Civil rights play in Don Quixote Essay Example | Topics and Well Written Essays - 750 words

Civil rights play in Don Quixote - Essay Example The role of civil rights is very strong in the work as Don Quixote can be seen as informing people about their civil rights and helping them to face the wicked. The first errand in which Don Quixote gets involved is the knocking down of the monks who are the attendants of a lady. Don Quixote considers them as attackers. Sancho, Don Quixote’s squire gets confused that they will face some adverse reaction from the lady’s attendants but Don Quixote informs him about their civil rights as knights. He matches himself with police officers who have the right to use some violence in order to maintain law (Presburg 56). According to him, knights can be aggressive at times for which, they won’t get punished as they are authorized to use their strength for the safety of common people. Don Quixote attends burial ceremony of Chrysostom who commits suicide for a lady named Marcela. Marcela rejects his love, which becomes a reason for his suicide. At the burial, Marcela appears and informs that she is not responsible for anybody. Don Quixote protects Marcela from the chasing men and threatens that he will kill anyone who will chase Marcela (El Saffer 134). He becomes a guard of the woman and asks her if he can be of any help for her. The protagonist of the work, Don Quixote shows interest in listening to the stories narrated by the characters with whom he meets in his journey and shows sympathy for them (Presburg 59). He meets several prisoners watched over by equipped men and asks the prisoners to inform about them. They all narrate their stories by showing them as innocent people who are maltreated. Don Quixote helps them in their freedom by fighting with the armed men. He shows sympathetic attitude towards each and every person who seems above suspicion. Don Quixote also shows interest in the story of the naked man named Cardenio whom he finds in his way and chases him in order to know about him. When he finds him, he asks

Pastor as Person †A Review Essay Example for Free

Pastor as Person – A Review Essay As the title itself suggests, the whole thrust is on the personhood of the pastor. At the start (Chapter Two), stress is given to highlight the need for new approach in ministry. Although it was not directly stated, the idea was pointed out when Tom, a pastor, received a letter from his alma mater concerning the seminary’s plan to include into its curriculum a subject called The Person in Ministry. As the conversation of the characters progressed, and at the same time their personalities somewhat introduced briefly in chapter one, the theme of the entire book becomes more in focus. Indeed, as Gary L. Harbaugh was trying to highlight from the very outset, even the person behind the pulpit Sunday after Sunday is a real person with the characteristics of a normal human being with almost the same things to cope in life, if not exactly identical. The way the five pastors were presented – Tom Daniels, Joan Russel, Paul Denning, Chris Campbell, and John Jeffrich – in the first chapter seems to stress the fact of the human side of ministers in general. Although the tone of the author, all along, was to paint an honest appraisal of the pastor, and at the same time with the intention of helping his readers realize the impossibility for those among the ordained clergy to perform their lifetime duties effectively without comprehending their frame as human beings, more often than not, the overall expectation from the ministers is very unrealistic. And so, Harbaugh, in this book, incorporated all necessary studies/sciences which for him might yield a more comprehensive and more accurate portrayal of the minister as human specie. Through the lenses of philosophy, theology, psychology, and anthropology, the pastor was presented – not as someone who is above the rest, but someone who is very much like those considered rank and file (Harbaugh, 1985). At the last paragraph of the book, Dr. Harbaugh expressed his hope that upon reading, the reader (presumably, a minister) is â€Å"affirmed† and now having gained valuable insights into his/her personhood, with fresh outlook, the remaining years of ministry will not be anymore burdensome but promising instead. In Chapter Two, Harbaugh highlights the reality that the pastor is not only a spiritual person but physical as well. He experiences stress and at times may be subjected to bouts of â€Å"burnout. † King Hezekiah of the Old Testament was mentioned as an object lesson of a person dealing with stress. The author pointed out that there are correct responses to stressors and pressures, although unfortunately, pastors usually opted for what Dr. Harbaugh called as the pastor’s â€Å"common reactions† to stress. To really experience growth in life and in faith, one has to face his/her responsibilities and do everything within his/her ability to do, and at the same time, one has to accept his limitations that he/she cannot possibly do everything even while doing and employing the best possible means within his/her ability. As Dr. Harbaugh said, using the well familiar hymn, â€Å"Christ is the solid rock on which† ultimately, our â€Å"holistic response to stress can stand. † Moreover, the pastor also is an intellectual being. He thinks. This is the emphasis of the third chapter. While it is true that there are similarities, or things common among those in the clergy, Harbaugh maintains the individuality of the pastor (Harbaugh, 1985). This means that each pastor is different and hence must be dealt with individually. A right balance must be maintained between the pastor’s vocation and his personal/family life. Dr. Harbaugh, in Chapter Four, introduced Ptr. John Jeffrich. Through Jeffrich’s personality, Harbaugh presented a pastor just like anybody else reacting and full of emotions. Indeed, one cannot empathize with others without having gone through the same griefs which other people have gone through. â€Å"Weakness is strength† (Harbaugh, 1985). The remaining chapters – 5 and 6 – are expansions, further explorations of previous chapters. How the pastor should deal with different issues as he/she relates to other people. In summary, the pastor should learn to accept everything that he/she is – with strengths and weaknesses. As a pastor, he/she is chosen by God for the people of God.

The Quantum Brain: Theory or Myth? :: Biology Essays Research Papers

The Quantum Brain: Theory or Myth? The study of neurobiology has long involved the actions and interactions among neurons and their synapses. Changes in concentrations of various ions carry impulses to and from the central nervous system and are responsible for all the information processed by the nervous system as a whole. This has been the prominent theory for many years, but, now, there is a new one to be reckoned with; the Quantum Brain Theory (QBT). Like many new theories, the QBT has merits and flaws. Many people are wholeheartedly sold on it; however, this vigor might be uncalled for. Nevertheless, this could prove to be a valid and surprisingly accurate theory of brain function. One of the most convincing arguments of the QBT is its explanation of how reality is conceived by the brain. Classically, reality should always be changing, even by the slightest notion, and the brain should be aware of these changes as they occur. According to quantum mechanics, this would be impossible; there is no time during which something is changing. Therefore, the brain cannot be in a state of change, it must be in one state or another, there is no in between. The QBT states that our brain takes in reality one moment at a time, it is never in a state where it is observing something change. It observes reality before the change and then after the change and then fuses these two images together in order to make sense of them. One question about the QBT comes when reality itself is considered; "why can't reality be a quantum system?" Well, there are a few explanations. One is that quantum systems are usually very small. Quantum mechanics cannot be used to explain the universe as a whole in all venues, however, can explain the movements of an electron, or the actions of a black hole. Another reason why reality cannot be explained by quantum mechanics is that quantum mechanics call for a holistic interpretation of the system. Reality, then, is much too large for all of it to be encompassed in one interpretation. Non-locality, another feature of quantum mechanics, prevents reality from being explained by quantum mechanics. Non-locality means that distance is not an issue in the effects of one part of a system on another. For example, curtains might not be blowing because your window is open and there is a wind, they might be blowing because somewhere in Russia, a woman is beating her rugs. The Quantum Brain: Theory or Myth? :: Biology Essays Research Papers The Quantum Brain: Theory or Myth? The study of neurobiology has long involved the actions and interactions among neurons and their synapses. Changes in concentrations of various ions carry impulses to and from the central nervous system and are responsible for all the information processed by the nervous system as a whole. This has been the prominent theory for many years, but, now, there is a new one to be reckoned with; the Quantum Brain Theory (QBT). Like many new theories, the QBT has merits and flaws. Many people are wholeheartedly sold on it; however, this vigor might be uncalled for. Nevertheless, this could prove to be a valid and surprisingly accurate theory of brain function. One of the most convincing arguments of the QBT is its explanation of how reality is conceived by the brain. Classically, reality should always be changing, even by the slightest notion, and the brain should be aware of these changes as they occur. According to quantum mechanics, this would be impossible; there is no time during which something is changing. Therefore, the brain cannot be in a state of change, it must be in one state or another, there is no in between. The QBT states that our brain takes in reality one moment at a time, it is never in a state where it is observing something change. It observes reality before the change and then after the change and then fuses these two images together in order to make sense of them. One question about the QBT comes when reality itself is considered; "why can't reality be a quantum system?" Well, there are a few explanations. One is that quantum systems are usually very small. Quantum mechanics cannot be used to explain the universe as a whole in all venues, however, can explain the movements of an electron, or the actions of a black hole. Another reason why reality cannot be explained by quantum mechanics is that quantum mechanics call for a holistic interpretation of the system. Reality, then, is much too large for all of it to be encompassed in one interpretation. Non-locality, another feature of quantum mechanics, prevents reality from being explained by quantum mechanics. Non-locality means that distance is not an issue in the effects of one part of a system on another. For example, curtains might not be blowing because your window is open and there is a wind, they might be blowing because somewhere in Russia, a woman is beating her rugs.

Learning Objectives

Unit 1 Learning Objectives for Course Content Topic: Reading/Listening Strategies 1. Identify which component of the Model of Strategic Learning Reading and Listening strategies fall under and why. 2. Relate reading and listening strategies to the pillars of being a strategic learner. 3. Explain what is meant by reading/listening being a â€Å"constructive process. † 4. Discuss how the three components of constructed meaning — author, reader, and text — influence the reading process. Be able to give examples of each. 5. Summarize the results of research conducted about speed-reading as discussed in your student-reading packet. . Identify the purposes of pre-, during- and post-reading strategies. Be able to give examples of strategies from each category. Topic: Note taking Strategies 1. Identify which component of the Model of Strategic Learning note taking falls under and why. 2. Relate note-taking strategies to the pillars of being a strategic learner. 3. Explai n the Cornell and SUNY methods of note taking. Discuss how using these methods of note taking help a student to be a more active learner. 4. Identify examples of pre-, during- and post-note taking strategies. Also, explain the purpose of each of these categories of strategies. . Demonstrate awareness of which note taking strategies would be most appropriate given specific learning situations. 6. Describe the interaction between note taking and the components of the Model of Strategic Learning: skill, will, self-regulation and the academic environment. Topic: Attitude (ATT) 1. Identify which component of the Model of Strategic Learning Attitude falls under and why. 2. Relate Attitude to the pillars of being a strategic learner. 3. Define and give an example of a â€Å"useful† goal. 4. Discuss how each element of a useful goal can influence a person's motivation to achieve the goal. . Discuss and give examples of goal conflict and goal commitment. 6. Discuss and give examples o f goal ownership. 7. Define and describe the difference between enabling goals, short-term goals and long-term goals. 8. How are wishes and dreams different from goals? 9. Discuss how values and beliefs influence our goals. 10. Discuss and give examples of the three types of goal orientations. Topic: Model of Strategic Learning 1. List and discuss the four components of the Model of Strategic Learning, and give examples of each. Explain how each of these components can contribute to academic success. 2.List and explain the 4 pillars (characteristics) of strategic learners. 3. Discuss why one should strive to be both effective and efficient in learning. 4. Describe the purpose of the Model of Strategic Learning. 5. Discuss and give an example of how the Model of Strategic Learning is interactive 6. Explain which components of the Model of Strategic Learning are or are not generally under the learner’s direct control. Topic: Information Processing (INP) 1. Identify which compon ent of the Model of Strategic Learning Information Processing falls under and why. 2. Relate Information Processing to the pillars of being a strategic learner. . Discuss and give examples of how learning is an active process. 4. Discuss and give examples of the three categories of knowledge acquisition strategies: rehearsal, elaboration and organization. Be able to determine which category of strategies is best suited for a given situation. 5. Discuss how memory works according to the memory continuum. How can we make information meaningful and get it into long-term memory? 6. Explain the difference between fluency and flexibility in terms of knowledge acquisition strategies. How is being fluent and flexible important for strategic learning? . Discuss the difference between â€Å"working hard† and â€Å"working smart. † How do these terms relate to strategic learning? 8. Discuss how your goals are related to selecting information processing strategies. Topic: Self-tes ting (SFT) 1. Identify which component of the Model of Strategic Learning Self-Testing falls under and why. 2. Relate Self-testing to the pillars of being a strategic learner. 3. Describe and give an example of the comprehension monitoring process loop. 4. Discuss what is meant by the term â€Å"triggering event† in relation to comprehension monitoring. 5.Explain the difference between unfamiliar information and unconfirmed expectations. 6. List and define the strategies used for dealing with unfamiliar information and unconfirmed expectations. 7. Discuss why the â€Å"illusion of knowing† can create problems for a student. Topic: Systematic Approach to Learning 1. Identify which component of the Model of Strategic Learning the Systematic Approach falls under and why. 2. Relate the Systematic Approach to Learning to the pillars of being a strategic learner. 3. Name and discuss the 8 steps of the Systematic Approach to Learning. Give examples of each step and discuss wh y each step is important (i. . , what would the consequences be if any one step was omitted). 4. Discuss the difference between formative and summative evaluation. 5. Discuss what a strategic learner should do when he/she discovers a plan is not working. Topic: 5 Types of Knowledge 1. Identify which component of the Model of Strategic Learning the 5 Types of Knowledge falls under and why. 2. Relate the 5 Types of Knowledge to the pillars of being a strategic learner. 3. List, describe, and give an example of each of the Five Types of Knowledge. 4. Explain how each of the 5 Types of Knowledge can be useful when using the Systematic Approach.Topic: Motivation (MOT) 1. Identify which component of the Model of Strategic Learning Motivation falls under and why. 2. Relate Motivation to the pillars of being a strategic learner. 3. Describe and give an example of the two general categories of beliefs (self-sabotaging vs. enabling) one might experience and how these beliefs relate to motivat ion. 4. Describe and give an example of high and low self-efficacy. 5. List and discuss the three factors that influence self-efficacy and give examples of each. 6. List and discuss the factors that self-efficacy influences and give examples of each. 7.Discuss the difference between a) internal vs. external, and b) controllable vs. uncontrollable attributions. 8. Describe and give examples of the four types of attributions and how each relates to motivation. 9. Discuss how attributions interact with self-efficacy. What kinds of attributions are likely to lead to higher self-efficacy? 10. Discuss and give examples of how affect toward learning can enhance or interfere with the learning process. 11. Discuss the difference between internal and external motivation. 12. Describe and give an example of the difference between a student’s attitude and motivation.

Educational inequality and NGOs Essay

You have, perhaps, never heard a discussion or symposium on the topic, â€Å"Men-their role in the society. † The discussion is always about women. Men perhaps, have no role! This is not to say that the men can not do some of the jobs normally done by women. Even today the best chefs are men! The talk of giving equal rights and educational facilities to women goes on all over the world unabated. All the Acts of Parliaments in the world will not bring equality for women. The change has to be achieved within-both men and women. How can you say that women need to be given equal rights? God has created her, given her the status of more-equal. Nobody can take that right away. It is the mother who gives ‘protection’ for the initial nine months to the divine creative force of the future male or female! A female child is victimized at every step of life, from the moment of birth. Women should be the legal and spiritual equals of men. Male and female are alternative beats of the same heart. Discrimination against females contributes negative impacts as for the wellbeing of the society as a whole. The gender differences are transmitted from generation to generation. Their impact varies, softens or hardens, due to various social, cultural and political factors. Basically gender means the biological differences between females and males. â€Å"Gender refers to the meanings that are attached to those differences within a culture. † ( Kimmel p. 3 ). Apart from the biological differences, other differences are human-made. â€Å"Traditional gender ideologies and present changing gender norms affect the way gender is taught through the â€Å"hidden curriculum† found within every classroom today in America. Gender ideologies past and present influence the policies and the economic realities of education in today’s society. Education is one of the leading institutions that teaches and bolsters the gender inequalities which we see in America. † (Our Educational†¦)Even the most enlightened find it difficult to transcend the concept of gender inequality. The thorn will have to be removed by thorn. We say classrooms contribute to maintain inequalities; we also need to understand that the educational system implemented through the classrooms is the ideal place to make a start in educating the gender inequalities. Kimmel writes, â€Å"†¦the message students get, from both the content and the form of education, is that women and men are different and unequal, and that the inequality comes from those differences, and that, therefore, such inequality is justified† (p. 151). As for removing the gender inequalities, NGOs can do a lot in awareness campaigns, running small model schools, but this great social malady deeply impacted by the cultural, religious traditions, can not be set right overnight. The political will of the people of a country to obtain equal opportunities for the subjugated female gender counts much. If one turns the pages of history of gender education, what used to happen a century ago seems unbelievable in the circumstances prevailing today. Stupendous advancement has been made by the female gender in education, and consequently on all fronts. â€Å"When women tried to enter the classroom in 1900 at the University of Rochester, after it opened its doors to women who could raise money to build new dorms and facilities, â€Å"male students responded by stamping their feet, physically blocking classroom doors, and jeering at them whenever they appeared on campus† (Kimmel p. 153). World renowned intellectuals like Rousseau averred that women are created to give pleasure to men. The intervention of the NGOs has softened the attitude of the policy makers to a great extent. Four decades ago, before the 1970s, women had lees openings to obtain a good education. Title IX of the Educational Amendments of 1972, provides an equal opportunity to all in educational programs and activities. â€Å"The average female pre-kindergarten teacher in 1980 earned $8,390, while her male counterpart earned $14, 912. †in USA. (Kimmel, 2000). America has the special gender related problem, closely linked to its racial history of African American community. This is a highly complicated issue that needs to be viewed from attitudes about sexuality, culture, the role of the Black Church, Male dominance within Black communities, which obstructs the progress of women in the field of education etc. â€Å"The process by which Black communities has arrived at its current situation, in which 54 percent of Black children live in single-parent, largely female-headed and less prosperous households, 68 percent of African-American children are born to unmarried mothers and 47 percent of the prison population and 29 percent of those who are confined to mental hospitals are Black. † (Henry, 2007) So much about the global north as for the gendered educational inequality! As for the global south, if we take the example of a developing country like India, women in Indian Society are no better. The conditions are slowly evolving in favor of women and emancipation of women is in sight and that is due to women’s education, diversification of their roles, bar to child marriage, encouragement to widow remarriage, occupational mobility etc. The urban women in India are better placed than their rural counterparts for obvious reasons. Most of the NGOs working in the field of education are established in the urban and metropolitan areas. Whereas the NGOs can not exercise legal powers directly, they help women in making them aware about the existing legal rights. NGOs also play active role in sensitization of Women, Building confidence in women, Change in Social Attitude, Collective Awareness, etc. Conclusion: â€Å"Schools are like old-fashioned factories, and what they produce is gendered individuals,† says Michael S. Kimmel. But hopefully they are changing for the better. Education to women on par with men, may lead to other cultural and social problems. That is another issue. On this factor, women can not be denied their right to higher education. Education is the mainstay on the basis of which many a reformation and rehabilitation programs can be chalked out and implemented for the benefit of women. NGOs all over the world are precisely attempting that. Legislation can extend the helping hand legally. What matters is the change in the male perception and attitudes as for the all round growth of the personality of the female gender.   References: Kimmel, Michael S. 2000. The Gendered Society. New York, NY: Oxford University Press. Henry, Kathy: Gender Talk29 May 2007 †¦ In the African-American studies book Gender Talk, Dr. Johnnetta †¦ how gender inequality affects the entire African-American community. †¦ ezinearticles. com/? Gender-Talk&id=584732 –Retrieved on July 25, 2008

The History and Archaeology of the Silk Road

The History and Archaeology of the Silk Road The Silk Road (or Silk Route) is one of the oldest routes of international trade in the world. First called the Silk Road in the 19th century, the 4,500-kilometer (2,800 miles) route is actually a web of caravan tracks which actively funneled trade goods between Changan (now the present-day city of Xian), China in the East and Rome, Italy in the West at least between the 2nd century BC up until the 15th century AD. The Silk Road is first reported to have been used during the  Han Dynasty  (206 BC-220 AD) in China, but recent archaeological evidence including the domestication history of a series of animals and plants, such as barley, indicates that trade managed by the ancient steppe societies across the central Asian deserts began at least 5,000-6,000 years ago. Using a series of  way stations  and  oases, the Silk Road spanned the 1,900 kilometers (1,200 miles) of the Gobi Desert of Mongolia and the mountainous  Pamirs  (the Roof of the World) of Tajikistan and Kyrgyzstan. Important stops on the Silk Road included Kashgar,  Turfan, Samarkand,  Dunhuang, and the  Merv Oasis. Routes of the Silk Road The Silk Road contained three major routes leading westward from Changan, with perhaps hundreds of smaller ways and byways. The northern route ran westward from China to the Black Sea; the central to Persia and the Mediterranean Sea; and the southern to the regions which now include Afghanistan, Iran, and India. Its fabled travelers included Marco Polo, Genghis Khan, and Kublai Khan. The Great Wall of China was built (in part) to protect its route from bandits. Historical tradition reports that the trade routes began in the 2nd century BC as the result of the efforts of Emperor Wudi of the Han Dynasty. Wudi commissioned Chinese military commander Zhang Qian to seek a military alliance with his Persian neighbors to the west. He found his way to Rome, called Li-Jian in documents of the time. One extremely important trade item was silk, manufactured in China and treasured in Rome. The process by which silk is made, which involves silkworm caterpillars fed on mulberry leaves, was kept secret from the west until the 6th century AD when a Christian monk smuggled caterpillar eggs out of China. Trade Goods of the Silk Road While important to keeping the trade connection open, silk was only one of many items passing across the Silk Roads network. Precious ivory and gold, food items such as pomegranates, safflowers, and carrots went east out of Rome to the west; from the east came jade, furs, ceramics, and manufactured objects of bronze, iron, and lacquer. Animals such as horses, sheep, elephants, peacocks, and camels made the trip, and, perhaps most importantly, agricultural and metallurgical technologies, information, and religion were brought with the travelers. Archaeology and the Silk Road Recent studies have been conducted at key locations along the Silk Route at the Han Dynasty sites of Changan, Yingpan, and Loulan, where imported goods indicate that these were important cosmopolitan cities. A cemetery in Loulan, dated to the first century AD, contained burials of individuals from Siberia, India, Afghanistan, and the Mediterranean Sea. Investigations at the Xuanquan Station Site of Gansu Province in China suggest that there was a postal service along the Silk Road during the Han Dynasty. A growing mass of archaeological evidence suggests that the Silk Road may have been in use long before Zhang Qians diplomatic journey. Silk has been found in the mummies of Egypt around 1000 BC, German graves dated to 700 BC, and 5th century Greek tombs. European, Persian and Central Asian goods have been found in the Japanese capital city of Nara. Whether these hints ultimately prove to be solid evidence of early international trading or not, the web of tracks called the Silk Road will remain a symbol of the lengths to which people will go to stay in touch. Sources Christian D. 2000. Silk roads or steppe roads? The Silk Roads in world history. Journal of World History 11(1):1-26.Dani AH. 2002. Significance of Silk Road to human civilization: Its cultural dimension. Journal of Asian Civilizations 25(1):72-79.Fang J-N, Yu B-S, Chen C-H, Wang DT-Y, and Tan L-P. 2011. Sino-Kharosthi and Sino-Brahmi coins from the silk road of western China identified with stylistic and mineralogical evidence. Geoarchaeology 26(2):245-268.Hashemi S, Talebian MH, and Taleqni EM. 2012. Determining the Position of Ahovan Caravansary in Silk Road Route. Journal of Basic and Applied Scientific Research 2(2):1479-1489.Liu S, Li QH, Gan F, Zhang P, and Lankton JW. 2012. Silk Road glass in Xinjiang, China: chemical compositional analysis and interpretation using a high-resolution portable XRF spectrometer. Journal of Archaeological Science 39(7):2128-2142.Toniolo L, DAmato A, Saccenti R, Gulotta D, and Righetti PG. 2012. The Silk Road, Marco Polo, a bible and its proteome: A detective story. Journal of Proteomics 75(11):3365-3373. Wang S, and Zhao X. 2013. Re-evaluating the Silk Roads Qinghai Route using dendrochronology. Dendrochronologia 31(1):34-40.

Internationalization Strategies The WritePass Journal

Internationalization Strategies Introduction Internationalization Strategies ). The final plan of the open-up initiative further relaxed the number and size of retail outlets that could be owned by foreign companies. In 1993, foreign companies were allowed to open up as many as 20 retail stores with a maximum size of 3,000 sq m. However, it was in 1996, that the FDI policy for the South Korean industry was completely liberalized allowing foreign supermarket giants to expand their international business operations in earnest. Sensing this opportunity, both Wal-Mart and Tesco entered the South Korean market almost at the same time; with both adopting different international business strategies (Retail 360, 2012). Market Entry Strategy Upon liberalization of the South Korean market, Wal-Mart attempted to make its way into the new market by building its own stores in remote urban areas of the South Korean cities where real estate prices were relatively lower than the main commercial centres. It was a clear replication of Wal-Mart’s US strategy of smaller-city store build-up. Wal-Mart succeeded in opening up a total of only 16 stores in all of South Korea; with having only one store in the Seoul metropolitan area. With this, the company failed to achieve the economies of scale. Wal-Mart anticipated that the Korean consumers, like those in the US, would drive to its remotely located stores for bulk price shopping. However, this location strategy proved to be contrary to the South Korean consumers’ lifestyle and shopping behaviours. Korean consumers preferred buying smaller units of goods more frequently and thus favoured accessibility to a store more over bulk price buying (Retail 360, 2012). Unlike Wal-Mart, Tesco took a more gradual path of market entry. Tesco entered the South Korean market through a joint venture with Samsung. Samsung is one of the largest South Korean conglomerates operating across a wide range of business sectors. With this market entry strategy, Tesco benefited from Samsung’s knowledge and know-how of local market and consumers behaviours whilst limiting its focus upon transferring its core retailing skills to the South Korean market. Tesco did not try to replicate its British version of retail business in the new market.   Tesco gradually increased its stake in its joint venture until it acquired 95% of its stake (Retail 360, 2012). Firm Size and Internationalization Management literature prescribes four fundamental business strategies and their coinciding business models for firm operating internationally. These are: Multinational organizational strategy: It resembles a ‘decentralized federation’, wherein each of the foreign subsidiaries of an organization can adapt the company’s products and services and even business strategies,   to meet the local requirements of its international destinations. The head offices of those companies adhering to this strategy presumably maintain only financial controls over its subsidiaries. International organizational strategy: This type of strategy resembles a ‘coordinated federation’ wherein the head office of a business is determined to transfer its knowledge, expertise and technology to its subsidiaries in new markets. The subsidiaries is foreign markets depend upon the headquarters for developing products and services, processes and ideas; although some tasks and authorities are decentralized. The subsidiaries enjoy some autonomy regarding policies and business level strategies. Global organizational strategy: This strategy essentially forms a ‘central hub’ wherein the centre has a stringent focus upon marketing standardized product and services across the globe through a predefined unified strategy. The head office observes a tight control over all the business activities with foreign subsidiaries being strictly confined to the implementation of the policies and procedures of the head office. Their task remains to provide only sales and service. Transnational organizational model: It resembles an ‘integrated network’ wherein ideas and information flows both ways from the head office to the subsidiary and vice versa. This strategy is prevalent in knowledge organizations and information technology firms and knowledge organizations. (Kairimi and Konsynski, 1991; Hill, 2003; Johnson and Turner, 2003) Considering the above theory, business strategy of Wal-Mart in South Korea can be described as being of ‘global organizational strategy’. Wal-Mart, which entered South Korea in 1996, disappointed South Korean customers by sticking to its Western marketing strategies. The company insisted upon focusing more on dry goods, ranging from clothing to electronics, just like its American stores, while its rivals focused more on selling food and beverages which according to experts attracts South Korean customers to hypermarkets/supermarkets. Moreover, Wal-Mart stores followed their traditional store design, making them look too simpler in appearance than its local rivals. Its store simplicity was further marked by its display strategy in wherein it sold its products in boxes, while most of its rivals built eye-catching display with clerks appealing to customers over megaphones and through hand clapping like a traditional street market (Sang-Hun, 2006 a). For instance, Wal-Mart d isplayed fish wrapped in cellophane, disregarding the South Korean custom of buying fresh fish (alive in tanks). Furthermore, by applying US standards to its stores in South Korea, the company failed to alleviate various difficulties faced by its customers. For instance, adhering to the US standards, the height of the shelves at Wal-Mart stores was too high for short South Koreans (Sang-Hun, 2006 b). Meanwhile, the business strategy of Tesco, can be described as that of a ‘multinational organization’. The South Korean subsidiary of Tesco operates with complete autonomy in terms of its business strategy and approach, following an organizational structure of a decentralized federation. This approach is evident from the company’s articulated ‘Homeplus’ stores, which have relatively different features than those of Tesco’s home country stores. The chairperson of the company’s South Korean division appears to formulate and execute its business strategy with a stern local perspective; a key constituent for the business’s success in South Korea. The most critical challenge for any company undergoing international expansion is to take into account the cultural differences between its home and foreign market (see Hofstede, 1991, 2001).  Ã‚   From the case of Wal-Mart in South Korea, it is evident that cultural habits and preferences play the most crucial role in determining the success or failure of a retail food business. In order to overcome this challenge, Tesco adopted a strategy to run its South Korean business in a strictly localized way. Pertaining to this strategy, the company employs a large number of local staff, even at its top most managerial positions. For instance, in 2008, out of its 23000 employees, only four of them were British; one of them being the regional director while the others were positioned at middle management (Davey, 2009). This strategy has proved to be very successful of Tesco. According to Martin Uden, the British ambassador to South Korea, the success of Tesco in South Korea is attributed to its strategy to run the business like a local one. He states that Tesco is just using its general retailing skills to run the company with a Korean approach (Davey, 2009). The company’s Homeplus format of stores is another reflection of its multinational business strategy. The Homeplus format stores are regarded as highly popular cultural centres as they facilitate community education within the premises of the hypermarkets. Overall, Homeplus stores in South Korea have more than 650 classes being conducted simultaneously to a school term in numerous subjects such as English and Chinese, Cookery and Ballet among others. In South Korea, sending children to private tuitions after school hours (called as ‘hakwons’) is a common practice. The provision of community education where children attend regular classes while their mothers occasionally accompany them for shopping is a highly successful approach. Apart from this, the Homeplus format offer sitting, resting and play areas for children. Moreover, instant snacks such as noodles and others are served at the corners of various aisles throughout the stores (Davey, 2009). South Koreans value the street market shopping experience along with the convenience of a hypermarket offered by Homeplus store. Such customer-focused approach which has been very popular in South Korea is achieved by the company’s overall international business strategy. Conclusion The opening up of South Korean market and its favourable FDI policies paved way for the international expansion of large multinational retail chains within the South Korean market. Wal-Mart chose to enter the new market with complete ownership of its subsidiaries, anticipating its success based on its homeland experience. Meanwhile, Tesco treaded the new water more carefully by choosing to enter the new market through joint venture, and gradually increasing its stake in the business. The international business strategy of Wal-Mart and Tesco differed starkly in regard to the South Korean market, with the former adopting a standardized approach, adhering to a global organizational strategy while the latter following a customized approach for the expansion in South Korea, adhering to a multinational business strategy. The standardized approach adopted by Wal-Mart failed to deliver the level of success desired by the company, leading to its ultimate exit from the South Korean market in the year 2006. Tesco, on the other hand, continued to progress and succeed in its South Korean market, acquiring a 95% stake in its joint venture with Samsung. It can be concluded that when there are stark cultural differences within the home country and the new target market, a multinational firm should best adhere to a multinational organizational strategy rather than adhering to a standard global strategy for international business. This is not to say that this perspective is the si ngle factor behind the success and failure of Tesco and Wal-Mart in South Korea. Various other factors usually intertwine to determine the success or failure of a firm in an international market. However, this perspective can be considered as the leading cause behind it.    References Conyon, S. Girma, M. Thompson, S., Wright P.   (1999). The Impact of Foreign Acquisition on Wages and Productivity in the UK; Centre for Research on Globalisation and Labour Markets, School of Economics, University of Nottingham Czinkota, M., Ronkainen, I. and   Moffett., H (2005) â€Å"International Business†, Wiley. Davey, J. (2009) Tesco enjoys a Korea break with Homeplus. 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