The application of Strategic Change Management in Toyota

The application of Strategic Change Management in Toyota This report deeply discusses the application of the Strategic Change Management in worlds fifth biggest company, Toyota Motor Corporation which is founded by Kiichiro Toyoda in 1937. As an organization which has significant changes through last years, The Toyota Motor Corporation will be a good example. As the worlds largest automobile manufacture, The Toyota aims continue the 21st century with stable long-term growth whereas determine for harmony with society, People and the environment. According to the Vision of the Toyota, Good corporate citizen, they focus on constantly winning the trust and respect of the international community. The Toyota Motor Corporation always adopt with business environment for the purpose of long term growth. The Toyota Motor Corporation implemented The Toyota Way 2001 in April 2001 by expressing values and guidelines that should be embraced by all employees in the Toyota. There are four components in The Toyota Way 2001 As a root for Management Decisions, think long-term. Problem-solving process Develop employees for Adding value to Toyota Recognize the solving root problems constantly initiatives organizational learning The Toyota Motor Corporation Makes decisions gently by consensus, Consider entire options thoroughly and implement its decisions rapidly with the changing environment. The Toyota Motor Corporation is now expanded in different countries and worldwide market and it has grown-up as a large multinational corporation from wherever it started. In 2008 it displaced General Motor and became the largest automobile manufacturer. The Toyota Motor Corporation acquired 51% ownership of Daihatsu, 16.7% ownership of Fuji Heavy Industries and acquired 5.9% of Isuzu Motors Ltd in 2006. The Toyota Motor Corporation is planning to introduce Isuzu diesel technology for the products of Toyota. The Toyota introduced new technologies comprising hybrid gasoline-electric vehicles which are one of the first mass-production and it is sold 2 million in global by 2010. The Toyota accepted The Global Vision 2020, that is established the Guiding Principles at Toyota in 2007. It has drafted management plan from medium to long term and how work Toyota in order to achieve its goal. Likewise, The Toyota always is making decisions and implements changes in terms of achieving goals with changing environment. In this report, first discuss the background to the change affecting Toyota Motor Corporation. In here, try to identify a range of models in Change Management, Factors to change and value of intervention techniques. At the next step, recognise the issues in strategic changes. Then identify the key stakeholders in Toyota, develop systems for understating them and analyse the benefits and drawbacks of these systems. After that explain how the organization can develop strategy for a change with its key stakeholders and for managing resistance to change. Finally, plan to implement a model in order to achieve its goals and discuss how to measure the improvements. TASK 01: BACK GROUND TO THE STRATEGIC CHANGE IN THE ORGANIZATION In terms of achievement of the Global Vision 2020 the Toyota has to change their system according to the plan that they have drafted. Models In Change Management First of all, The Toyota should be explored that the models in change Management which they can follow. Here, we can discuss, Freeze Phases (Developed by Kurt Lewin 1975) Concept of Force Field (By Kurt Lewin) Transition Modal ( by Beckhard 1969) Change through the learning of organization ( By Peter Senge 1992) Change by entrepreneurship ( By Rosabeth Moss Kanter) Freeze Phases (Developed by Kurtt Lewin 1975) This is one of the most useful models we can use for successful change. This is proposed by Kurt Lewin (1975). He discussed the model of change in three steps or three stages as given below. Unfreezing Finding alterations or reductions for change that most employees can understand and accept those factors easily. Changing developing patterns of their behaviours in new attitudes, feedback on new information and new change. Refreezing Supporting devices to make sure the patterns of the new behaviour is maintained. At the stage of Unfreezing, the managers use the threat of competitors from external environment to make sure that employees are jolted out of satisfaction with current situation. At the stage of changing, develop or change the new attitude, behaviour and feedback on new information and implementation of change. At the refreezing, the managers have danger in generating a new system. Concept of Force Field (By Kurt Lewin) This concept also created by Kurt Lewin (1975). When there is a change required by driving forces or restrictive forces motivate to maintain the current situation, this concept of Force Field can apply. Change is possible by identifying driving forces and utilising them while minimising restrictive forces. Organizational Goals and objectives, problems and need Driving Forces Restrictive Forces (Forces Favoured on change) (Forces restricted on change) Current Situation Change through the learning of organization (By Peter Senge 1992) He explained this model by five core competencies involve in creating learning organization. Create a shared vision to make sure that employees are focused on Personal mastery learning by persons who are frequently finding out how creates more of what matter to them. Working with people to overcome their challenge such as unconscious assumptions and to appreciate. Learning about team. The learning organization is required individuals to gather together and work as a team. The systems focus on importance of consideration on interrelationships and networks rather than distribute the problems in to parts and performing with alone. Intensification of factors that driving to change External Triggers to Change Because of the external development the change is necessary. The Toyota should be come to terms with number of external factors including global market share, environmental issues, and changes in demographically and awareness of health. Eventually, these factors will cause to triggers to change. It is very clear that the external triggers are occurred by the direct action (Task Environment) and indirect action (General Environment) of the organization. These changes in both two environments have to be monitored and reacted according to them. When considering the general environment of the Toyota Motor Corporation, those triggers can be discussed under PESTLE. Political effects of new government. As an example, in 2010 the US government required from The Toyota Motor Corporation a penalty of US$16.375 million for its delayed response to the notifying the National Highway Traffic Safety Administration Changes in economy such as global competition, fluctuation of exchange rates, activity level of macro economy. As an example, in 2008 The Toyota Motor Corporation had to face the global financial crisis of 2008 and it was in a loss after 70 years. Changes of social or demographic such as education level and changes of expectation or values. Because of the succession of Toyota Team Europe in 1997, The Toyota Motor Corporation decided to implement the TMME, Toyota Motor Europe Marketing Engineering. After two years, The Toyota could create the customer base in the United Kingdom, since the Toyotas cars were very popular among the British people. Changes in Technology such as innovations and developments in product and production process. The Toyota Sienna, popular minivan is programmed to join the hybrid line-up by 2010, and it plans to suggest its entire line-up of cars, SUVs, and trucks with a Hybrid Synergy Drive option by 2030. By 2012 also Toyota hopes to issue an electric version of the RAV4. Implications of the legal environment like government policies. Tariff on Imports introduced by government As an example, in 2010 the US government required from The Toyota Motor Corporation a penalty of US$16.375 million for its delayed response to the notifying the National Highway Traffic Safety Administration Environmental implications by legislation The Toyota Motor Corporation is a leader in manufacturing vehicle environment friendly technologies. In 2005, Toyota implemented Fourth Environmental Action Plan. The Task Environment discuses about all stakeholders, those who can effect to the Toyota and who can effected by the Toyota as well. The economist Michael Porter introduced this context and it has five dimensions. Power of Buyer: Develop the new market and search for a new customer base for the products of Toyota. Because of the succession of Toyota Team Europe in 1997, The Toyota Motor Corporation decided to implement the TMME, Toyota Motor Europe Marketing Engineering. After two years, The Toyota could create the customer base in the United Kingdom Power of Suppliers: Seek the new bases of raw materials to make sure that they can supply continuously and stability of the prices of materials. Threatens from its substitute: Develop the awareness of the customers about benefits from the products not reached through substitutions. Entry barriers to the Market: It is good to make the advantages from economies of scale in production which cost savings can be delivered to the customer The degree in rivalry of inter-firm: Put effort on making agreement with the competitors to level of advertising. Internal Triggers to Change The internal triggers will occur as the result of: A new head in the organization When performing external organization by benchmarking exercises Dissatisfaction of the management with the current situation Conflict of the management and employees The system approach highlighting the necessities of interrelationship within subsystem in the Toyota Motor Corporation, such as, Responsibilities that everybody has Technology that they using Employees of the organization Structure of the organization Management of the organization After summarising all the factors which driving to change the organization I can suggest the Concept of Force Field (By Kurt Lewin) is the best model for managing the change in The Toyota Motor Corporation. The Force Field Analysis is really important to identify all the forces which favourable on change and on the other hand it identify forces which are against to the change. In addition to that it helps us to consider the importance of these factors and to make the decision whether the implementation of the plan for change is worth. When we made the decision to carry out the plan, the Force Field Analysis is supported to recognise the changes that we have to make to improve it. TASK 02: UNDERSTAND ABOUT THE ISSUES IN STRATECIG CHANGE According to the explanation of Richard Daft (1998) there are some key parameters that would be observed for the purpose of succession of change in the organization. Needs and Ideas for the change If there is not a perceived need for the change, ideas not considered seriously. When managers identified the gap between predicted performance and the actuals performance, the perceived need arise. Success of change would be difficult whereas the organisational culture is very strong or interest is obliged by internal stability. Ability to adopt When the decision makers of the organization decided to go ahead with the suggested Idea, Adoption will occur. The top managers and employees of the organisation should be agreed to support for the change. Sometimes the decision might be required by signing a legal document by the directors in occasions such as acquisition of ownership in another company. For any small changes, the formal approval of the middle management is enough. Available resources Resources requires at the time of scheming, planning, and implementing of the change and reinforcing change as well. Most of the innovations are going over the budgeted funds and requires special funds. Implementation When the organisation decided to make a plan to utilise new ideas, techniques or a system, the implementation will occur. This would be happened to a system that already exists such as, approval system for capital spending, budgeting process for departments or divisions. The organization should be acquired the equipment and materials and the employees should be trained to use their ideas. Managerial Barriers to the Change The Managers can generate barriers for the benefits of change. The management can generate mistakes by ignoring their objectives, availability of materials or resources and the alternatives they able to undertake. There are several factors to describe by Daft and they are discussing as a framework for this issue. Extreme focus on costs The management always possess by mind-set that the most importance thing is cost and they forget to appreciate that the cost is not the most important thing for the change, as an example when we suppose to change employee motivation or customer satisfaction at higher level. Unless the forthcoming yields are considerable, when performance of an idea that cost more than existing applies, is unlikely to be accepted. Failures in highlighting benefits Both negative and positive responses will be produced by any kind of changes. The managers should be perceived more positive aspects than the negative aspects of the change and education would be helpful for the manager to achieve this. Lack of corporation and coordination ability Because of the lack of coordination to the implementation of the change, organizational conflict and fragmentation will be resulted. In addition to that, the old and new systems might not be compatible. Sometimes, the progress at the operational level may be seriously slow and the performance of the new system is not known. This type of problem will arise in projects that re-engineering the business process since, failure to assume properly that how thing are going on currently. Uncertainty avoidance The managers fear uncertainty related to the change at the single level. To avoid this situation communication should be strong horizontally. Then the team may know how process is going on and they can understand the how the change will impact on their duties. Fears on Loss- Fear of loss are related to uncertainty of avoidance. Managers may feel fear not only about their status and authority but also about their jobs. TASK 03: IDENTIFY THE RESPONSES TO CHANGE BY THE STAKEHOLDERS AND OVERCOMING THE RESISTANCE FOR CHANGE The all activities of The Toyota Motor Corporation are directly associated with its key holders such as shareholders, customers, employees, competitors and etc. So, it is really important to concentrate about stakeholders responses on change. The organizational goals and The Global Vision 2020 of Toyota is affected by performance and work return and the responses by its stake holders. Therefore it is very essential to create a positive image of the strategic change for both Toyota and its stakeholders. The stakeholders of the Toyota highly concentrate on benefits that they could have through the strategic change. The shareholders of Toyota Motor Corporation are seeking higher return for their investments, the employees are expecting salary increment and as well as good working environment in their working places and customers are expecting batter value for their investments on Toyota Vehicles due to the strategic change in Toyota Motor Corporation. Consequently if there is any failure on strategic Change in Toyota it will badly effect on response of stakeholders. Therefore the responses of the stakeholders to change are really important to make decision on Strategic Change. Because the strategic change, can be accepted or rejected by the stakeholders. How Attitudes of stakeholders will effect on Strategic Change Resistance on change can be forecast if the change is inevitable. As the responsible persons in the organization, top management of Toyota Motor Corporation should be focus on how and why resistance to change grows within the organization. Torrington and Weightman (1994) distinguish the different types of change experience. Imposition, Commenced by The Toyota from on High Adaptation, make changes in behaviors or attitudes of stakeholders Growth, favorable responses for opportunities Creativity, when stakeholders are initiator and they in control The imposition complies with resistance, adaptation complies with uncertainty, growth complies with delight and creativity complies with excitement. Therefore the management of the Toyota need be strong with skills to, Overcome the resistance or find other alternatives for change methods. Win the uncertainty Encourage the stakeholders and subordinates to get favorable response. There are some spectrum conceivable reactions to the objective of the change programme. Enthusiastic Corporation, acceptance or corporation under pressure from the management. Inactive Resignation Loss of interest, Least Contribution, Indifference Inactive Resistance non-learning behavior, regressive behavior Active Resistance working to rule, least work, protest, sabotages, obligating errors, Organizational change always encounter certain resistance may be simple. The change can be threatened by resistance but it is not amazement. Reasons for the resistance can be summarized as follows, Poor understanding about nature of the strategic change and what are the reason for that strategic change Believes of stakeholders: they think that their personal goals and interest would be threatened due to strategic change. Contradictory assessment on costs and advantages of the strategic change for the Toyota Motor Corporation. Lack of confidence about initializing the change and their intentions These clarifications for the resistance can be explained by concentrating on strategic change at individual level and then small group in the organization. Resistance by employees of working groups or informal group is possible to pose more troubles for the Management of the organization. Overcome the resistance to change Because of the poor understanding and the poor communication, resistance may be occurred. Though, if there are any serious matters for the resistance, a complex approach would be required. The management of the organization should be able to adopt with flexible approach to manage the strategic change and identify the main contingent issues in every situation. The managers should be able to identify the different types of resistance. Ignoring : I dont have enough information to make decision Delay for the judgment : I can wait and see how it going on for the decision Self-justifying Stances: Ooh Other solutions are better than me. this will not work Scarcity: I cant allow this to proceed. It is very costly Worry: I am sure. I cant work on this new system Disaffection: this is separate from my duty and from my division Experienced refusal: We tried on this before and it was failed Loss of Authority: It has to give up control Avoidance: I am not interest to computers Resistance may be meeting with face to face conflict. Normally it will indicate that the objectives of the organization had not been explained properly. It is better to listen the complaints, let the annoyance surface and finally makes calm behavior in all circumstances of conflict. Six Methods to overcome the resistance Develop the Education and Communication Improve the involvement and participating Providing supports and Facilitation Make better negotiation and agreement Improve cooperation and Manipulation Explicit and implicit coercion (Kotter and Schlesinger -1979) When we try to implement last two methods will raise legal and ethical problems. And also cause to make the situation worse. These methods are not mutually exclusive but managers make the decision in effective way by combining them. TASK 04 IDENTIFYING APPROPRIATE MODELS FOR THE STRATEGIC CHANGE AND MEASURING THE EXPECTATION OF STRATEGIC CHANGE The implementation of strategic can be valued, to make sure the ongoing change. For the implementation of strategic change we can establish monitoring and review techniques. The strategic change would be able to implement within the Toyotas stakeholders for the purpose of achieving Global Vision 2020. When we implement the strategic plan to the organization we have to implement it step by step. We can suggest a change process as follow: Recognize the problems in the Toyota Motor Corporation Observe the reasons for those problems and analyze the solutions to overcome them Select and plan alternative solution Implement the planned solutions Communicate the learning process and allow organization to deal with ongoing change (Senior and Fleming 2006) The managers can state the strategic change plan by allocating employees into separate teams and instructing them. Therefore each team automatically will used to implement the strategic plan easily. Making teams within the organization is very essential to evaluate strategic changes. The outcomes should be able to monitor and evaluate the performance of team workers for the successful implementation. The management can introduce incentive scheme for the best team for the purpose of motivation through success in strategic management by monitoring and evaluating the each team. According to my point of view, I can suggest the Concept of Force Field (By Kurt Lewin) is the best model for managing the change in The Toyota Motor Corporation. The Force Field Analysis is really important to identify all the forces which favourable on change and on the other hand it identify forces which are against to the change. In addition to that it helps us to consider the importance of these factors and to make the decision whether the implementation of the plan for change is worth. As an example, when The Toyota Motor Corporation target to issue an electric version of the RAV4 by 2012. Target to issue an electric version of the RAV4 by 2012 Driving Forces Restrictive Forces Customer wants new product Loss of staff overtime Improve speed of production Cost Raise volume output Staff afraid to new technology Control rising maintenance Cost Environmental impact (Forces Favoured on change) (Forces restricted on change) Current Situation We can use action plan to review the process of implementation. In addition realize the present position in the organization after the strategic change. By using action plan we can recognize the time frame and difference between expected level and actual level of the strategic change in the organization. By recording, keeping, monitoring and evaluating the changes we can make sure the on-going change in organization. We can check whether expected performance have achieved by stakeholders through the strategic management by measuring actual performance. CONCLUSION This report deeply discussed the application of the Strategic Change Management in worlds fifth biggest company, Toyota Motor Corporation. According to the Vision of the Toyota, Good corporate citizen, they focus on constantly winning the trust and respect of the international community. The Toyota Motor Corporation always adopt with business environment for the purpose of long term growth. In terms of achievement of the Global Vision 2020 the Toyota has to change their system according to the plan that they have drafted. Because of the external development the change is necessary. The Toyota should be come to terms with number of external factors including global market share, environmental issues, and changes in demographically and awareness of health. Eventually, these factors will cause to triggers to change. The all activities of The Toyota Motor Corporation are directly associated with its key holders such as shareholders, customers, employees, competitors and etc. So, it is really important to concentrate about stakeholders responses on change. The organizational goals and The Global Vision 2020 of Toyota is affected by performance and work return and the responses by its stake holders. Therefore it is very essential to create a positive image of the strategic change for both Toyota and its stakeholders.

Dalit literature Essay

Chaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of Translation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 100 100 500 Ins. Hrs/ Week 6 6 6 Credit Total 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 COMPULSORY PAPER ELECTIVE Paper-2 English Language and Linguistics Indian Literature in English Shakespeare American Literature Human Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100. 100 600 II year III Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature Literary Theory and Criticism I English Language Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. World Classics in Translation Women’s Writing in English Anatomy of Literature Total 1 M. A. English : Syllabus (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY PAPER 1 2 2 100 100 21 – 90 – 2100 Subject Total 2 M. A. English : Syllabus (CBCS) THIRUVALLUVAR UNIVERSITY M. A. ENGLISH SYLLABUS UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER – 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are : 1. exposed to early English literature with special reference to transition from middle English to the Elizabethan ethos. 2. introduced to the earliest English writers through representative texts 3. to gain a deeper knowledge of the writers and their works UNIT-I : POETRY 1. Chaucer : Prologue to the Canterbury Tales : The Knight, The Prioress, The Wife of Bath and the Doctor of Physic. 2. John Donne : 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II : POETRY 1. Edmund Spenser : Prothalamion 2. Wyatt and Surrey : As Sonneteers 3. Ballads 3 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Bacon : Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2. The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More : The Utopia UNIT-IV : DRAMA Webster :The Duchess of Malfi UNIT-V : DRAMA Ben Jonson : The Alchemist 4 M. A. English : Syllabus (CBCS) PAPER 2 THE NEO CLASSICAL AGE Objectives Students are : 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. trained to analyze the trends in literary expression of the period UNIT-I : POETRY Milton (1608 – 1674) : Paradise Lost Book IX UNIT-II : POETRY 1. Andrew Marvell (1621 – 1678) : To His Coy Mistress 2. John Dryden (1631 – 1695) : Absalom and Achitophel 3. Pope (1688 – 1744) : The Essay On Man : Epistle II (II. 1 – 92) (â€Å"Know then thyself†¦. Our greatest evil or great good†) UNIT-III : PROSE 1. Addison and Steele : The Coverley Papers : Sir Roger at Church Sir Roger at the Assizes 2. Milton : Areopagitica 3. Swift : The Battle of the Books 5 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. John Dryden : All for Love 2. Richard Sheridan : The Rivals UNIT-V : FICTION 1. Daniel Defoe (1660 – 1731) : Robinson Crusoe 2. Swift (1667 – 1745) : Gulliver’s Travels 6 M. A. English : Syllabus (CBCS) PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are : 1. to appreciate the influence of ever changing trends brought about by social and scientific developments 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth understanding of major writers of the 19th century UNIT-I: POETRY 1. Wordsworth : Tintern Abbey 2. Coleridge : The Rime of the Ancient Mariner 3. Shelley : Ode to a Skylark 4. Keats : Ode on a Grecian Urn 5. Tennyson : Ulysses UNIT-II: POETRY 1. Browning : My Last Duchess 2. Blake : Night 3. D. G. Rossetti Infant Sorrow : Blessed Damozel 4. Arnold : The Scholar Gypsy Ref: Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English : Syllabus (CBCS) UNIT-III: PROSE 1. Charles Lamb : From Essays of Elia: Dissertation on a Roast Pig : Poor Relations 2. Arnold : From Culture and Anarchy: Sweetness and Light 3. Thomas Carlyle : On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV: DRAMA Oscar Wilde : Lady Windermere’s Fan UNIT-V: FICTION 1. Jane Austen : Emma 2. Dickens : Pickwick Papers 3. Charlotte Bronte : Jane Eyre 4. Walter Scott: Ivanhoe 8 M. A. English : Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are : 1. trained to acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic thinking through a classic science fiction novel UNIT-I : POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen : Easter 1916 : Sailing to Byzantium : The Love Song of J. Alfred Prufrock : Strange Meeting UNIT-II : POETRY 1. 2. 3. 4. Hopkins. Seamus Heaney Thom Gunn Stephen Spender : Wreck of the Deutschland : The Tollund Man : On the Move : I think continually of those who are truly great. UNIT-III: PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow : Politics and the English Language : Why the Novel Matters : Two Cultures UNIT-IV: DRAMA 1. Beckett 2. T. S. Eliot : Waiting For Godot : The Family Reunion 9 M. A. English : Syllabus (CBCS) UNIT-V: FICTION 1. Virginia Woolf : Mrs. Dalloway 2. D. H. Lawrence : Sons and Lovers 3. Arthur C. Clarke : Childhood’s End 10 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATION Objectives Students are trained : 1. to gain a working knowledge of the origin and development of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian language and vice-versa UNIT-I : History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II : Theories of Translation Catford – Nida – Newmark UNIT-III : Translation of Literary – Aesthetic Texts Problems and Techniques Translation of Religious Texts in India. Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV : Translation of Scientific – Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of Official Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English : Syllabus (CBCS) UNIT-V : New trends Assessment of Translation Computer – aided Translation Reference Susan Bassnett – McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C. Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English : Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to : 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I : THE HISTORY OF ENGLISH LANGUAGE. Descent of English language; Old English Period; Middle English; Renaissance & After; Growth of Vocabulary; Change of Meaning; Evolution of Standard English. Recommended Reading: F. T Wood An Outline History of English Language UNIT-II : PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III : PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English : Syllabus (CBCS) UNIT-IV : LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and clauses, phrases, Semantics, Pragmatics & Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk & Greenbaum. A University Grammar of English UNIT-V : SOCIOLINGUISTICS Language varieties; language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 20 &21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 – 45). 14 M. A. English : Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISH Objectives Students are : 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic perception of Indian Literature in English in preparation for a teaching or research career UNIT-I : POETRY 1. Aurobindo : Thought the Paraclete 2. Nissim Ezekiel : Poet, Lover, Bird Watcher 3. A. K. Ramanujan : Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar : From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore : Gitanjali UNIT-II : POETRY 1. Daruwalla : Hawk (from The Anthgology of Twelve. Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat : The Star (from Monkey Shadows, Penguin India, 1993 – pp 13-15) 3. Mamta Kalia : Tribute to Papa (from Nine Indian Women 15 M. A. English : Syllabus (CBCS) Poets ed. Eunice D’Souza, OUP, 1997, pp. 2021) UNIT-III : PROSE 1. Nehru : Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar : Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi: Arnold Publishers, 1990, pp. 47-54) UNIT-IV : DRAMA 1. Karnad : Nagamandala 2. Mahashweta Devi : Rudali (Calcutta: Seagull, 1999) UNIT-V : FICTION 1. R. K. Narayan : The English Teacher 2. Chetan Bhaghat : One Night @ the Call Centre 16 M. A. English : Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are : 1. enabled to establish Shakespeare’s contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his ‘universality’ which in this context means his ability to communicate to a far wider spectrum of people 5. prompted to recognise and appreciate his skills as a wordsmith 6. trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice soft and communicative skills. UNIT-I : As You Like It UNIT-II : Othello UNIT-III : Richard III UNIT-IV : The Winter’s Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English : Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are : 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the most representative texts UNIT-I : POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens : Crossing Brooklyn Ferry : Success is counted sweetest : Home Burial : Anecdote of the Jar UNIT-II : POETRY 1. e. e. cummings 2. Amiri Baraka 3. Gwendolyn Brooks : Any one lived in a pretty how town : An Agony as Now : Kitchenette Building UNIT-III : PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom : Self – Reliance : Walden (Selected Chapters 1,2 and 17) : Nietzscheanization of the Left or Vice-Versa (from the Closing of the American Mind 1987) 18 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. Eugene O’Neill 2. Arthur Miller : Hairy Ape : The Crucible UNIT-V : FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov : Adventures of Huckleberry Finn : The Sound and the Fury : The Caves of Steel 19 M. A. English : Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of Human Rights – Nature, Content, Legitimacy and Priority Theories on Human Rights – Historical Development of Human Rights. UNIT-II International Human Rights – Prescription and Enforcement upto World War II Human Rights and the U . N . O. – Universal Declaration of Human Rights International Covenant on Civil and Political Rights – International Convenant on Economic, Social and Cultural Rights and Optional Protocol. UNIT-III Human Rights Declarations – U. N. Human Rights Declarations – U. N. Human Commissioner. UNIT-IV Amnesty International – Human Rights and Helsinki Process – Regional Developments – European Human Rights System – African Human Rights System – International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights: Children’s Rights – Women’s Rights Dalit’s Rights – Bonded Labour and Wages – Refugees – Capital Punishment. Fundamental Rights in the Indian Constitution – Directive Principles of State Policy – Fundamental Duties – National Human Rights Commission. 20 M. A. English : Syllabus (CBCS) Books for Reference: 1. International Bill of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston – What is Human Rights 4. Desai, A. R. – Violation of Democratic Rights in India 5. Pandey – Constitutional Law. 6. Timm. R. W. – Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. – Human Rights and New World Order. 9. G. S. Bajwa – Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha & – International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. – Human Rights and Victimology. Magazines: 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH Objectives Students are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III semester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I : POETRY 1. Australia – Judith Wright : At Cooloola 2. New Zealand – James Baxter : The Ikons 3. Allen Curnow : House and Land UNIT-II : POETRY 1. Canada – Al Purdy : Lament for the Dorsets (EskimosExtinct in the 14th Century AD) (from Norton Anthology of Modern Poetry) 2. Africa – Kofi Awoonor : Song of War : The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies – Grace Nichols – Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Africa – Achebe : Colonialist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin & Bill Ashcroft) 2. West Indies – V. S. Naipaul-India : A Wounded Civilization UNIT-IV : DRAMA. Australia – Louis Nowra : Radiance J. P. Clarke : Song of a goat UNIT-V : FICTION Africa-Koetzee : Disgrace Canada-Maragaret Laurence : The Stone Angel Australia-Peter Carey : Oscar and Lucinda 23 M. A. English : Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are : 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I : POETRY. Australia – A. D. Hope : Australia New Zealand – Jessie Mackay : The Noosing of the sun-god Africa – Abioseh Nicol : The Continent that lies within us UNIT-II : POETRY Africa – David Rubadiri : A Negro labourer in Liverpool Dereck Walcott : Ruins of a Great House Canada – F. R. Scott : The Canadian Author’s Meet (from Anthology of Commonwealth Verse ed. Margaret O’Donnell & An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III : PROSE Sri Lanka – Ananda : The Dance of Shiva Coomaraswami 24 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA Nigeria – Wole Soyinka : The Lion and the Jewel UNIT-V : FICTION. Canada – Margaret Atwood : Surfacing Australia – Patrick White : Voss 25 M. A. English : Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are : 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II. Ancient Tamil and Sanskrit Criticism UNIT-III Johnson : Preface to Shakespeare Wordsworth : Preface to the Lyrical Ballads UNIT-IV Arnold : Study of Poetry T. S. Eliot : Tradition and Individual Talent UNIT-V N. Frye : Archetypes of Literature 26 M. A. English : Syllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are : 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific feature of ELT, in the Indian context, to become able teachers. 4. Problems and Principles UNIT-I The role of English in India; English teaching in India today UNIT-II Theories of language learning: cognitive-theory; behaviouristic theory. First language acquisition and second language learning; Attitudes to error; Inter language UNIT-III Approaches and Methods: Grammar Translation; Audio-lingual; Communicative and Current Trends UNIT-IV Classroom Management and Teacher – Student Interaction Materials Production 27 M. A. English : Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R. A History of English Language Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus: Evolution Design & Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English : Syllabus (CBCS) PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are : 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge Processing Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and Advertising UNIT-V : TECHNICAL WRITING Specs, Manuals, Business correspondence 29 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are : 1. exposed to the newly emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of Cinema in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A. English : Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the objectives for Literary Theory and Criticism I Students are : 1. sensitized to the transition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel Trilling: Sense of the Past Cleanth Brooks: The Language of Paradox UNIT-II Georg Lukacs: Ideology of Modernism UNIT-III Jacques Lacan : Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV. Barthes: Death of the Author UNIT-V Simone de Beauvoir : Introduction to â€Å"The Second Sex† 31 M. A. English : Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are : 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric ‘Soft Skills’ 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I : INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,  Jane Eyre UNIT-II : EMPATHY Honesty, cultural diversity, Ability to take other’s point of view, integrating cognitive and affective skills, Nelli in â€Å"Wuthering Heights† UNIT-III : INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV : COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V : LEADERSHIP Critical, lateral, strategic thinking; delegation; taking responsibility; giving praise and appreciation; giving and receiving feedback; ability to motivate; problem solving, â€Å"Things Fall Apart† – Achebe. 32 M. A. English : Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. Pocket Books. 33 M. A. English : Syllabus (CBCS) PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives: Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political background to  facilitate the development of cross-cultural perspectives. UNIT-I : Poetry Homer : The Sliad Book III Virgil : The Aeveid Book IV (438-563) Thiruvalluvar : Thirukkural Book II UNIT-II : Dante : The Inferno (Canto III) Gibran : The Prophet UNIT-III : PROSE St. Augustine : The Confessions Book – I Confucius : Analects 1, 2 Harace : As Poetria UNIT-IV : DRAMA Anton Chekov : The Cherry Orchid Kalidasa : Sahuntala Aristophanes : The Clouds UNIT-V : FICTION Leo Tolstoy : Anna Karenina Books (1 & 2) Thomas Mann : Magic Mountain 34 M. A. English : Syllabus (CBCS) PAPER 16 WOMEN’S WRITING IN ENGLISH UNIT-I: POETRY Elizabeth Barret Browming. Ways. : How Do I Love Thee? Let me count the Sylvia Plath : Lady Lazarus Maya Angelou : Phenomenal Woman Kamala Das : Introduction Toru Dutt : Sita UNIT-II: PROSE Virginia Woolf : A Room of One’s Own Arundhathi Roy : The Algebra of Infinite Justice. UNIT-III: DRAMA Mahashweta Devi : Mother of 1084 Caryll Churchill : Top Girls UNIT-IV: FICTION Jhumpa Lahiri : The Namesake Margaret Atwood : The Handmaid’s Tale UNIT-V: GENERAL Mary Woolstone craft : The Vindication of the Rights of Women Elaine Showalter : Toward a Feminist Poetics 35 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives. Students are : 1. enabled to acquaint themselves with the major generic divisions in English literature 2. trained in the universally – acknowledged conventions of literary research and documentation UNIT-I : THE ANATOMY OF PROSE The form of prose – vocabulary – grammar and idiom written and spoken prose – the paragraph – prose rhythm – individual and common style – common style and cheap style – simplicity and ornamentation – objective and subjective abstract and concrete – realism, romance and unreality – special inventions prose for its own sake – the historical approach – the science of rhetoric writing prose. UNIT-II : THE ANATOMY OF POETRY The importance of form – the physical form of poetry – metre – variation – rhyme – onomatopoeia – internal pattern – form in intonation – repetition – the main types of poetry – logical sequence – the use of associations – patterns of imagery – traditional verse forms – free verse – the choice of words – illustrations – cautions – twentieth – century techniques. UNIT-III : THE ANATOMY OF NOVEL The concept of fiction – verisimilitude – the point of view – plot – character character revealed – conversation – scene and background – dominant themes the experimental novel 36. M. A. English : Syllabus (CBCS) UNIT-IV : THE ANATOMY OF DRAMA Live literature – action – plots – conventional divisions – direct experience of characters – dialogue and conversation – verse and prose – types of drama drama and history – use of notes – interpretation UNIT-V : LITERARY RESEARCH Research and writing – the mechanics of writing – the format of the research paper – documentation: preparing the list of works cited – documentation: citing sources in the text – abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954). Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English : Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below: 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.

school environments, being exposed to positive values,...

school environments, being exposed to positive values, rules and expectations, having spiritual beliefs and a sense of hope for the future. Mothiba et al (2012: 13) state that the only technology available to prevent the sexual transmission of HIV is the condom latex or polyurethane for males and females. During the late 1980s and early 1990s public education campaigns in Uganda focused on reducing the transmission of HIV through a programme called â€Å"ACB†- this programme emphasized abstinence (Abstain), monogamy (Be careful), and condom use (Condom). There was a decline in HIV in Uganda as a result of the implementation of these educational efforts (Kayiki, 2011:57).†¦show more content†¦According to Mothiba (2012: 14) studies have shown that what encourages teen to use condom more often and more consistently is the condom availability programmes (Guttmacher,1997). There is evidence from every country such as Zambia that shows that in the area of sexual relationships women enjoy less power than men. Decisions about w hen, where and how to have sex are more made by men than women. a study conducted in Zambia showed that less than 25 percent of women believe that a married women can refuse to have sex with her husband, while only 11 percent thought they could ask their husbands to use condoms (cited in Commonwealth Secretariat June 2001 in Kelly, 2004: 60). Even though condoms are an effective preventative method from HIV infection, they are a male controlled barrier method (Mothiba,2012:14). Other prevention techniques are the female controlled barrier methods such as spermicides, diaphragms, and cervical caps, but these prevention methods are unproven as HIV barrier. A top priority in basic research is to produce female-controlled HIV barriers (Lawson et al, 1999: 49). Female condoms have been seen by some as a female-controlled of contraception and STD prevention that can be used without the consent of the maleShow MoreRelatedSocialisation And Its Impact On Children s Learning And Development2834 Words   |  12 Pagesperson’s phase of life, the reactions of others influence and modify their behaviour at all times. As a child grows, they advance in different areas and different manners. Each parent socializes their child into their own patterns and instils their own values thus beginning the socialization cycle. In this essay there will be discussions on socialisation and its consequences on children s development and learning. We will further continue our discussions on important factors of socialisation by providingRead MoreProfessional School Counseling3972 Words   |  16 PagesAbstract Over the years experts have studied the history and developmental aspects of the professional school counseling field. 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Essay on Dachau Concentration Camp in World War II

The Holocaust was the elimination of millions of Jews. This terrible incident left many families and innocent people scarred. There were few survivors and most died in very harsh and cruel ways. Dachau Concentration Camp was a very cruel death camp where many Jews were executed during World War II. The Jewish population before the Holocaust was 9,793,700. Though Jewish people were judged for many reasons such as their beliefs or way of life, the Jewish were doing fine and for the most part were happy. Then after Adolf Hitler gained so much power, the Jews began to be eliminated. It all started with concentration camps â€Å"In March 1933, the first concentration camp for political dissenters opened at Dachau† (Bartel 5). Dachau was the first†¦show more content†¦Nine years after Dachau opened, the crematorium area was located beside the main camp. The old crematorium and the new crematorium was included. There was also a gas chamber, however there isn’t any cre dible evidence that the gas chamber in Barrack X was used to murder human beings. The gas chambers were actually for something called â€Å"selection†. Selection was when all of the Jews at the camp would go to the gas chambers to be evaluated. If a Jew was marked down as not strong enough to do work or too sick then they were sent to the Hartheim euthanasia killing center near Linz, Austria. Many Jewish people were killed this way. The crematoria are was also where the SS camp guards would kill prisoners; they would also kill the prisoners at the firing range. Another way that the Jewish People and prisoners were killed at Dachau was when German physicians would do medical experiment on the prisoners â€Å"including high-altitude experiments using a decompression chamber, malaria and tuberculosis experiments, hypothermia experiments, and experiments testing new medications. Prisoners were also forced to test methods of making seawater potable and of halting excessive bleedi ng† (Dachau). During this process there were hundreds of prisoners left dead, or with permanent disabilities. During World War II all of the Jews were forced to do work â€Å"Prisoners were forced to do this work, starting with theShow MoreRelatedThe Role that Other Lesser-known Concentration Camps Play in the Holocaust1377 Words   |  6 PagesAs World War II continued on to in the spring of 1945, the prisoners in the Buchenwald concentration camp in Germany were worn down, starved of food, and weary. See, not many people know about the other concentration camps that took place during the Holocaust. Though Auschwitz and Dachau are the most commonly known concentration camps, the lesser-known concentration camps also played an important role in the Holocaust - such as holding prisoners of war due to their strategic geographic positionsRead MoreDachau Concentration Camp Essay1613 Words   |  7 Pagesthe picturesque city of Dachau, Germany, were completely unaware of the hor rific events about to unfold that would overshadow their city still today. The citizens of Dachau were oblivious that their city was going to become the origin of concentration camps and of the Holocaust, the mass murder committed by the Nazi s in World War II. Dachau Concentration Camp, which would soon be placed on the edge of their community, would serve as a model for all Nazi extermination camps. This perfect prototypeRead MoreConcentration Camp Dachau1078 Words   |  5 PagesThe Dreaded Story of Dachau A concentration camp refers to a camp or closed area where people are detained under brutal conditions usually having no access to legal rights of arrest and imprisonment that would normally be accepted in a democracy. Concentration camps played a large part in the mass killing of Jews in Europe lead by Adolf Hitler. An example of a concentration camp is Dachau. During the World War II, Jews were separated into two groups the healthy and the unhealthy. The unhealthyRead More The Book Thief: Concentration Camps and Death Marches2669 Words   |  11 Pages World War II was a grave event in the twentieth century that affected millions. Two main concepts World War II is remembered for are the concentration camps and the marches. These marches and camps were deadly to many yet powerful to others. However, to most citizens near camps or marches, they were insignificant and often ignored. In The Book Thief, author Markus Zusak introduces marches and camps similar to Dachau to demonstrate how citizens of nearby communities were oblivious toRead MoreTo What Extent Were the Nazis More Evil than Other Genocidal Regimes?1558 Words   |  6 Pagesthey were exterminating. Accounts from soldiers and Jewish people who lived through the Nazi control will be mostly used to evaluate if the Nazis were more evil than other genocidal regimes. Tw o of the sources used in this essay, â€Å"The Liberation of Dachau† by Chuck Ferree, and â€Å"Fate did not let me go† a letter by Valli Ollendorff are then evaluated for their origins, purposes, values and limitations. B. Summary of Evidence The whole program to rebuild Germany was based on the idea that Germany hadRead MoreThe Book Thief By Markus Zusak1549 Words   |  7 Pagestragic period in human history. This book reminds readers of the unspeakable acts that occurred during World War II under the Nazi Regime in Germany. The book focuses on the life of a nine year old girl, Liesel Meminger, living in Germany during this period of history. Markus Zusak was significantly influenced by his parent’s stories of their personal experiences of what living through World War II and more importantly the Holocaust was like for them. Although Liesel herself is a fictional characterRead MoreSynthesis Essay : Viktor E. Frankl1640 Words   |  7 PagesSynthesis Essay Viktor E. Frankl didn’t grow up living a easy life. During World War II he spent 3 years in various concentration camps, including Theresienstadt, Auschwitz, and Dachau. Viktor has a life story to tell. Concentration Camps were a place where large numbers of people, especially political prisoners or members of persecuted minorities, are deliberately imprisoned in a relatively small area with inadequate facilities, sometimes to provide forced labor or to await mass execution. FranklRead MoreGerman History Essay1730 Words   |  7 PagesMost would agree that it is valuable to acknowledge history, whether it be through documentation, education, or architectural preservation. However, history can be complex and ugly, stained by war, genocide, and destruction. Therein lies a philosophical controversy: should these historical â€Å"stains† be acknowledged or buried? What role do these ugly histories have in the development of a society? Within the last century, no nation has been forced to confront these questions on the same scale thatRead MoreHuman Rights Should Be Universal2463 Words   |  10 Pagesdeserve the same equality and therefore treated equally all around the world. There are some countries and regimes in the world that do not care for others and for their rights as a person. When this happens people should unite to stop them. Human rights need to be universal because they affect everyone. For example, Nazi Germany was doing some very unpleasing and terrible things to Europe in the 1930s and 40s during World War II. Because Germany was acting in such a way the United States steppedRead MoreThe Holocaust Of The Jewish Holocaust858 Words   |  4 Pagesthrough the Nuremberg Laws. Several other anti-Jewish laws were established during the buildup of World War II. During these dismal years, countless Jews were sent to â€Å"camps†. These â€Å"camps† ranged from concentration camps, extermination camps, labor camps, to priso ner of war camps. Nevertheless, all of these camps treated Jews inhumanly. Dachau, Germany was the home of one the first concentration camps. It open on March 20, 1933. However, most prisoners during this time period in the Holocaust were