate online donations (Oxford Business Group 137). In addition, the level of technology is high thus the organisation can rely on the existing modern communication technologies and high internet penetration in order to reach the potential buyers in the remote villages and smaller towns (Oxford Business Group 189). SWOT Analysis Strengths Midomo bracelet enjoys several strengths that are essential in penetrating the targeted market and sustaining relationships with buyers. The product is made of high quality and wearable jewellery thus appealing to the purchasing behaviour of UK citizens. The product will enjoy high brand recognition and awareness in the market since it has been designed by an award winning designer who has a high reputation of quality and stylish designs. In addition, the bracelet is light in weight thus can be worn by the buyers when travelling thus spreading the word of the mouth on the existence of the charitable product in the market. Accordingly, the bracelet symbolizes abundance and water thus will resonate well with the attitudes of UK citizens towards combating environmental degradation. The product is also lowly priced compared to similar jewellery products in the market. Weaknesses Midomo bracelet suffers from several weaknesses since the designer has not offered a variety in terms of color or raw material. Not all potential buyers would be attracted towards silver products or products that depict a feminine style. Some of the potential donors may not be willing to wear the bracelet due to the stereotypes that associate certain health issues like stiff arms with wearing of bracelets around arms (Yeshin 316). Another challenge that will be involved in clude employment of additional staff to monitor the online transactions and answer to customer complaints (Yeshin 337). Opportunities There are numerous opportunities that Midomo Initiative can exploit in order to attain its mission and objectives in the UK market. The company should provide for a variety in terms of bracelet designs and color in order to appeal to the wider market in the UK. The

Earwig Insect Assignment Example | Topics and Well Written Essays - 250 words

Earwig Insect - Assignment Example Earwigs, after hatching, live for an estimated one year. The earwigs begin mating in autumn, and are mostly found together in winter or autumn. During mating, males and females live in soil, debris or crevices. After mating, sperms are capable of being in the female for long duration, months, before fertilization of eggs. Between mid winter and early spring, males leave. Thereafter, females start laying between 20 and 80 pearly white eggs. Parasitic earwigs are viviparous; hence produce live young ones during birth (Fisher, 2005). The reproductive system of the earwig females comprises; lateral oviducts, genital chamber, ovaries and spermatheca. Sperm is stored in the spermatheca, and the egg leaves the female’s body through lateral ducts. The female opening, referred to as gonopore, is located beneath the seventh abdominal section. Ovaries are primitive; hence, polytrophic (Robinson, 2005). Fossil documentation of Dermaptera begins during Late Triassic up to Early Jurassic duration approximately 208 million years ago in Australia and also England. The records illustrate around 70 specimens of Archidermaptera, the extinct suborder. Some modern earwig traits illustrated by neonatologists are not found in earliest fossils; however, the adults possessed five segmented tarsi, adequately developed ovipositors, long segmented cerci, and veined tegmina (Fisher, 2006). The major earwig species are Forficulina. This is divided into nine families comprising 180 genera; for instance Forficula auricularia, commonly referred to as the European Earwig. Species represented in Forficulina are not parasites, have functional wings and are free living. They possess unsegmented cerci that resemble huge forceps-like structures (Robinson,

Case study of a company Essay Example | Topics and Well Written Essays - 4000 words

Case study of a company - Essay Example The aim of this project is to examine Nike's branding strategy in order to identify the structure, challenges and recommendations for potential improvement. In order to attain this end, the following objectives will be explored: 1. A critical analysis of the strategy for success used by Nike over the past two decades. 2. An examination of the current challenges of the company. 3. Recommendations for the improvement of Nike's existing branding strategy 4. An identification of the branding model used by Nike which can be applicable to other companies. The report will involve a critique of the branding systems and strategies that Nike has used to attain results in its operations. It will analyse the dominant patterns and trends that are used by the company and the main approach which has resulted in the successes of Nike as a major global sports brand. The report will entail a review of the methods and approaches used by the company. The fundamental approach will be through a review of relevant literature. The review will cover the various internal dealings of the Nike and how it has paid off in the area of branding. 2.0 Literature Review This section will examine the important elements and components of the research and study. The section will critically evaluate different groundbreaking definitions and ideas that form the basic framework of the study. They will serve to define the core aspects and of the study and provide an understanding that will create the foundation for the fieldwork and actual research that will be conducted in this study. 2.1 Brand The question of what a â€Å"brand† is plays a significant role in this whole study. This is because the research provides a discussion brand-related matters in Nike, hence it is important to understand the concept of brand and its role in organisations' operations and activities. Kotler defines a brand as â€Å"a name, term, sign, symbol or design or a combination of this intended to identify the goods and services of one seller or group of sellers and to differentiate them from those of competitors† (Knoweles et al, 2010, p91). This implies that a brand is a unique identity or a unique representation that defines a given company's product or offering. This makes the company's offering different from what other companies in the industry are presenting to companies in the industry. To this end, Nike's offering is the popular symbol which makes it different from other competitors like Adidas and Puma who have very different symbols. The idea is to get a unique representation that is protected by law which sets each of the sports manufacturers apart from the other manufacturers. A brand creates and identification for the products in a given entity and builds an emotional connection that acts as basis on which communication with consumers can proceed (Schultz, 2009). This implies that the brand creates a basic and simple representation that other consumers can easily build some kind of connection to. The fundamental position of branding is to provide a means through which easy communication can be conducted. In other words, a brand creates an all-encompassing image which the consumers can identify with through minimal efforts. Once a brand is created, various concepts and ideas of the product offerings are woven into the brand and advertising and other marketing communication ventures are

Argument Paper Research Example | Topics and Well Written Essays - 1250 words

Argument - Research Paper Example Camera phone is a type of cell phone which has the option of taking pictures (Goggin, 2012). Due to this initially it was considered a tool of intervening in to the privacy of others and therefore many countries banned its use especially in the public places. Later on due to the extensive useful effects of camera phone it was allowed. However, with the passage of time inventors developed such sophisticated built-in cameras that now people don’t know even that they have been photographed. Despite of the fact that majority of the people consider camera phone as a blessing, it has given rise to many problems that were previously not present and therefore today people believe that the use of camera phones should be constrained especially in gymnasiums and other similar places in order to ensure privacy and security of the public while on the other side there are individuals who believe that the camera phones should not be restricted at public places. Hence it leads to an argument which is not yet resolved. People who believe that camera phones does not create disturbance or infuriation in their private lives does not supports the idea of banning camera phone at public places rather they support the idea of using it at places such as gymnasiums. This is primarily due to the fact that camera phones provides an opportunity to capture the most lovable moments of one’s lives and also to share them with others via social networking websites (Goggin, 2012). The mischievous intentions of people can be controlled by the implementation of strict rules and regulations which aims to provide protection to general public. Banning camera phones would be a significant step in this regard. However, if the use of camera phones is not protected by the law then there are substantial chances that people who do not have mischievous intentions will also indulge into harming activities for the sake of fun only. It is the basic

Trade Liberalization Conflicts with Morally-Conscious Environmental Policies Essay Example for Free

Trade Liberalization Conflicts with Morally-Conscious Environmental Policies Essay With the liberalization of trade, the influence of the corporate elite upon the global economy had increased tenfold. Because multi-national corporations are not beholden to the standards of any one particular government, they are able to maximize their profits by establishing a subsidiary in a country with no rules regarding the use of environmental toxins, minimum wage, or emissions standards. Usually, these are among the world’s poorest countries, which are quickly becoming the most polluted causing damage to the residents as well as the local wildlife. It is commonly known in the sphere of business that the greatest concern that corporations have is maximizing profits for shareholders. As a result, many of the world’s most vulnerable populations have no other alternative than to eat genetically modified Franken-foods or face starvation. In many nations with significant biodiversity such as the Amazon rainforest, enterprising lumber workers and farmers are destroying several acres of forest every second in order to become competitive in the growing produce market. While that would serve to create a significant source of food for an uncertain era, it is only temporary at best and will ultimately cause more problems than it solves. When a land is overly farmed and grazed, it will eventually turn into a desert wasteland, and there would be no way for the people to feed themselves once that happens. Proponents of trade liberalization argue that their practices would end poverty around the world and produce the highest qualities of goods when protectionist strategies fail. However, in order to remain competitive every country in the world would have to turn its territory into a giant corporation and the world’s natural resources would eventually be depleted. Reference Carbaugh, R. J. (2004). International economics (9th ed. ). Mason, OH: Thomson/South-Western Educational Publishing.

The Benefits of Ethnographic Research

The Benefits of Ethnographic Research To get to know your subject, one must be immersed with the subject in order to gain valuable information regarding the customs, culture, and systems of life from another culture other than your own. Immersing oneself can be a tedious project that lays ahead. But, if you are careful and well educated regarding the study of ethnography, then this task at hand should not be as tedious as one may think. Ethnography is the study of other cultures with clear and critical rules to engage interaction among non-Western societies. We will first describe the study of ethnography in this paper to form the basis of what ethnography really is as opposed to what the study could be. The study of ethnography has had three important changes in the formation of ethnography which will also be a focus in this discussion in this paper so that we can better understand and use the study of ethnography as anthropologists. There are similarities and differences between the three changes which will examined to fully gather the importance of the changes. We will also review an example of a real life ethnographic study to provide the discussion with evidence that the ethnographic study has clear rules and guidelines to describe other cultures. To add to our discussion, we will take an evaluation of ethnography whereby we will look at the pros and cons of using this method of inquiry. The purpose of this paper is to review the importance of learning the study of ethnography to do the best way to study other cultures other than our own which includes the participant observation method. The next section will define what ethnography is, how anthropologists use ethnography, and carefully discuss why anthropologists use ethnography when studying other cultures. The Study of Ethnography? We often take for granted the importance of learning about other cultures and peoples who live outside our communities, however, if there are efforts to learn about others, we can begin to understand the importance of similarities among human civilizations and societies. There is a study that studies the importance of other cultures as well as during the process we learn about ourselves. We come from a place of extravagance, where the modern world allows us Westerners to have everything at our disposal; therefore we must be cautious when we learn about other cultures especially from places with non-Western ways of doing things. There are however certain forms and guidelines that are used for this purpose specifically. These guidelines are developed by anthropologists who use these guidelines to study other peoples cultures in non-Western nations. Anthropologists determined that the study called ethnography would be the basis for studying other cultures than their own. Ethnography is the systematic study of other cultures by use of observation, participation- observation, and what I will coin the term, participation-observation-inclusion. Ethnography is mainly used to gather in a scientific manner the evidence to show that how and why groups of people chose to live as they do. Ethnography is more importantly used in purposes to perform a logical and laid out script to guide all ethnographic work. Some examples were provided in our textbook by Schultz. Ethnography is essentially the form of observation, whereby the anthropologist observes the actions, rituals, and customs of a society. Three Changes in Ethnography We have now examined and defined what ethnography is and why we use such a method of inquiry when studying other cultures that may differ vastly from our own ways. Early founding anthropologists used specifically observation to study cultures around the world which laid the foundation for learning about human culture, which lead to the first change in ethnography. The first change involved not being exclusively objective, rather they became aware of their biases. These early anthropologists knew that there were forms of subjective-ness in their works produced and published; therefore, partly tarnished. This first change also involved not being able to be completely invisible. The subjects were aware of the anthropologist studying them from afar (Schultz:2005). The second change come from the first change where the subjects were studied as above but the anthropologists also included participation of the subject. They were now aware of the benefits of asking questions in order to compare to the actually actions of the subjects. When we ask the participants, we are including the subjects with the research which is more sophisticated than just learning from a distance. Anthropologists using this method of inquiry became more susceptible to more information that helped them understand the similarities and differences of other cultures among ourselves. Lastly, the third major change in ethnography was the usage of multiple sites for locations of gathering information. Many anthropologists were unaware of the multiple sites of locations that participants participated in that this information of multiple sites may have been gathered when anthropologists asked participants questions of daily living. We have reviewed the three changes in ethnography and we can conclude that there are significant changes that led to the modern day ethnography that is still being perfected as we speak. Similarities and Differences of the Three Changes in Ethnography There are several similarities and differences among the changes of ethnography. The similarities are they all require the study of the subjects, they all still gather evidence to support their arguments, and the last similarity is that they all try their best to study the best way possible. The differences were lightly touched above but to get further in discussion, we can view the differences as ways of improving.   One major difference is that the first change and the second change came out of misleading society about other cultures.   The ramifications occurred due to the discriminatory practices from the outcome of the anthropologists.   Another difference is that the third change became more inclusive than the other previous two changes in ethnography. Both similarities and differences are important to outline to provide a critical overview of the topic of ethnography and its changes to improve the method of inquiry. Impacts of the Three Changes There were impacts of the three changes in the study of ethnography, which include having a more sound method of inquiry, more elaborate detailed descriptions of the societies they studied, and there is more sensitivity towards subjects.   The method of inquiry, participant observation, was improved with the three changes by ways of including participants themselves.   This allows the researcher/anthropologists to fully engulf their selves into the society they are studying. Previous anthropologists who laid the groundwork for anthropology were Malinowski and Varandeh (Classnotes:2010).   They both developed ethnographical fieldwork to better study the cultures they were interested in.   One major impact was the introduction to Reflexivity.   When an anthropologist is reflexive, they are more aware of their assumptions and position they are working and imposing on (Classnotes:2010).   An Example of Ethnography that should have utilized the Three Changes The anthropologist, Jean Briggs, studied the Utkuhikhalingmiut (Utku, for short) in northern Canada in efforts to gather ethnographic research (Schultz; 2005). She was inducted into the community however there was a misunderstanding that prevented her from proceeding with her ethnographic study.   The Utku were unable to fully communicate with the anthropologist and thus became frustrated with the anthropologists actions and misunderstandings.   In short the anthropologist had a very difficult time in gathering valuable information that she ended up seeking help from a local Utku who could help her with the communication process.   The anthropologist needed more than just the study of ethnography; Schultz suggests that there should be more work like this (2005).   The Utku is a great example of how the anthropologist should have utilized the three changes in ethnography, which are participant observation and multiple sites.   The example of the ethnographic study above was provided in this essay to provide a detailed explanation of how ethnography can still require improvements.   The use of sensitivity is critical to understand others regardless of different cultures or races.   The use of sensitivity allows researchers to understand that we are human beings with feelings, responses, and thoughts that the anthropologist would act very suspicious if there were no human effects of doing such research. For example, Briggs, the anthropologist discussed above, was not sensitive to the fact that these people of the north do speak a native language that would never have the same meanings in English.   So there should have been some sort of awareness of this prior to going out and doing fieldwork in ethnographic methods of inquiry.   Soon there will be educated native people performing ethnographical studies who enter into their own communities speaking their own languages that will make the ethnographic research more viable.   These three changes have had a great impact on ethnography. Critical Evaluation of Ethnography We have learned that there are three major changes in the way anthropologists conduct ethnographic research and that there must be an understanding from all areas of the research spectrum. Ethnography is the study of other cultures and there were significant changes in the way anthropologists perform observations of the other cultures.   These changes benefited mostly the society the anthropologists were studying but the anthropologists also gained a modified form of gathering information.   The impacts are important to study as well as the history of the ethnographic study whereby the impacts are also ways to improve the method of inquiry of other nations from the perspective of the anthropologist who happens to be subjected to Western ways of life.   The perspective of the anthropologist is now a function in the reflexive process.   Reflexive is the key to successful ethnographic research as now the research has a foundation to build on.   When the anthropologist includes their view of life and how it differs from the group they are studying, the work that is produced is more truthful.   Let me explain so that there is no confusion.   This is what we learned in other classes that there is a method called grounded approach.   The researcher goes back and forth between the researchers assumptions and the subjects evidence in order to compare and modify the results that are being recorded and published.   The grounded approach is a sensible way of conducting research by constantly checking and rechecking the data that is developed out of observation.   The grounded approach verifies information as it is being recorded, as there is no other way to take apart a cultures complex systems of living.   Overall, the ethnographic study of other cultures has many points that the evaluation of the three changes only proves that the study is improving. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper has examined the use and benefits of utilizing the study of ethnography to better understand the world we live in and the people who live in this world.   There were three major changes that occurred over the course of the period of the development of ethnography, which included participant observation and multiple sites for gathering data.   These three changes gave ethnography the substance to continue as a valuable and trustworthy method of inquiry that all anthropologists should be aware of these three changes.   For a final thought, we should ask the subjects themselves which is the best method to inquire learning about their culture.

How Can We Help The Homeless And Should We?: Searching For A Solution :: essays research papers

How Can We Help the Homeless and Should We?: Searching for a Solution Just a few months ago I was with my friends Mike and Kim and we had been walking around having a great time in the city. We then exited a store and Kim said something under her breath like, "Oh, no," when I looked in the same direction to find a middle aged man with a drunken stare to him. She knew this man as "the town drunk" and he had been homeless for years. He asked us for the time and we replied, but he didn't just stop with that and followed us across the street talking up a storm. He was telling his whole life story in the fifteen minutes we stood there: he talked about how he grew up living poor with his family and how he wanted to be educated and go through college to get a good job so he could live well. But he said his parents just didn't have the money and it was impossible. I felt threatened as did Mike and Kim from the drunken gestures of this man and thought to myself, if this man wanted to make something of his life, I mean if he really wanted to, he would try harder and somehow do wh at he wanted. We tried to leave as soon as possible. But then I began reading these essays about the homeless and it started to change my mind. The essay "Virginia's Trap" by Peter Marin especially effected me because of the way it portrays the young woman that has nothing going for her and almost everything against her. I though about this and decided I had misunderstood the whole plight of this population and thought there must be a better way to help these unfortunate people. How should we help the homeless and should we try even though they may not help themselves? I figure that is the most important question that needs to be answered if anything is to be done. Of the essays I analyzed Awalt's "Brother Don't Spare a Dime" was the one essay that went against the idea of helping the homeless because the author thinks it's their own fault for being the way they are. The other two essays are easier on the homeless and want to lend a helping hand. In "Address Unknown: Homeless in Contemporary America" James Wright thinks that helping the homeless by giving them more benefits that they will be more prosperous. Peter Marin has the same idea in "Virginia's Trap" where the young woman is in need of just a

Analysis of the First Two Acts of Brechts The Caucasian Chalk Circle :: The Caucasian Chalk Circle

Set shortly after World War two, the Prologue commences with two groups of peasants seated in the ruins of a Caucasian village, present is a delegate from the State Reconstruction Commission. We are introduced to the two parties as they argue the retrieval of a valley; the goat herders (on the right) originally owned the land and therefore believe that as they were there first they should hence keep the land, whereas the party on the left (the fruit farmers) argue that they could put the land to better use by means of superior production. The delegate moderating the debate chooses the fruit farmers. This introduction not only sets the plays structure but also possesses many communist undertones as in a capitalist government the land would be returned to its original owner, yet under Communist supervision the "logical" explanation is to give the land to whoever will put it to the best use. In order to celebrate the peaceful resolution to the dispute the peasants on the left provide a singer named Arkadi to sing a song entitled "The Chalk Circle." The positioning of the two parties on the stage is very effective, as one immediately comprehends the political significance. The party on the right representing right-wing beliefs and that of the left conveying that of the communists, the fact that the delegate selects the Communists to receive the land suggests the topic of the play and the eventual outcome of it, resulting in a foreboding and somewhat confusing atmosphere. The prologue serves as a means for Brecht to present his ideas before the play essentially commences thus allowing the audience to accept the moral of the play and be inclined to acknowledge the Communist message before the actual production begins. The singer appears to be symbolic of wisdom throughout the play; he narrates the fable in a lyrical and poetic fashion with metaphors that offers insight on the various characters feelings and clarification of the various scenes. The prologue appears historically accurate yet the initiation of Act One presents an entirely different mood; the singer causes his story to be perceived as a fairytale. By speaking in verse all realism is taken away and the audience is transported to a fabled world created by the singer. Though not announced, the Acts having titles emphasizes the storybook theme. The play commences with the singer seated on the floor surrounded by a group of listeners (the chorus) in his hand is a book, as he commences his tale he does not read from the book but rather narrates from memory "the manner of his recitation makes it clear that he has told his story over and over again.

Essay --

McKenzie Bumgarner Mrs. McGillivary 8th Science 18 December 2013 Today floating is important. Boats float in the ocean, boats can be used for fun and also for delivering things over sea. There are many factors that contribute to floating. Such as density, buoyancy, solution, solvent, solute and many other things. Density is â€Å"Is a measure of mass per unit of volume. Density is what helps make things float, anything that has a density less than one it floats. The more density the object has, the higher the mass per volume. For example, take a sponge, most of the artificial ones are made out of foamed plastic. Therefore sponges hold or contain a lot of density. If you were to take a sponge and melt it into a plastic soup without the bubbles, it will stay one pound but it will become much denser. Density is probably the most important thing thats needed in order for an object float.1,000.00 kg/m ³ is the equation for the density of water.(chemforkids.com) Buoyancy is the ability to float. â€Å"Buoyancy is first and foremost, a force.† buoyancy moves things in an upward movement....

How is Brutus portrayed as a tragic hero?

Throughout the works of Shakespeare, tragedy has always been a vital foundation and a key to his immense successes. His fine mastery of the art became legendary amongst the audiences that watched his various plays. Romeo and Juliet is a prime example of the tragedy he could combine into a stage performance. An Irish poet named Oscar Wilde who was a novelist, dramatist and critic in the late eighteen hundreds once wrote, â€Å"There are only two tragedies in life: one is not getting what one wants, and the other is getting it. This has an exact correlation to the play Julius Caesar where the tragedy lies in the greed of a man who wants too much. This particular play is based entirely upon dreadful choices leading to demise. The character Brutus in particular is a key personality to the structure of the play in his fall from honour. Being a man of utmost glory and loyalty becomes his biggest weakness. In Act 1 Scene 2 we are presented with the pressure that Cassius weighs upon Brutus' mind. In lines 79-80 the truth of Brutus' troubles become clear. In the heat of conversation he says â€Å"What means this shouting? I do fear the people choose Caesar for their king†. This is the turning point in the play as the stepping stones begin to fall in place and Brutus reveals to the viewers his deep down uncertainty to the decision of Caesar being crowned emperor. Cassius is a very influential force in the corruption of Brutus. The real change of heart for Brutus arrives in Act 2 Scene 1 when he receives the letter (lines 46-47). The play begins to see him question his values and reasons. The true torment of all he has lived for, the honour he based his life upon becomes clear and treachery looms close by. Though the letter is simple and only two lines, it sparks the questions needed to be raised in order to get beneath the unwavering loyalties that he is shown to carry. In the lines that read, â€Å"Brutus, thou sleep'st: awake'. Such instigations have often been dropp'd where I have took them up† (lines 48-49), and, â€Å"Shall Rome stand under one man's awe? What Rome? † (line 52), it is apparent that the few words the letter carried have created doubt in Brutus' mind. The fact that Brutus is so appealing to the audience is a mixture of emotions stirred within each person watching the play. It is comprehendible and probable that Shakespeare's ambition was to connect this character to the everyday temptations and conscientious objecting that every person goes through. Although this has been extremely dramatised, people can familiarise with Brutus' predicament as they have at least once in their lives faced a temptation for which they have most probably given in to. In Act 1 Scene 2, lines 82-89 it provides the loose fibre in the strength of Brutus' loyalty, but also shows the torment inside of this character facing the brutal reality of his own thoughts and feelings, a classic example being, â€Å"I would not, Cassius; yet I love him well†. It presents the fractured reasoning of the human mind; the inability to come to a threatening conclusion against all that has been previously believed, a sympathy that everyone has subconsciously acquired through a relation to their own similar experiences. The flaw in the character of Brutus is his own deep thirst for honour. Though this is important in order for the play's theme to coincide with the historical Roman context, it is also a weakness inside the characters personality that was intentionally added to bring the play to a rise in calamity. The character Cassius uses this weakness to an advantage. The deceitful cunning that the he possesses alone pushes Brutus into seeing a whole different side to his own glory. He begins to build a frame for his motives and starts to press upon himself a false story of the higher nobility. This is entirely proven in the eulogy he gives at Caesar's funeral. He speaks of himself in such a manner that he even fools himself into believing he's done nothing wrong, specifically shown in Act 3 Scene 2, lines 20-28 where it says, â€Å"If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more†. This signifies the fact that Brutus is completely tricked into thinking he did the right thing. Although being far more intelligent than to believe that Cassius is truly trying to bring Rome to justice, he starts to consider the possibility that the treacherous character may have a point. Once again Act 2 Scene 1, line 52 comes into play where he sees a different light on Caesar. Instead of seeing him as a proud but honest ruler, he looks upon him with the eye of Cassius and sees an over ambitious ruler with a hunger for power. This weakness was a calculated imperfection on the part of Shakespeare. It is evident that his goal was to produce the suitable factor to manipulate in order to make Brutus a tragic hero and effectively utilise that status to get the audiences emotionally involved in the play. To finalise Brutus' â€Å"tragic hero† status, the last component was to have the character die a dramatic death. As most people in Shakespeare's lifetime where in the age where they began to appreciate the lifestyles and arts of Ancient Rome, they were well aware of the battle standards and were all to familiar with the classic death on the battle field when a soldier lost his honour. So it was only justice to have Brutus follow the same fate at the end of the play in order to hit home on the audiences' interests. The clarity of Brutus' misconduct becomes obvious to him when he sees the blood spilt on his behalf and realises the end is near, presented in Act 5 Scene 5, lines 1-51, especially in the line where it says, â€Å"Sit thee down, Clitus. Slaying is the word; it is a deed in fashion. Hark thee, Clitus. † (lines 4-5). With this consequence, the audience will be in a deep sympathy because by this stage they have grown to like this character and feel sorry for his poor decisions if Shakespeare's methods are convincing and will be enthralled in the drama of his exit, admiring the characters honour even after his descent from valour. In conclusion, the character Brutus is shown as a tragic hero due to a range of reasons. If Shakespeare's in depth and intelligent understanding of sympathy and personal familiarities wasn't shown through the play then the audience would not feel the same emotions and therefore would not have experienced the sorrows or have empathized with Brutus' predicaments that he got himself into. Shakespeare plays on the audience's personal tragedies and faults by adding a character mislead by treachery and blinded with the pursuit of an honour that was false from the start. If the audience was not moved by the play, then the character would become wooden and the effect would be obsolete. Brutus' human faults of being vulnerable to deceit and cunning are what make this character so lifelike. The tragedy of this deluded character killing himself at the end of a series of bad consequences brought forth by deception is what makes him such a ‘tragic hero'.

Patriot Movie Review

The Patriot In theaters on June 30, 2000. Directed by: Roland Emmerich Written by: Robert Rodat Main Characters in the movie: Mel Gibson as Benjamin Martin, Heath Ledgar as Gabriel Martin, Tom Wilkinson as Lord General Cornwallis, & Jason Issac as Colonel William Tavington The film is rated R for strong war violence. Summary: It is 1776 when the Revolutionary War began between the American Colonists and the British soldiers. The main character, Benjamin Martin, is a veteran of the French and Indian war who wants independence from Britain, but is not willing to risk the safety of his already motherless children by going to war.It was the British who had killed his wife and he did not want to put his family in danger as he did so once before. However though he forms a militia and goes around looking for people in the colonies who are willing to fight against the â€Å"red coats† which are the British because he knew it had to be done. He did not approve of his oldest son Gabriel joining the Continental Army but Gabriel wanted to so bad that he went behind his fathers back to sign up anyway. This caused problems for him because they found him and threatened him on his own land.Benjamin Martin helped wounded soldiers both from the American side & British side and because of that he was viewed as a traitor to many people. The killing of his son when the British came to his home caused him to react and want to go to war with them. The Americans and British went to war and there was a lot of loss of American soldiers and the French came to help them because they disliked the British as well and tried to stop the British from trying to take over other places. After years in the war the Americans finally won and were able to pass the Declaration of Independence.Benjamin Martin had finally gotten even and killed Tavington because he killed both of his sons. Even though a lot of people died they were free at last from British control and that’s when good thi ngs started to happen for the Americans. Benjamin Martin ends up falling in love with his dead wifes sister & protects his family. He is truly considered a hero because if it weren’t for him then the Americans would have never taken it upon themselves to fight against the British. The colonies became united and it was just the beginning of a good period of time.The Patriot is a wonderful movie that not only has action and romance, but it has an important meaning. It gives us an outlook on the events that took place long ago that eventually led to our independence and the states uniting. Without it we probably wouldn’t have been the United States like we are now and it might have been longer before we would have been free from the British. I would definitely recommend everyone to watch this movie because you will definitely enjoy it regardless of your age or interests. Historical Accuracy: In the movie, the Continental Congress extends an order to slaves stating that if they serve 12 months in the Colonial Army, they would be granted their freedom and be paid 5 schillings per month served. The Congress never extended such an order in real life. – Benjamin Martin sends his children and his family friend to a slave colony after their plantation is burned down. Martin's family is welcomed into the colony and there is much celebration at their coming. Although a few slave colonies existed, they were very secluded and most likely would not have taken kindly to a group of white plantation owners looking for shelter.

Recovery Group Field Trip and Paper Essay

I attended a local Narcotics Anonymous meeting held at the Salvation Army building in my hometown. Upon entering the meeting room, the few people that were in the room did say hello to me, however, no one asked me why I was there. I was left alone to choose my seat wondering what was next. Eventually, a middle-aged man entered the room. I soon learned that he was running the meeting. He asked if it was my first time there. I told him that it was and before I could explain my presence I was handed several brochures and asked to read a laminated sheet when called upon. He quickly moved on with his meeting set-up duties. So, being a bit nervous, I chose to sit quietly and review the materials given to me. As others entered the room, I noticed that many were in probably in their twenties and then some in their thirties, forties, and beyond. Some were well dressed and others poorly dressed, coming from all walks of life. There were more men in attendance than women. It was obvious that many of them knew one another as they were having conversations. Some brought their small children probably not having babysitters or able to afford one. Once the meeting started, it moved along according to an agenda. Others had been given materials to read as I had. As people were called upon to read what was given to them, I realized that these materials were read at every meeting as they all seemed to have them memorized and recited along with the reader or when the reader came to certain parts of the reading, they had a response. Once the Who is an Addict? and, What is the Narcotics Anonymous Program were read then everyone introduced themselves by first name only – Hello, my name is _______ and I am an addict. The group responded with, Hello, ________. Following this, members read Why are We Here?, How it Works, The Twelve Traditions of NA (my reading). At this point in the meeting, the leader asked for volunteers to  share their recovery stories. I was then asked to share my story. This is where I explained that I regularly attend Al-Anon meetings and was attending the Narcotics Anonymous meeting for a school project and apologized for the confusion. Everyone was still very receptive to my presence. It was even explained to me that it is suggested that those attending Al-Anon attend an Alcoholics or Narcotics Anonymous meeting at least once. After all stories were shared, announcements made and chips given out for benchmark of sobriety, the group formed a circle holding hands and recited the Serenity Prayer together to end the meeting. Two things that I felt were effective about the meeting were the readings and the sharing of stories. The memorization of the readings told me that those members attend regularly and take their recovery seriously. The other thing that I felt was effective, and most significant, was hearing about each person’s addiction, struggles, failures, and successes about their recovery and the advice they had to share. It was very moving. It helped to relate to and better understand my boyfriend’s addiction to drugs and alcohol. It was also comforting to have confirmed that the addict or those close to the addict who are affected are not alone in this disease. Some admitted that they were there because it was court ordered, which was quite a few. I could definitely tell those who were there and took their recovery seriously versus those who were there because they had to be and did not take their recovery seriously. I honestly did not find anything that was counterproductive or ineffective about the meeting. I thought it was run well and efficiently. I do think though that the leader should take a bit more time to speak to someone who is a newcomer and find out if they are there as an addict, visitor, etc. and not assume that they are there because they are an addict. As I stated previously, I found the meeting to be very moving. It was very helpful for me to be able to hear all those different stories about how people became addicted, came to realize that they need help, how they are working their Twelve Step Program, keep their families together, take care of their kids, and how they are trying to survive each day by working their program. I cannot really say that I was surprised by anything that I heard in that room. It has impacted my view of those with addictions by learning to better understand them and not be so quick to judge them and ask why they cannot stop. As I have learned from my boyfriend’s recovery, from attending the  Narcotics Anonymous meeting, and attending my own Al-Anon meetings, it is not that simple. I definitely have more patience and compassion for people who suffer from addictions.

Political Philosophy and M.a. Public Administration Essay

I. Greek  Political  Thought   Plato:  Justice,  Ideal  State   Aristotle:  Theory  of  the  State,  Revolutions II. Medieval  and  Early  Modern  Political  Thought   Church  and  the  State:  St. Augustine   Marsilio  of  Padua   Nicolo  Machiavelli:  State  and  Statecraft I. Social  Contract  Theory   Thomas  Hobbes:  Human  Nature,  Sovereignty   John  Locke:  Theory  of  Property,  Consent  and  Government   J. J. Rousseau:  Popular  Sovereignty II. Idealism   Immanuel  Kant:  Ethics  and  Politics   G. W. F. Hegel:  State  and  Civil  Society   T. H. Green:  Theory  of  Rights. Recommended  Books:   Sukhbir  Singh,  History  of  Political  Thought   G. H. Sabine,  A  History  of  Political  Theory V. Krishna  Rao,  Paschatya  Rajaniti  Tatvavicharamu  (in  Telugu)   John  Plamenatz,  Man  and  Society   Ernest  Barker, The  Political  Thought  of  Plato  and  Aristotle   C. B. Macpherson,  The  Political  Theory  of  Possessive  Individualism M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã¢â‚¬â€œÃ‚  I   (Common  for  both  M. A. Political  Science  and  M. A. Public  Administration   students  with  effect  from  the  Ã‚  academic  year  2002 ­03)   PAPER  Ã‚ ­Ã‚  II:  ADMINISTRATIVE  THEORY  (Classical). Unit  I. a). Introduction:  Public  Administration  ­Ã‚  Meaning,  Scope  and  Significance. b). Woodrow  Wilson:  Politics  and  Administration  dichotomy. Unit  II. a). Henri  Fayol:  Functionalism   b). F. W. Taylor:  Scientific  Management  Theory   Unit  III:  a). Luther  Gulick  and  Lyndal  Urwick:  Administrative  Management  Theory. b). Max  Weber  :  Bureaucratic  Model. Unit  IV:  a). Mary  Parker  Follet:  Conflict  Resolution   b). Chester  Barnard:  Neo ­Classical  Model Readings: 1. Prasad  R  and  Others(eds)  Ã‚  Ã‚  Ã‚  :  Administrative  Thinkers,  (Telugu  /  English)   nd   2   Edition,  Sterling,  New  Delhi. 2. S. P. Naidu  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Public  Administration:  Theories  and  Concepts,   New   Age   International   Publications,   Hyderabad,   1996. 3. Hoshiar  Singh  &  Pradeep   Sachdeva  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Administrative  Theory,  Kitab  Mahal,   New  Delhi,  1999. 4. Fred  Luthans  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Organisational  Behaviour. Students   are   required   to   consult   relevant   articles   from   journals   relating   to   public   administration  especially  the  Indian  Journal  of  Public  Administration M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã¢â‚¬â€œÃ‚  I   (Common  for  both  Ã‚  M. A. Political  Science  and  M. A. Public  Administration   students  with  effect  from the  Ã‚  academic  year  2002 ­03)   PAPER  III:  INDIAN  CONSTITUTION UNIT  Ã‚  I  :  Ã‚  Ã‚  Ã‚  (a)  Making  of  the  Indian  Constitution –  Basic  Foundations  of  Indian   Constitution   (b)  Salient  Features  Ã‚  of  Indian  Constitution UNIT  II  :  Ã‚  (a)  Ã‚  Fundamental  Rights  and  Directive  Principles  of  State  Policy   (b)  Centre  ­ State  Relations UNIT  III  :  Ã‚  (a)  Ã‚  Union  Government  Ã¢â‚¬â€œÃ‚  Parliament,  President,  Prime  Minister   and  Cabinet   (b)   Supreme  Court  and  Judicial  Review. UNIT  IV  :   (a)  Ã‚  Provisions  for  the  Welfare  of  Weaker  Sections   (b)   Reviewing  of  the  Constitution –  Sarkaria  Ã‚  Commission   and  Constitutional  Review  Commission Reference  Books:   1. Granville  Austin    ­Ã‚   The  Indian  Constitution –  Corner  Stone  of  the   Nation   2. D. D. Basu    ­Ã‚   Introduction  to  the  Constitution  of  India   3. Morris ­Jones,  W. H.  ­Ã‚   The  Government  and  Politics  of  India   4. Kothari,  R    ­Ã‚   Politics  in  India   5. V. D. Mahajan    ­Ã‚   Indian  Constitution   6. J. C. Johari    ­Ã‚   Indian  Constitution M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  I   (Common  for  both  M. A. Political  Science  and  M. A. Public  Administration   students  with  effect  from  the  Ã‚  academic  year  2002 ­03)   PAPER  IV:  Ã‚  GOVERNMENT  AND  POLITICS  IN  ANDHRA  PRADESH UNIT  I:   a). Approaches  to  the  Study  of  State  Government  and  Politics. b). Political  History of  the  State ­Formation  of  Andhra  Pradesh. UNIT  II:   a)  Constitutional  Structures   b)  Political  Parties   UNIT  III:  a). Sub ­Regional  Movements:  Separate  Telangana  Movement  and  Jai  And hara   Movement. b). Peasant  Movements:  Telangana  Armed  Struggle  and  Naxalite  Movement. UNIT  IV:  a). Public  Sector  and  Politics  of  Subsidy   b). Liberalization. BOOKS  RECOMMENDED: 1. Myron  Weiner  (ed. )   2. Iqbal  Narain   3. Reddy  &  Sharma(eds. )   4. V. Hanumantha  Rao   5. K. V. Narayana  Rao   6. Sri  Prakash   7. S. C. Kashyap   8. Ashok  Sen   9. Babulal  Fadia   10. B. A. V. Sharma   11. Barry  Pavier   12. G. Ram  Reddy State  Politics  in  India.  ­Ã‚  State  Politics  in India.  ­State   Government   &   Politics   in   A. P. .    ­Ã‚  Party  Politics  in  Andhra  Pradesh.  ­Ã‚  Emergence  of  Andhra  Pradesh.  ­Ã‚  State  Governors  in  India.  ­Ã‚   Politics   of   Defections:   A   Study   of   State   Politics   in   India.  ­Ã‚  Role  of  Governors  in  the  Emerging  Patterns  of   Center ­ State  Relations  in  India.  ­Ã‚  State  Politics  in  India.  ­Ã‚  Political  Economy  of  India.  ­Ã‚  Telangana  Movement  1944 ­51.  ­Panchayati  Raj  and  Rural  Development  in  A. P M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  I   (Common  for  both  M. A. Political  Science  and  M. A. Public  Administration   students  with  effect  from  the  Ã‚  academic  year  2002 ­03) PAPER  V  a  (OPTIONAL):  POLITICAL  INSTITUTIONS  AND  IDEAS  IN  ANCIENT  INDIA UNIT  Ã‚  Ã‚  I:   Political  Ideas  in  the  early  period   a)  Samhitas  and  Brahmanas   b)  Principal  Upanishads. UNIT  Ã‚  II:   Political  ideas  in  Dharmasastras   a)  Apatstambha,  Yagnovalkya  and  Manu. b)  Mahabharata. UNIT  III:  Political  Ideas  in  Anti  ­Ã‚  Vedic  Literature. a)  Early  Buddhist  Literature. b)  Early  Jain  Literature. UNIT  IV:   Technical  Works  on  Polity. a)   Predecessors  of  Kautilya. b)   Kautilya’s  Arthasastra. BOOOKS  REOMMENDED:   1. Cambridge  History  of  India,  vol. I. 2. Ghoshal   3. Jayaswal   4. Rangaswami  Aiyanagar   5. Bandopadhyaya   6. Kane,  P. V. 7. D. Machenzie  Brown   8. Spellman   9. Altaker,  A. S. 10. Saletore,  B. A. History  of  Hindu  Political  Theory    ­Ã‚  Hindu  Polity    ­Ã‚  Rajadharma    ­Ã‚  Development  of  Hindu  Political  Theories     History  of  Dharma  Sastra,  Vol. III    ­Ã‚  The  White  Umbrella    ­Ã‚  The  Political  Theory  of  Ancient  India    ­Ã‚  State  and  Government  in  Ancient  India    ­Ã‚  Ancient  Indian  Political  Thought  and  Institutions M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  I   (Common  for  both  M. A. Political  Science  and  M. A. Public  Administration   Students  with  effect  from  the  academic  year  2002 ­03)   PAPER  V  b  (OPTIONAL):  WOMEN  AND  POLITICS   Unit  Ã‚ ­Ã‚  I:   THEORITICAL  APPROACHES   i)   Political  Phil   ii)   osophers  on  Women:  Plato,  Aristotle  Rousseau,   J. S. Mill  and  Karl  Marx   iii)   Liberal  and  Radical  Approaches   iv)   Mary  Woolstone  Craft  and  Simon  de  Beauvoir   WOMEN  AND  THE  INDIAN  STATE   i)   Indian  Constitution  and  Women   ii)   Committee  on  the  Status  of  Women  ­Ã‚  1975   iii)   National  Policies  on  Women   WOMEN  AND  POLITICAL  PARTICIPATION   i)   Women  and  Nationalist  Movement   ii)   Women’s  Electoral  Participation  ­Ã‚  Trends  Ã‚ ­Ã‚  National  and  State   iii)   Women’s  Movement  in  India  Ã‚ ­Ã‚  Perspectives  and  Strategies   RESERVATION  Ã‚ ­ THE  EXPERIENCE  OF  PANCHAYATI  RAJ   i)   The  Debate  on  Women’s  Reservation   rd   th   ii)   73   and  74   Constitutional  Amendments   iii)   Lessons  from  the  Experience. Unit  Ã‚ ­Ã‚  II: Unit  Ã‚ ­Ã‚  III: Unit  Ã‚ ­Ã‚  IV: READING  LIST:   1. 2. 3. 4. 5. 6. 7. 8. Charvet  John,  Feminism  ­Ã‚  Modern  Ideologies  Series,  J. M. Devt  &  Sons  London,  1982   Eva  Figes,  Patriarchal  Attitudes  Women  in  Society,  New  Delhi:  Macmillan,  1985 .   Agnew  Vijay, Elite  Women  in  Indian  Politics,  Vikas,  New  Delhi,  1979. Susheela  Kaushik, (ed. ),  Women’s  Participation  in  Politics. Diana  Coole,  Women  in  Political  Theory. Simon  de  Beauvoir,  The  Second  Sex. Vicky  Randall  :  Women  and  Politics,  Macmillan,  London,  1982. Government  of  India,   Ministry  of  Education  and   Social   Welfare:  Towards  Equality:   Report  of  the  Committee  on  the  Status  of  Women,  New  Delhi,  1974. 9. Geraldine  Forbes:  Women  in  Modern  India,  New  Delhi,  Cambridge  University  Press,   1996. 10. Veena  Mazumdar  (ed. )  ,  Symbols  of  Power. 11. Issues  of  Panchayati  Raj  ­Ã‚  Update  ­ Institute  of  Social  Sciences,  New  Delhi. OLD M. A. POLITICAL  SCIENCE  AND  M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  I   (Common  for  both  M. A. Political  Science  and  M. A. Public  Administration   Students  with  effect  from  the  academic  year  2006 ­07)   PAPER  V  b  (OPTIONAL):  WOMEN  AND  POLITICS   Unit  Ã‚ ­Ã‚  I:   THEORITICAL  APPROACHES   i)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ancient  Political  Philosophers  on  Women –  Plato,  Aristotle   Rousseau. ii)   Modern  Liberal  Thinkers: ­Ã‚   Mary  Woostonecraft,  J. S. Mill   iii)   Radial  thinkers  Ã¢â‚¬â€œÃ‚  Karl  Marx  and  Angels,  Simon  de  Beauboir,   Kate  Millet. WOMEN  AND  THE  INDIAN  STATE   i)   Indian  Constitution  and  Women   ii)   Committee  on  the  Status  of  Women  ­Ã‚  1975   iii)   National  Policies  on  Women –  1988  and  2001. WOMEN  AND  POLITICAL  PARTICIPATION   i)   Women  and  Nationalist  Movement   ii)   Women’s  Electoral  Participation  ­Ã‚  Trends  Ã‚ ­Ã‚  National  and  State   iii)   Women’s  Movement  in  India  Ã‚ ­Ã‚  Perspectives  and  Strategies   RESERVATION  Ã‚ ­ THE  EXPERIENCE  IN  LOCAL  GOVERNMENT   i)The  Debate  on  Women’s  Reservation   rd   th   ii)   73   and  74   Constitutional  Amendments   iii)   Women’s  Political  participation –  problems  and  prospects. Unit  Ã‚ ­Ã‚  II: Unit  Ã‚ ­Ã‚  III: Unit  Ã‚ ­Ã‚  IV: READING  LIST:   1. Charvet  John,  Feminism  ­Ã‚  Modern  Ideologies  Series,  J. M. Devt  &  Sons  London,   1982   2  Ã‚  Ã‚  Ã‚  Ã‚  Eva  Figes,  Patriarchal  Attitudes  Women  in  Society,  New  Delhi:  Macmillan,  1985. 3  Ã‚  Ã‚  Ã‚  Ã‚  Agnew  Vijay,  Elite  Women  in  Indian  Politics,  Vikas,  New  Delhi,  1979. 4  Ã‚  Ã‚  Ã‚  Ã‚  Susheela  Kaushik,  (ed. ),  Women’s  Participation  in  Politics. 5  Ã‚  Ã‚  Ã‚  Ã‚  Diana  Coole,  Women  in  Political  Theory. 6  Ã‚  Ã‚  Ã‚  Ã‚  Simon  de  Beauvoir,  The  Second  Sex. 7  Ã‚  Ã‚  Ã‚  Ã‚  Vicky  Randall  :  Women  and  Politics,  Macmillan,  London,  1982. 8  Ã‚  Ã‚  Ã‚  Government  of  India,  Ministry  of  Education  and  Social  Welfare:  Towards  Equality:   Report  of  the  Committee  on  the  Status  of  Women,  New  Delhi,  1974. 9  Geraldine  Forbes:  Women  in  Modern  India,  New  Delhi,  Cambridge  University  Press,   1996. 10  Veena  Mazumdar  (ed. )  ,  Symbols  of  Power. 11. Issues  of  Panchayati  Raj  ­Ã‚  UPDATE  Ã‚ ­ Institute  of  Social  Sciences,  New  Delhi. M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (FROM  THE  ACADEMIC  YEAR  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã¢â‚¬â€œÃ‚  I  COMPARATIVE  PUBLIC  ADMINISTRATION   UNIT ­I:   COMPARATIVE   PUBLIC   ADMINISTRATION   –   HISTORY   AND   CONCEPT   1. Evolution  of  Comparative  Public  Administration –  Comparative   Administration  Group  (CAG)   2. Definition,   Scope   and   Importance   of   Comparative   Public   Administration   3. Comparative  Elements  in  Earlier  Administrative  Theory. UNIT    ­ II  Ã‚  Ã‚  ? MODELS  IN  COMPARATIVE  PUBLIC  ADMINISTRATION   1. Bureaucratic  Model   2. Ecological  Model   3. Administrative  Systems  Model   UNIT    ­III  Ã‚  :   COMPARATIVE  ADMINISTRATIVE  SYSTEMS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  . 1. Administrative  Systems  of  Developed  Nations  :  USA  and  UK   2. Administrative  Systems  of  Developing  Countries   3. Administrative  Systems  of  Communist  States   UNIT  Ã¢â‚¬â€œ IV  Ã‚  :  Ã‚  COMPARATIVE  PUBLIC  ADMINISTRATION  :  RECENT  TRENDS   1. International  Administration   2. Global  Public  Administration   3. Comparative  Public  Administration:  Decline  and  Revival. Reference  Books:   Ferrel  Heady  :  Public  Administration  :  A  Comparative  Perspective   R. K. Arora  :  Comparative  Public  Administration  :  An  Ecological  Perspective   Viswanathan  :  Comparative  Public  Administration   T. N. Chaturvedi  and  V. P. Verma  (eds. )  : Comparative  Public  Administration   Ali  Farazmand  :  Handbook  of  Comparative  and  Development  Administration   Jean ­Claude   Gareia ­Zamor   and   Renu   Khator:      Public   Administration   in   the   Global   Village   7. C. V. Raghavulu   and   M. Bapuji   :   Tulanatmaka   Prabhutva   Palana,   Telugu   Academy   (in  Telugu) 1. 2. 3. 4. 5. 6. M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  III   (From  the  academic  year  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã‚  II:  Ã‚  PUBLIC  PERSONNEL  ADMINISTRATION. Unit  Ã‚  I:   1. Introduction  to  Public  Personnel  Administration:  Ã‚  Meaning,  Definition   Scope  and  Significance. 2. Public  Service:   Concept  and  Role  in  Modern  State. Unit  Ã‚  II:   1. Recruitment:  Ã‚  Recruitment  and  Selection  Process,  Recruitment  Policy,   Recruitment  Methods,  Induction  and  Placement. 2. Classification:  Ã‚  Classification  of  Services:  Ã‚  Role  Classification   and  Position  Classification. Unit  Ã‚  III:   1. Man  Power  Planning/Human  Resource  Planning:   Meaning   Importance,  Supply  and  Demand  Forecast. 2. Career  Planning:  Ã‚  Meaning  and  Process,  Job  Enrichment  and   Capacity  Building. Unit  Ã‚  IV:   1. Pay  and  Service  Conditions:  Ã‚  Pay  Principles,  Pay  Determination   And  Pay  Commissions. 2. Discipline:  Ã‚  Conduct,  Discipline  and  Supeannuation. Reference  Books:   1. Glenn  O. Sthal  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Public  Personnel  Administration   2. Felix  A. Nigro  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Public  Personnel  Administration   3. Pfiffner  and  Presthus  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Public  Administration 4. S. R. Maheswari  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Indian  Administration   5. Avasthi  and  Maheswari  :  Ã‚  Ã‚  Public  Administration   6. Ramesh  K. Arora  and  Rajni  Goyal  Ã‚  :  Ã‚  Indian  Public  Administration   7. Report  of  Administrative  Reforms  Commission  on  Personnel  Administration M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  III   (From  the  academic  year  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã‚ ­Ã‚  III:  INDIAN  ADMINISTRATION   Unit  Ã‚  Ã‚  I:  a). The  legacy  of  Indian  Administration  ­Ã‚  Evolution  ­Ã‚  Kautilya  Ã‚ ­Ã‚  Moghal   period  Ã‚ ­Ã‚  British  period  and  Constitutional  Framework. b)  . Structure  of  Indian  Administration  :  Prime  Minister’s  role  Ã‚ ­Ã‚   Central  Secretariat  Ã‚ ­ Cabinet  Secretariat  Ã‚ ­ PMO   c). All  India  services  Ã‚ ­Ã‚  UPSC   Unit  Ã‚  II:  Ã‚  State  Administration   a). State  Secretarial  :  Chief  Secretary   State  Services. b). Role  of  District  Collector. c). Planning  Machinery  at  the  State  level  ­Ã‚  District  Planning. Unit  Ã‚  III:  Issues  of  Indian  Bureaucracy   a). Political  Executive  and  Bureaucracy   b). Indian  Bureaucracy:  A  case  for  representatives. c). The  Generalist  and  the  Specialist  in  Indian  Administration. Unit  IV:  a). Administration  of  Planning:  Planning  Commission  and  National   Development  council. b). Centre  Ã‚ ­ State  Administrative  Relations. c). People’s  Participation  in  Grassroots  Development  Ã‚ ­Ã‚  Janma  Bhoomi  ­Ã‚   Micro ­Planning. Unit  V:  a). Citizen ­Ã‚  Administration  ­Ã‚  Redressal  of  Citizens’  Grievances  Ã‚ ­Ã‚  Lokpal  and   Lokayukta  in  Andhra  Pradesh. b). Corruption  in  Indian  Public  Life  Ã‚ ­Ã‚  Role  of  Central  Vigilance  Commission. c). Administrative  Reforms  and  innovations  in  India. Readings:   1. Ramesh  k. Arora  and  Rajni  Goyal   :  Indian  Public  Administration,   Wishwa  Prakashan,  New  Delhi,  1995. 2. Hoshiar  Singh  and  Mohinder  singh:  Public  Administration  in  India,  Sterling,   New  Delhi,  1995. 3. Hoshiar  Singh   :  Indian  Administration   4. R. B. Jain   :  Contemporary  issues  in  Indian   Administration,  Vishal,  Delhi,  1976. 5. Haridwar  Rai  and  S. P. Singh   :  Current  Ideas  and  issues  in  Public   Administration,   th   6. S. R. Maheswari   :  Indian  Administration  (5   Edition)   7. J. C. Johari   :  Indian  Political  System. 8. Hariharadas   :  Political  System  of  India. Students  are  required  to  consult  relevant  articles   from   journals  relating  to  public   administration  especially  the  Indian  Journal  of  Public  Administration M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  III   (From  the  academic  year  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã¢â‚¬â€œÃ‚  IV  Ã‚  PANCHAYATI  RAJ  IN  INDIA UNIT  Ã¢â‚¬â€œÃ‚  I  Ã‚  :  Ã‚  INTRODUCTION   1. Definition,  Scope  and  Importance  of  Local  ­Ã‚  Self  Government. 2. History  of  Rural  Local –  Self  Government  in  India  Ã¢â‚¬â€œÃ‚  Ancient,  Medieval   and  British  Periods. UNIT  Ã¢â‚¬â€œÃ‚  II  Ã‚  :  Ã‚  PANCHAYATI  RAJ  SYSTEM  Ã¢â‚¬â€œ NATIONAL  PERSPECTIVE   rd   Genesis  and  Development  of  Panchayati  Raj –  Significance  of  73   Constitutional  Ã‚  Amendment  Act   2. Board  Pattern  of  Panchayati  Raj  System –  Structure  and  Function   1. UNIT  Ã¢â‚¬â€œÃ‚  III  :  Ã‚  Ã‚  PANCHAYATI  RAJ  SYSTEM  IN  ANDHRA  PRADESH   1. Important  Ã‚  Features  of  the  A. P. Panchayati  Raj  Act  of  1994. 2. Functioning  of  Panchayati  Raj  Institutions. UNIT  Ã¢â‚¬â€œÃ‚  IV  :  Ã‚  Ã‚  PANCHAYATI  RAJ  SYSTEM:  IMPORTANT  AREAS   1. Panchayati  Raj  Finances  Ã¢â‚¬â€œÃ‚  Role  of  State  Finance  Commission   2. Panchayati Raj –  State  Relations Reference  Books:   1. S. R. Maheswari  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Local  Government  in  India   2. G. Ram  Reddy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Patterns  of  Pancharati  Raj. 3. B. S. Khanna  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Panchayati  Raj   in  India   4. M. Bapuji   :  Ã‚  Ã‚  Tulanaatmaka  Sthaanika  Prabhutwalu   (Comparative  Local  Governments)  in  Telugu,  Telugu M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  III   (From  the  academic  year  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã¢â‚¬â€œÃ‚  V. a  (Optional)  POLICE  ADMINISTRATION UNIT  Ã¢â‚¬â€œÃ‚  I  Ã‚  :  Ã‚  INTRODUCTION   1. Nature  and  Importance  Police  Administration   2. Origin  and  Growth  of  Police  Administration  Ã‚  in  India   3. Police  Administration  in  Andhra  Pradesh:  Salient  Features. UNIT    ­Ã‚  11  :  Ã‚  Ã‚  STRUCTURE  OF  POLICE  ADMINISTRATION   1. Police  Administration  at  Central  Level   2. Police  Administration  at  State  and  District  Levels   3. Police  Administration  at  Cutting  Edge. UNIT  Ã¢â‚¬â€œÃ‚  III  :  Ã‚  Ã‚  HUMAN  RESOURCE  ASPECTS  OF  POLICE  ADMINISTRATION   1. Recruitment  and  Training   2. Morale  and  Motivation   3. Police  Ã‚ ­Ã‚  Code  of  Conduct  and  Disciplinary  Rules. UNIT  Ã¢â‚¬â€œÃ‚  IV  :  Ã‚  Ã‚  SOME  IMPORTANT  ISSUES   1. Public  Ã¢â‚¬â€œÃ‚  Police  Relations   2. Reforms  in  Police  Administration   3. Police  and  Trade  Union  Rights Reference  Books:   1. R. K. Bhardwaj  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Indian  Police  Administration   2. Girija  Shah  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Modern  Police  Administration   3. S. Sen  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Police  in  Democratic  State   4. J. Singh  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Inside  Indian  Police   5. Favrean,  Donald   and  Gillespic,  Joseph  E. ,  Modern  Police  Administration M. A. PUBLIC  ADMINISTRATION   SEMESTER  Ã‚ ­Ã‚  III   (From  the  academic  year  2003  Ã¢â‚¬â€œÃ‚  2004)   PAPER  Ã¢â‚¬â€œÃ‚  V. b(Optional)  SOCIAL  WELFARE  Ã‚  ADMINISTRATION UNIT  Ã¢â‚¬â€œÃ‚  1  :  Ã‚  INTRODUCTION   1. Concepts  of  Welfare  and  Social  Welfare   2. Meaning,  Scope  and  Importance  of  Social  Welfare  Administration   UNIT  Ã¢â‚¬â€œÃ‚  II  :  Ã‚  SOCIAL  WELFARE  ADMINISTRATION  IN  INDIA   1. Social  Welfare  Ã‚  Policies  of  Government  of  India   2. Structure   of   Social   Welfare   Administration   at   the   Centre,   State   and   District  levels   UNIT  Ã¢â‚¬â€œÃ‚  III  :  Ã‚  WELFARE  SCHEMES  AND  PROGRAMMES  CONCERNING   1. Scheduled  Castes  and  Scheduled  Tribes   2. Women  and  Children   UNIT  Ã¢â‚¬â€œÃ‚  IV  :  Ã‚  Ã‚  AGENCIES  OF  SOCIAL  WELFARE   1. Governmental  Agencies   2. Non ­Governmental  Agencies. Reference  Books:   1. T. S. Simey   :  Ã‚  Ã‚  Ã‚  Principles  of  Social  Administration   2. Paul  D. Chowdury   :  Ã‚  Ã‚  Social  Welfare  Administration  in  India   3. F. W. Reid   :  Ã‚  Ã‚  Ã‚  Social  Welfare  Administration   4. Walter  A. Forieldlander   :  Ã‚  Introduction  to  Social  Welfare. M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04)   PAPER  Ã¢â‚¬â€œÃ‚  I  Ã‚  COMPARATIVE  Ã‚  POLITICS   UNIT. I  :  Ã‚  INTRODUCTION   1. Meaning,  Nature  and  Scope  of  Comparative  Politics   2. Growth  of  the  Study  of  Comparative  Politics   3. Major  Approaches  to  Comparative  Politics   UNIT. II  :  Ã‚  Ã‚  POLITICAL  DEVELOPMENT  AND  POLITICAL  DEPENDENCY   1. Concept  of  Development  Syndrome  Ã¢â‚¬â€œÃ‚  Lucian  Pye   2. Centre ­Periphery –  Third  World  Perspective   3. Origin  and  Relevance  of  Dependency  Theory   UNIT. III  :  Ã‚  POLITICAL  IDEOLOGY  AND  PARTY  SYSTEMS   1. Political  Ideology:  Meaning,  Nature  and  General  Characteristics   2. Ideologies  of  Liberalism,  Fascism  and  Marxism   3. Nature,  Functions  and  Typology  of  Party  Systems   UNIT. IV  :  Ã‚  CONSTITUTINALISM   1. Meaning  and  Development  of  the  Term   2. Constitutionalism  in  the  West  Ã¢â‚¬â€œ England,  France  and  America   3. Problems  and  Prospects  of Constitutionalism  in  Developing  Countries Reading  List:   1. Gabriel  Almond  and  Bingham  Powell  Ã‚  Ã‚  :  Ã‚  Comparative  Politics:  A  Development   Approach   2. Lucian  Pye   :  Ã‚  Ã‚  Aspects  of  Political  Development   3. J. C. Johari  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Comparative  Politics   4. Howard,  J. Wiarda  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  New  Directions  in  Comparative  Politics   5. Mortan R. Davies  &  Vaugham  A. Lewis:  Ã‚  Ã‚  Ã‚  Models  of  Political  System   6. S. N. Ray  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Modern  Comparative  Politics   7. Gwendolen  Carter  &  John  H. Herz  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Government  and  Politics  in  the  Twentieth   Century   8. Samuel,  H. Beer  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Modern  Political  Development M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04) PAPER  Ã¢â‚¬â€œÃ‚  II  APPROACHES  AND  THEORY  IN  INTERNATIONAL  RELATIONS UNIT. I  :  Ã‚  Ã‚  Ã‚  Ã‚  a)  Ã‚  Ã‚  Introduction  :  Ã‚  The  Nature  of  International  Relations   b)  Ã‚  Normative  Approaches,  Ã‚  Structuralism  and  Neo ­Realism   UNIT. II  :  Ã‚  Ã‚  Ã‚  a)  Ã‚  Ã‚  Power,  Influence  and  Authority,  Realistic  Theory   b)   Decision –  Making  Analysis   UNIT. III  :  Ã‚  Ã‚  Ã‚  a)   Systems  Approach   b)   Commun ication  Theory   UNIT  . IV  :  Ã‚  Ã‚  a)  Ã‚  Integration  Theory,  Marxist  Perspective   b)   Peace  Research Reference  Books:   1. Bull  H   :   International   Theory:   The   Case   for   Classical   Approach,  World  Politics   2. Knorr,  K,,  &  Rosenau,  J. N. :  Ã‚  Ã‚  Contending  Approaches  to  International  Politics   3. Clude,  I. :  Ã‚  Ã‚  Power  and  International  Relations   4. Herz,  J. H. :  Ã‚  Ã‚  International  Politics  in  Atomic  Age   5. Kaplan,  M. :  Ã‚  Ã‚  System  and  Process  in  International  Politics   5. Trevor   Taylor(ed. )                                                                           :         Approaches   and   Theory   in   International   Relations   6. Margot  Light  and  A. J. R. Groom  :  Ã‚  International  Relations  Ã¢â‚¬â€œÃ‚  A  Handbook  of  Current   Theory M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04)   PAPER  III:  MODERN  POLITICAL  THEORY   Introductory   The  Nature  of  Political  Theory   Influence  of  Positivism  on  Political  Theory   Empirical  Political  Theory   Perspectives  on  the  Modern  State:  Liberal  and  Marxist   Central  Concepts  Related  to  the  Modern  State   Legitimacy:  Legitimation  Crisis  of  the  Modern  State   Rights:  Natural  Rights,  Welfare  Rights   Liberty:  Negative  and  Positive  Liberty? Marxian  Notion  of  Liberty   Justice:  Different  Conceptions   New  Directions   Post  Modernism:  Michel  Foucault  on  Power   Feminist  Perspectives  on  Patriarchy  and  Power   Communitarianism   Issues  and  Ideas  in  Contemporary  Political  Theory End  of  History:  Francis  Fukuyama   Clash  of  Civilizations:  Samuel  Huntington   Third  Way:  Anthony  Giddens   Post ­Liberalism:  John  Gray Recommended  Books:   S. P. Varma,  Modern  Political  Theory   Madan  G. Gandhi,  Modern  Political  Theory   J. C. Johari,  Contemporary  Political  Theory   III. David  Miller,  Social  Justice   Robert  Dahl,  Modern  Political  Analysis   N. Barry,  An  Introduction  to  Modern  Political  Theory   Michael  Freeden,  Rights   Zygmunt  Bauman,  Freedom   David  Held,  Political  Theory  and  the  Modern  State   Andrew  Vincent,  Theories  of  the  State   Vidhu  Varma,  Justice,  Equality  and  Community:  An  Essay  in  Marxist  Theory   Michel  Foucault,  Power/Knowledge   Diana  Coole,  Women  in  Political  Theory   Francis  Fukuyama,  The  End  of  History  and  the  Last  Man   Samuel  J. Huntington,  The  Clash  of  Civilizations  and  the  Remaking  of  World  Order   Anthony  Giddens,  The  Third  Way   John  Gray,  Post ­liberalism:  Studies  in  Political  Thought M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04)   PAPER  Ã¢â‚¬â€œÃ‚  IV:  MODERN  INDIAN  POLITICAL  THOUGHT UNIT  Ã¢â‚¬â€œÃ‚  1  :  Ã‚  Foundations  Ã‚  of  Modern  Indian  Political  Thought   1. Rammohan  Roy   2. Dayananda  Saraswati   3. Bala  Gangadhara  Tilak   UNIT  Ã¢â‚¬â€œÃ‚  II  :  Ã‚  Gandhian  Thought   1. Non ­Ã‚  Violence  and  Satyagraha   2. Relationship  between  Means  and  Ends. 3. Concept  of  State  and  Government. UNIT  Ã‚ ­Ã‚   III  :  Ã‚  Ã‚  Socialist  and  Humanist  Thought   1. Ram  Manohar  Lohia   2. Jawaharlal  Nehru   3. M. N. Roy   UNIT    ­ IV  :  Ã‚  Problem  of  Minorities  and  Backward  Social  Groups   1. M. A. Jinnah   2. Dr. B. R. Ambedkar, General  Readings:   1. Sankar  Ghose  ,  Modern  Indian  Political  Thought   2. O. P. Goyal? Studies  in  Modern  Indian  Political  Thought   3. G. N. Sarma  and  Moin  Shakir,  Politics  and  Society:  Ã‚  Ram  Mohan  Roy  to  Nehru   4. V. P. Varma,  Modern  Indian  Political  Thought Recommended  Readings:   th   1. A. Appadorai,  Indian  Political  Thinking  in  the  20   Century  from  Naoroji  to  Nehru   2. O. P. Goyal,  Contemporary  Indian  Political  Thought   3. A. M. Zaidi,  Encylopaedia  of  Indian  National  Congress  (Students  should  refer   relevant  sections  in  Ã‚  different  Volumes)   4. Bipin  Chandra,  Nationalism  and  Colonialism  in  Modern  India   5. A. R. Desai,  Social  Backward  of  Indian  Nationalism   6. Thomas  Pantham  and  Deutsch,  Modern  Political  Thought  in  India   7. K. P. Karunakaran,  Democracy  in  India M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04)   PAPER  Ã¢â‚¬â€œÃ‚  V. a  (Optional):  DIPLOMACY   UNIT  Ã‚  I  :   1. The  Nature  and  Origins  of  Modern  Diplomacy. 2. The  Development  of  Diplomatic  Theory   UNIT  Ã‚  II  :  1. The  Transition  from  Old  Diplomacy  to  New  Diplomacy   2. Democratic  Diplomacy   UNIT  Ã‚  III  :  1. Recent  Changes  in  Diplomatic  Practice   2. Points  of  Diplomatic  Procedure   UNIT  Ã‚  IV  :  1. Propaganda  and  Diplomacy   2. Diplomacy  in  the  UN Reference  Books:   1. Bailey,  Sydney  B. :  Ã‚  Ã‚  The  General  Assembly  of  the  United  Nations,  Stevens   2. Bowles,  Chester. :  Ã‚  Ã‚  Ambassador’s  Report,  NY,  Haper   3. Briggs,  Hebert  W. :  Ã‚  Ã‚  The  Law  of  Nations,  NY,  Appleton ­Century ­Crofts   4. Carr,  E. H. :  Ã‚  Ã‚  Ã‚  The  Twenty  Years  of  Crisis,  London,  Macmillan   5. Huddleston  Sisley  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Popular  Diplomacy  and  War,  Peterborough   6. Krishna  Murthy,  G. V. G:  Ã‚  Ã‚  Dynamics  of  Diplomacy,  National  Publishing  House,   New  Delhi   7. Nicolson  Harold  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Ã‚  Diplomacy,  London,  Oxford  University  Press   8. Plischke,  Elmer  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Ã‚  Summit  Diplomacy,  Maryland   9. Satow  Sir  Ernest  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  :  Ã‚  Ã‚  Ã‚  Ã‚  A  Guide  to  Diplomatic  Practice,  Longmans M. A. POLITICAL  SCIENCE   SEMESTER  Ã¢â‚¬â€œÃ‚  III   (From  the  academic  year  2003 ­04)   PAPER  Ã¢â‚¬â€œÃ‚  V  b  (Optional):  POLITICAL  ECONOMY UNIT ­Ã‚  I:   Theories  of  Political  Economy? a)  Classical  Political  Economy  ­Ã‚  Adam  Smith  and  David  Ã‚  Ã‚  Ricardo. b)  Marxian  Political  Economy. UNIT  Ã‚ ­Ã‚  II:  a)  Theories  of  Underdevelopment  Ã‚ ­ A. G. Frank,  Samir  Amin. b)   Liberalization  and  its  Implications  for  National  Economies. UNIT ­Ã‚   III:  a)  Impact  of  Colonial  Rule  on  Indian  Economy. b)  Indian  Economy:  Important  Features. UNIT ­IV:   a)  State  Directed  Economy. b)  Structural  Adjustment. BOOKS  RECOMMENDED:   1. Koxlou,  G. A. 2. Afanasye,  L. 3. Bardan,  Pranab   4. Howard,  M. C. 5. Bagchi,  A. K. 6. Frankel  & Frankel   7. Amartya  Sen   8. Robert  Lucas  and  Gustav   Planack   9. Ranjit  Sau   10. C. T. Kurein   11. D. J. Byres   12. Micheal  Clossudosky   13. Partha  Chatterje   14. B. A. V. Sharma    ­Ã‚  Political  Economy  of  Socialism    ­Ã‚  Political  Economy  of  Capitalism    ­Ã‚  Political  Economy  of  Development  in  India    ­Ã‚  Political  Economy  of  Marx    ­Ã‚  Political  Economy  of  Under  Development.  ­Ã‚  Political  Economy  of  India,  1947 ­77.  ­Ã‚  Commodities  and  Capabilities.  ­Ã‚  Indian  Economy:  Recent  Developments  and  Future  Prospect.  ­Ã‚  Indian  Economic  Development.  ­Ã‚  Globalisation  and  Indian  Economy.  ­Ã‚  The  State  Development  Planning  and  Liberalisation  in  India.  ­Ã‚  The  Globalisation  of  Poverty.  ­Ã‚  State  and  Politics  in  India.  ­Ã‚  Political  Economy  of  India. M. A. POLITICAL  SCIENCE  &  M. A. PUBLIC  ADMINISTRATION Semester  Ã¢â‚¬â€œÃ‚  II (Common  for  both  M. A. Political  Science  &  M. A. Public  Administration  students   with  effect  from  the  academic  year  2002 ­03) Paper  Ã¢â‚¬â€œ II  :  Western  Political  Thought  Ã¢â‚¬â€œ II. 1. Liberalism   Adam  Smith:  Political  Economy   Jeremy  Benthan:  Principle  of  Utility J. S. Mill:Liberty,  Representative  Government   2. Contemporary  Ã‚  Liberalism   F. A. Hayek  on  Liberty   Robert  Nozick:  Minimal  State   John  Rawis:  Theory  of  Justice   3. Socialism   Early  Socialists:  Saint  Simon  and  Robert  Owen   Marl  Marx:  Critique  of  Capitalism,  Revolution   Antonio  Gramsci:  Civil  Society  and  Hegemony   4. Revisions  to  Socialism   Revisions  to  Marxism:  Eduard  Bemstein   Critical  theory:  Herbert  Marcuse   Post ­Marxism:  Emesto  Laclau   Recent  Trends  in  Socialist  Theory. Recommended  Books:   Sukhabir  Singh,  History  of  Political  Thought   G. H. Sabine,  A  History  of  Political  Theory   Anthony  Crespigny  and  Kenneth  Minlgue,  Contemporary  Political  Philosophers   Bhiku  Parekh,  Contemporary  Political  Thinkers   V. Krishna  Rao,  Paschatya  Rajaniti  Tatvavicharamu  (in  Telugu)   Robert  Nozick,  Anarchy,  State  and  Utopia   John  Gray,  Liberalism   Bernard  Crick,  Socialism   David  Held,  An  Introduction  to  Critical  Theory   Roger  Simon,  Gramsd’s  Political  Thought:  An  Introduction   Emesto Laciau,  Reflections  on  the  Revolution  of  Our  Time   David  Muller,  Market,  Sate  and  Community   G. A. Cohen,†Is  There  Still  a  Case  for  Socialism† M. A. POLITICAL  SCIENCE  &  M. A. PUBLIC  ADMINISTRATION Semester  Ã¢â‚¬â€œÃ‚  II (Common  for  both  M. A. Political  Science  &  M. A. Public  Administration  students   with  effect  from  the  academic  year  2002 ­03) Paper  Ã¢â‚¬â€œ II  :  Contemporary  Administrative  Theory Unit  ­Ã‚   I. a)  Elton  Mayo:  Human  Relations  Theory   b)  Herbert  A  Simon:  Decision  Making  Theory   a)  Motivation  Theory:  Abraham  Maslow –  Hierarchy  of  Needs   b)  Frederck  Herzberg:  Motivation  _  Hygiene  Theory   a)  Douglas  McGregor:  Theory  Ã¢â‚¬ËœX’  and  Theory  Ã¢â‚¬ËœY’   b)  Chris  Argynis:  Integration  Between  the  individual  and  the  organization. Unit –  II. Unit ­ III. Unit ­IV. a)  Rensis  Likert:  Management  Systems   b)  Theories  of  Leadership  Ã¢â‚¬â€œ Michigan  Studies,  Chio  State  Leadership   Studies,  Group  Dynamics,  Managerial  Grid  and  Contingency  Model. Unit  ­Ã‚   V. a)  Policy  Analysis:  Yehzkel  Dror. b)  New  Public  Administration:  Minnobrook  Perspective. Readings:   1. Prasad  R  and  Others  (ed)   2. S. P. Naidu   :  Administrative  Thinkers(Telugu  /  English)   :  Public  Administration:  Theories  and  Concepts. New  Age  International  Publications,  Hyd,1996. 3. Hoshiar  Singh  &  Pradeep   :  Administrative  Theory,  Kitab  Mahal,   Sachdeva. New  Delhi,1999. 4. Fred  Luthans   :  Organizational  Behavior   5. Likert  R. ,   :  New  Patterns  of  Management   6. Argyris  C. :  Personality  and  Organization   7. Prank  Marini   :  New  Public  Administration.  · Students  are  required  to  consult  relevant  articles  from  journals  relating  to  public  administration   especially  the  Indian  Journal  of  Public  Administration. M. A. POLITICAL  SCIENCE  &  M. A. PUBLIC  ADMINISTRATION   Semester  Ã¢â‚¬â€œÃ‚  II   (Common  for  both  M. A. Political  Science  &  M. A. Public  Administration  students   with  effect  from  the  academic  year  2002 ­03) Paper  Ã¢â‚¬â€œ III  :  Public  Policy   Unit  Ã‚ ­Ã‚   I. a)  Public  Policy:  Meaning,  Nature,  Scope  and  Importance. b)  The  Pioneers:Harold  D. Lasswell  and  Yehezkel  Dror. Policy  Formulation:  Some  Models   a)   Systems  Model   b)   Group  Model   c)   Elite  Model   Theories  of  Decision –  Making:   a)   Rational  Comprehensive  Theory   b)   Incremental  Theory   c)   Mixed –  Scanning Unit  Ã‚ ­Ã‚   II. Unit  Ã¢â‚¬â€œIII. Unit ­IV. Unit  Ã¢â‚¬â€œÃ‚  V. Evaluation  of  Public  Policies   Public  Policies  in  India:   a)   Industrial  Policy   b)   Agrarian  Policy   Recommended  Text  Books:   1. Anderson,  James  E. :  Public  Policy  making   2. Dye,  Thomas  R:  Under  Standing  Public  Policy   3. Yehzakel  Dror:  Ventures  in  Policy  Sciences:  Concepts  and  Applications. 4. Dutt  and  Sundaram:  Indian  Economy   Recommended  Reference  Books:   1. Laswell,Harold. D. :  Policy  Sciences,  International   Encyclopaedia  of  Social  Sciences. 2. Dye,  Thomas  R. :  Policy  Analysis   3. Ira  Sharankasy  (ed. )   :  Policy  Analysis  in  Political  Science   4. Charles  E. Lindblom   :  The  Policy  making  process   5. Daniel  Lernor  and  H. D. Lasswell   :  The  Poplicy  Sciences:  Recent   Development  in  Scope  and  Method   6. Di  Nitto,  Diana  M,  and  Dye,  Thomas  R   :Social  Welfare:  Politics  and  Public  Policy   7. Francis  Ankle   :  India’s  Political  Economy  1947 ­77:  The   Gradual  Revolution. 8. Jag  Mohan  (ed. )   :  25  years  of  Indian  Independence   9. M. Kistaiah   :  Public  Policy  and  Administration   10. Srimal  Mohan  Lal   :  Land Reforms  in  India  Promise  and   performance. 11. Raja  Purohit  A. R. (ed. )   :  Land  Reforms  in  India   12. Sharma,  B. A. V. (ed. )   :  Political  Economy  of  India:  A  Study  of   Land  Reforms. 13. Vijay  Joshi  an  IMD  Little   :  India’s  Economic  Reforms  1991 ­2001   14. Dreze  Jeep  and  Amarty  Sen  (eds. )   :  The  Political  Economy  of  Hunger. 15. M. A. POLITICAL  SCIENCE &  M. A. PUBLIC  ADMINISTRATION. Semester  Ã¢â‚¬â€œÃ‚  II (Common  for  both  M. A. Political  Science  &  M. A. Public  Administration  students with  effect  from  the  academic  year  2002 ­03) Paper ­IV. Research  Methodology Unit  Ã‚ ­Ã‚   I. :Social  Research  and  Methods   1. Traditional Methods   2. Scientific  Method   3. Importance  of  Social  Research   :  Theory  Formation   1. Theory   2. Facts  and  Values   3. Concept  Formation Unit –  II. Unit ­III. Hypothesis  and  Research  Design   1. formation  of  Hypothesis   2. Testing  of  Hypothesis   3. Research  Design   Unit –  IV. Collection  and  Analysis  of  Data  and  Report  Writing   1. Sampling,  Observation,  Interview  and  Questionnaire   2. Analysis  of  Data   3. Report  Writing Reading  List:   1. W. J. Goode  &  P. K. Hatt:  Methods  of  Social  Research   2. Wilkinson  &  Bhandarkar:  Methodology  and  Techniques  of  Social  Research   3. Pauline  Young:  Scientific  Social  Surveys. M. A. POLITICAL  SCIENCE  &  M. A. PUBLIC  ADMINISTRATION Semester  Ã¢â‚¬â€œÃ‚  II (Common  for  both  M. A. Political  Science  & M. A. Public  Administration  students   with  effect  from  the  academic  year  2002 ­03) Paper ­III. Indian  Political  Process Unit ­Ã‚   I   . :  1. Indian  Polity:  Theoretical  Framework   2. Socip  Ã¢â‚¬â€œÃ‚  Political  Legacies  :  Hindu,  British  and  Gandhian   :  1.