Market Entry Essay

Value chain outline Business model restructuration Domestic market 1. Analysis 2. Factors of success 4. International expension strategy 1. Management method 2. Analysis 3. Factors of success 5. 6. Value creation Debate   Top quality products Adapted and productive management style Group capacity to restructure and timulate other companies Value chain analysis & good partnership Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Value Chain Outline Business model restructuration International expension strategy Domestic Market 1984 1988 Zhang become Manager of Quingdao General Refrigiretor Factory Gold medal for product quality in national competition Value Creation 1989 1991 Chinese market face oversupply Diversification through aquisitions (eg, telecommunication, equipment†¦) Debate Raise the price and move to high quality strategy 1998 Operational restructuring Value Chain Outline Business model restructuration Domestic Market Diversification and internal reorganization ? 7 product divisions ? Glocal strategy: ? 4 Group-wide  « Development Divisions  » International expension strategy Value Creation Debate Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Market share in 2004 Refrigerator Washing Machine Air conditioner 28% 18% 30% other ? ? ? By 2002, they accounted for 61% of industry profits. From 1989 to 1996, the number of refrigerators producers :100 to 20 3 Chinese manufacturers = 60% of the market ? Kelon is the main competitor Value Chain Outline ? Business model restructuration Domestic Market After the Chinese entry in WTO: ? new entrants (Electrolux, Siemens†¦) ? Refrigerator unit sales: 31% in 2002 vs 26% in 2001 ? Automatic washing machine: 38% in 2002 vs 31% in 2001. ? Before 2000: ? Core profit ? state-owned department stores ? In 2004: ? individual specialized shops/ private retail International expension strategy Value Creation Debate % Haier’s sales Domestic Chain International chain Licensed dealers Independent retail shops Government purchases. Management method Market responsiveness: focus on meeting customer needs Good after-sale service: offerings that Chinese customers was not accustomed (free replacement, warranty†¦) Distribution network: one single company (Haier logistics) serving the entire group, good network Be cautious: These points can be learnt, copied and imitated by multinationals International expension strategy Value Creation Debate Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy Value Creation Debate Key factor for international strategy Focus on market pressure: choose difficult market (eg. US, Europe)  « If we can succeed there we can succeed in easier market  » ? Look for hard challenges ? Focus on Human Resources assets ? Implement a  « local thinking  » ? Hire Local employees Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation ? Since 1997: Willpower of a global expansion strategy (3third) ? Joint ventures ? Manufacturer of Liebherr (Germany): 8 top ranking ? 1999: Willpower of Haier to make a brand reputation overseas. Difference with the domestic rival Kelon ? Take example of the successful Japanese and Korean model. % of sales in the US an EU Export from China (% of total revenue) 1998 – 3% 2004 – 17% 1998 – 3% 2004 – 8,3% Overseas Made and Sold (% of total revenue) 2002 – 4,6% 2004 – 8,3% 70% of Haier overseas’ revenues come from developed markets Debate Value Chain Outline Business model restructuration Domestic Market.International expension strategy Value Creation Debate Focus on difficult (flat market) and highly competitive markets Penetrate the market with niche products Hire local people Make JV on five continents ? Benefit from existing networks. Pay close attention to market specifications Make  « response speed  » Satisfy customer needs Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Growth leverage Restructuration Differentiation Know How After Sales Management Vision Market responsiveness Distribution Glocal Strategy Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy How would Haier evolve in order to gain more market share internationally and in their home market?

8 Ways to Increase Your Confidence at Work

8 Ways to Increase Your Confidence at Work Think about the most successful people you know. Chances are, the common thread is confidence. Successful people believe in themselves and that confidence helps them to keep on succeeding and succeeding- which, in turn, makes them more confident! Feel left out of the confidence club? Don’t fear. But don’t do nothing either. You can and should induct yourself into the secret society of self-satisfaction. Here are 8 easy ways to do just that.1. Know yourselfTake a good hard look at yourself, first and foremost. Confidence is usually earned, and confident people are just as aware of their shortcomings as they are of their strengths. Get to know your selling points and the areas where you might need work. Do a thorough self-assessment.2. Don’t be a pushoverIt’s important to say â€Å"no† from time to time. Practice saying â€Å"no,† when prudent, and make sure to make your refusals clear. A simple â€Å"No, sorry† is worth a million  "I’m just not sure†¦Ã¢â‚¬ s, and will make both you and the favor-asker feel less stressed and more secure.3. Get in good with the bossIf you have a good relationship with your boss, great. If not, try to strategize how you might repair the relationship and start over on a better foot. Otherwise, the stress will be a huge drain on your energy and your self-esteem, both in the office and at home.4. Set a bunch of smaller goalsConfident people are always winning, even in small increments. Challenge yourself constantly and, more often than not, you’ll succeed. Celebrate these small victories both because you deserve to and because you’ll get into the habit of succeeding. Before you know it, you’ll be used to winning too.5. Get a mentorA good mentor can help you advance in the course of your career, making small corrections to steer you straight. They’ll tell you where you’re coming up short, but they’ll also give you a pat on the b ack when you deserve it. And pats on the back build confidence!6. Work outSeriously. Exercise creates endorphins. It also makes you feel more capable emotionally, socially, and professionally. If you can work out regularly and push yourself, you’ll feel like you can translate those skills out of the gym and into your work.7. Play dress upPeople are judgmental. They do pay attention to how we present ourselves physically. Try dressing a bit smarter, but make sure to choose clothing that reflects you and your style. Be neat and tidy and make the extra effort. The compliments alone will boost your confidence.8. Don’t be a jerkIt’s important to be assertive, but make sure not to overcompensate with aggression. This means keeping your insecurities in check. Once you learn this delicate balancing act, you’ll be well-equipped to wield your new confident self with ease.

Strongest Predictors of Marketing Success With Jordan Loftis [PODCAST]

Strongest Predictors of Marketing Success With Jordan Loftis [PODCAST] What separates successful marketers from those who struggle? Have you ever wondered? Finding out is the key to effective marketing. Relying only on anecdotes isn’t effective; you need to have actual data. Today we’re going to dive deeply into the topic with Jordan Loftis, the content marketing strategist here at . Armed with his insights, you’ll be able to make decisions based on what really works and what doesn’t. Get ready to glean the wisdom you know to decide what to do to be most effective! What Jordan does at as the content marketing strategist. Information about the 10x vs 10% framework and how it helps marketers prioritize what to work on next. Why Jordan took on the huge project of surveying 1,600 marketers to compile a report on the state of marketing strategy, as well as some of the findings that surprised Jordan. Why documentation of a marketing strategy is vital to success. What Jordan found out about goal-setting when it comes to marketing, including the â€Å"trifecta† of documentation, goal-setting, and success. How often the most elite marketers conduct research. Jordan’s best advice for marketers: Embrace reality and learn to enjoy being proven wrong. Links: State of Marketing Strategy Report (free download) Joe Pulizzi on documenting your marketing strategy The Power of Habit If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Jordan: â€Å"Our main job is to create the best content on the Internet to help marketers solve problems and just do awesome work all the time.† â€Å"There’s a huge correlation between being successful and documenting your strategy.† â€Å"You can’t just create awesome content you have to create the right kind of awesome content.†

Primate communication and language Essay Example | Topics and Well Written Essays - 1250 words

Primate communication and language - Essay Example One research shows one primate seeking the help of another primate to increase the communicating primate’s groom activities. The young primate gives a happy inviting sound to other young primates to play among the trees. One research shows the playing young primate raise their arms to indicate they want to play with the other nearby young primates (Pika 41). The research shows one playful chimpanzee poked the other young primate. The poking was a clear signal that the poking chimpanzee was inviting another chimpanzee to play. The communication language helps the nonhuman primates adapt to different environments. In the caring for the young environment, the researchers observed that the mother apes communicated by nodding their heads, similar to human nodding of heads to say no. The primate mother nods to stop their babies from playing with their food. The water seems to persuade the baby to eat the food. When the mother ape was climbing a tree with her baby hanging to her back for safety, the mother used this environment to shake her head as she looks at her baby. She communicates to the baby to stop her from climbing the tree. The mother fears that the baby may fall from the tree and crash down to her death. In another Arnhem Zoo research, the ape researcher observed during a close family get together environment that the mother shook her head. The mother is communicating to her baby not to approach a mad or bad mood male chimpanzee. The mother fears that the male chimpanzee may physically hurt the baby during times of anger, stress, or in a bad mood (Boos 278). The male chimpanzee may bring out his anger on the innocent and knowledge-wanting baby chimpanzee. During the environment of mating, the male gorillas hoot to make love overtures to their female gorilla members. The apes howl their message across to their group members. In another 2007 nonhuman primate survival research, the researchers observed that the young chimpanzee asked for food

Poverty in politics Research Paper Example | Topics and Well Written Essays - 1750 words

Poverty in politics - Research Paper Example Empirical research evidence indicates that the united state political system had played a significant role of escalating cases of poverty and hunger across the entire economy. Whereby, instead of establishing measures that can help to address the issue of hunger and poverty. The United States political system tends too busy in executing policies that are jeopardizing the standards of living. For example, the government spends substantial amount of financial resources in Military rather than using this funds to execute programs that can improve both social and economic welfare of its citizens (World Hunger Information Service, paras1-2). Some of the methods used in carrying out this research include the application of case study research design whereby, the united state was selected out of 10 most economically powerful states, like China, Japan, Japan, Spain, Canada, Germany, Italy, United States, France and Russia. The united state was selected out of the above mention states using S imple random sampling techniques. Simple random sampling was utilized because it gives each element equal chances of inclusion into the study. Secondary research was, utilized in carrying out research on how poor politics in the United States led to escalating levels of poverty. ... d quantitatively (Sreenivasan and Jyotsna,pp.76-89) Therefore, the study of this topic is important because it helps to gain an insight on the aspects of poverty in the United States as well as measures that can be put in place to address this problem. Additionally, the study of this topic is important because it indicates ways in which government officials, agencies, and policies affect poverty /have led to an increase in poverty levels. The topic had had further explained the impact of poverty in the United Stated as well as measures that can be put in place to address poverty problems. In addition, the study of this is important because it provides fundamental basis for further research. Literature Review Aspect of the politics of poverty in the United States Poor political and economic policies have been highly attributed to be the main cause of an increase in the levels of poverty among the United States citizens. Some of the main aspects of politics of poverty include: The unit ed state has loosely organized political system that fails to address social and economic problems facing the U.S citizens. For example, the united state has only two political parties that are not well structure. This means that there are no enough watchdogs to scrutinize how the government is spending public resources and hence, the federal government tends to spend public financial resources in activities that bring fewer benefits to its citizens. In above connection, the united state political system had failed to address the issues facing its people but instead the federal government has been reported to make the situation even worse (Rector and Rachel,P.1-3) Empirical research evidence indicates that half of the United States budget tends to be allotted to ministry of security and

Teenage Drinking Essay Example | Topics and Well Written Essays - 1000 words

Teenage Drinking - Essay Example One argument for teenage drinking is based on the fact that at the age of 18 individuals are already legal adults and can marry or get married, have a say in elections through voting, adopt children, drive vehicles, procure abortions, serve on juries, fly airplanes, hold important public offices, serve imprisonment and even capital punishment and sue or be sued in court, yet they cannot drink until they are 21 years old. This can only be termed as hypocrisy especially considering that one acquires a driving license at 16 years and can be entrusted with a gun for hunting at the tender age of 12 years while they cannot be entrusted with drinking (Hanson). There is also the view that prohibition of teenage drinking in public places has resulted in teenagers hiding and drinking in unsupervised places and maximizing such opportunities through binge drinking which has far serious health effects. Lowering the drinking age may have the effect of removing the taboo tag on alcohol and thus rem ove the thrill that drives teenagers towards alcohol and breaking the law. This will result in reduced binge drinking and moderate teenage alcohol consumption (ProCon). Bryson weighs in on the debate with the view that at the age of 18 one can not only represent the country in war but also work at a beer/wine/liquor distillery besides owning a bar among numerous other adult rights and freedoms such as paying taxes, act and access pornography, engage in commercial sex activities in some states, sign legal contracts and run for most political offices while being forbidden to drink. This is tantamount to treating the adults of 18-20 years as second class citizens. Besides all these, the drinking restriction has not served its purpose as evidenced by the amount of unstoppable drinking occurring at college level. Studies also indicate that there are no significant differences in harm caused by alcohol between an 18 year old and a 21 year old. Arguments against Teenage Drinking: Alcohol d rinking has been shown to have serious medical complications in teenagers especially when they engage in binge drinking. These include brain damage which is a consequence of the neurotoxicity of consumption of large amounts of alcohol and fears are that such brain damage may be irreversible. Comparative studies indicate that drinking teenagers have impaired memory and limited cognitive skills as compared to non-drinking ones. Teenager’s brain is not structurally fully developed hence teenagers are at higher risks of damage in comparison to adult brains (IAS 3; CADCA 1; Trudeau). Johnson (2) identifies alcohol as a major contributor to juvenile delinquency stating that such teenagers are more likely to bear guns and other weaponry, damage property, commit rape and assault among other violent conduct and illegal acts. A closely related consequence of teenage drinking is engaging in abuse of other drugs including drugs such as marijuana, inhalants, cocaine and smoking (CDC Facts heet; Hitti). Such drugs not only create problems with the law but also health and mental problems alongside drop in performance in schools. This is a scenario which results in cross-over youths which referring to youths causing concerns across multiple systems such as counseling, juvenile criminal justice, education and health.

Repressive And Ideological State Apparatus Cultural Studies Essay

Repressive And Ideological State Apparatus Cultural Studies Essay Althusser (xxxx) points out that, to assure its existence and continuity, every (industrialized) social formation must reproduce the conditions of its production at the same time as it produces. Therefore, societies must be able to reproduce and maintain their productive forces as well as the exiting relations of production. He makes clear that, in order for these processes to be successful, capitalist societies put into operation (repressive) state and ideological state apparatuses. On the one hand, departing from stringent Marxist ideas, Althusser states that the repressive state apparatus is embodied by the prison , the courts, the police, the army, etc. which ensure the domination of the bourgeois capitalist society over the working classes by securing the political conditions of the reproduction of relations of production so the latter is subjected capitalist exploitation. This apparatus function mainly by violence, which not necessarily always take physical form. In other words, force is used to obtain compliance in the society (Francis, 1995). However, a distinction is made between state apparatus and state power, being the latter related to the objective of the class struggle while the former is the concerned repressive actions and may survive circumstances affecting the tenure of the state power. On the other hand, ideological state apparatuses (ISAs) refer to a body of specialized institutions including the church, the educational, the family, etc. the communications which function predominantly by ideology, and secondarily, by repression since school and church often apply mechanisms of repression such as punishment, expulsion, selection, etc. According to Althusser, ideology functions or acts by recruiting and transforming every single individual into subjects in a process is called interpellation. At the same time, ideology allows mutual recognition among subjects and, eventually, the subjects recognition of himself, which assures that the subject freely recognizes and accepts his own subjection to a meaningful, natural and commonsensical way of viewing the world. McLaren states that ideology can be described as the intersection of meaning and power in the social world where rituals, social practices, values and beliefs are seen as common sense. Extending this idea he adds that: (Ideology) produce(s) in the individuals distorted conceptions of their place in the sociocultural order and thereby serve to reconcile them to that place and to disguise the inequitable relations of power and privilege. In spite of their differences, the unity of the ISAs is secured as long as they work under the principles of the ruling ideology as the ruling class has the power of the (repressive) state apparatus so it is acceptable that this same ruling class is active on that Ideological State apparatuses insofar as it is ultimately the ruling ideology which is realized. As long as the (repressive) state apparatus is unified under the leadership of representatives of the classes in power the ISAs are relatively autonomous and provide a buffer zone to mitigate the clash between capitalist and proletarian classes. Therefore, the (repressive) state apparatus provides a shield for ISAs, which concentrate the ruling ideology, to largely secure the reproduction specifically of the relation of production. The Educational State Apparatus Althusser special attention to Educational state apparatus and puts forward the idea of school as the dominant ISA due to its paramount role in the reproduction of the relations of production. This apparatus has been installed by the bourgeoisie, the author explains, to replace the previously predominant ISA: the church the reason for this is that school has replaced church in its functions. He states that the power of this ISA resides on that no other ISA has the obligatory function of leading the children at their most vulnerable age, squeezed between family and school, into the capitalist social formation during such long periods of time weekly. It is by transmitting the skills and knowledge necessary for workers to adjust to their role in capitalist mode of production (Francis, 1995) and producing marketable knowledge (Phillipson, xxxx) that the relation between exploiter and exploited is intensively reproduced. School appears as a neutral environment where parents can endeavor their children to free and conscious teachers for them to lead students along a path of liberating virtues. In other words, school fulfills three basic functions in capitalist societies: economic-reproductive, ideological (inoculation of values, attitudes and beliefs) and repressive (the imposition of sanctions for not accede the demands of the school) (Phillipson, xxxx). Hegemony Antonio Gramsci (as cited in Stillo, 1999) develops the concept of hegemony departing from the Marxist concepts of base/superstructure, economic determination and class struggle. However, he considers these ideas as overly deterministic and focuses on the superstructural institutions where political and ideological institutions as well as the hopes, dreams and culture of a society can be found, i.e. ,as McLaren (2003) states, hegemony could not do its work without the support of ideology. Gramsci states that the supremacy of the bourgeoisie is based on two equally important concepts, these being the economic domination and intellectual and moral leadership. He claims that class struggle must always involve ideas and ideologies, which would make the revolution or prevent it. Furthermore, Stillo (1999) states the Gramsci recognizes the importance of the human agency since economic crises by themselves would not subvert capitalism and builds up a more dialectic than deterministic theory stressing the autonomy, independence and importance of culture and ideology. Stillo (1999), on referring to Gramcis theory discuss that the concept of hegemony as a process where the ruling class persuades subordinated classes to accept its moral, political and cultural values. Hegemony, in this sense, can be understood as a set of ideas by means of which dominant groups strive to secure the consent of the subordinated groups to their leadership. In other words, hegemony is a struggle in which the dominant win the consent of the oppressed, with the oppressed unknowingly participating in their own oppression (McLaren, 2003). However, consent in not always achieved peacefully and may combine coercion with intellectual, moral and cultural inducement In other words, social control be sustained in two ways: coercive and consensual. While the latter is exercised by direct force and threat, the latter arises when the individuals voluntarily assimilate the worldview of the dominant group. Dominant groups will provide the symbols, representation and social practices i n such a way that the unequal relations of power remain hidden (McLaren, 2003). Thus, the oppressed Furthermore, hegemony must be constantly renewed, re-negotiated and can never be taken for granted. In fact, during revolutionary scenarios, the function of the hegemonic does not disappear but changes its character (Stillo, 1999). In this fashion, hegemony goes beyond culture and ideology. Culture represents the way in which men and women define and shape their lives, while ideology is a system of values and meanings projects a particular class interest, thus the form in which consciousness is at once expressed and controlled (Stillo, 1999). Strinaty, 1995: 168-169) holds that Hegemony operates culturally and ideologically through state ideological apparatuses which characterizes capitalist societies and that these institutions namely the church, the family, the school, popular culture, etc. are determinant in the construction of our beliefs, identity, opinions under the rule of a dominant common sense. In other words, hegemony is entirely related to the issues of ideology and is itself ideology that has been institutionalized and legalized by ruling classes (Cheng Hsiao, 2001). English Language and cultural hegemony. As described above, the dominant culture is able to exercise its domination through over the subordinates classes or groups through hegemony (McLaren, 2003). That is, a struggle in which the dominant classes win the consent of those oppressed with the latter unknowingly participating in its own oppression. Here dominant culture refers to a set of practices, ideologies, and values that asserts the interests and concerns of the social class in control of the material and symbolic wealth of society. McLaren (2003), states that dominant cultural forms are referred as those symbols and social practices that express the dominant cultures way of shaping their lives and make sense of the world. Cultural forms include music, clothes, food, religion and education as well as television, films and video. Extending this idea, he suggests that it seems central to link the concept of dominant culture and its cultural forms with wider structural scope: Cultural forms dont exist apart from sets of structural underpinnings which are related to the means of economic production, the mobilization of desire, the construction of social values, asymmetries of power/ knowledge, configuration of ideologies, and relations of class, race and gender In this view, language becomes a key element for the transmission of the dominant culture, and its correspondent cultural forms, to the subordinated classes. The learning of English unavoidably brings with it an invasion of Western Culture (Qiang Wolff, 2004) as well as fosters western countries cultural, economic and political domination that goes hand-in-hand with the language that encodes the cultural practices that it helps to sustain. Reinforcing this idea, Whorf (1986) states that the structure of language directly influences how speakers will understand and organize the world around them and contributes enormously to the formation of personal and cultural meanings and identity. But for these aspects to remain hidden, English language needs to be divorced from cultural and social matters and be presented as non-political, divorced from wider social, educational and cultural issues (Phillipson, xxxx). This makes of English a marketable, standard product focused on technical and pedagogical aspects, which allows cultural hegemonic matters without scrutiny. Another aspect that contributes to the hegemony of the dominant culture is the intimate relationship between English Language and economic prosperity. Gaffey (xxxx) suggests that the success of English worldwide relies on that learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. English also promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively. Furthermore Pennycook (xxxx) explains that: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of the centre is transferred to English Language. Furthermore, she asserts that when non-English speakers realize about the economic benefits of speaking English, such us higher paid jobs, they are induced to accept the language as a possibility of better life. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests (Gaffey, xxxx) Hence, English language becomes the vehicle that allows the dominant culture to become hegemonic since dominated classes voluntarily accept not only the language, but the dominant culture which the language brings with it through the operation non-coercive forces in view of becoming part of prosper, modern world. English Linguistic Hegemony. As stated above, ideology is a constituent element of hegemony and latter cannot function without the former. A comprehensive definition of linguistic hegemony is offered by Wiley (2000): Linguistic hegemony is achieved when dominant groups create a consensus by convincing others to accept their language norms and usage as standard or paradigmatic. Hegemony is ensured when they can convince those who fail to meet those standards to view the failure as being result of the inadequacy of their own language. Ideological structures supported by the dominated are vital for the operation of hegemony. Thus, non-coercive forces are to be present in the process of internalization of the dominant group ideas by the dominated and legitimated through the Ideological states apparatuses. Suarez (2002) Linguistic hegemony is asserted and legitimated when the dominant language is promoted as a way of getting social, cultural or economic benefits out of its use. For example, Gaffey (xxxx) suggests that the success of English worldwide relies on that the sole act of learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. These ideas are enthusiastically supported by the benefits that monolingual communication may bring about due to the link that exist between communication and financial success. At the same time, English promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively through pop-music, films, television and magazines. Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of th e centre is transferred to English Language A theory that reinforces the hegemonic conception of English is Bourdieu à ¢Ã¢â€š ¬Ã‚ ¦.. Pennycook (1994) draws from Ndebele (1987) to support this view that English produces and reproduces à ©lites who consistently profit from knowing that language: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) These à ©lites are mostly people for whom English is the first language. However, a large number of non-native English speakers are convinced that by learning English they will enter the inner circle of those with very real economic and political advantages. ( no iria) ELT Ideology (also include something from Trojan horse article) However, although ELT ideology relies on its benefits, there are corresponding inferred threats that negative consequences will result from a failure to convert to the dominant (ELT) ideology, which are used to enhance the desire for learning the language (Gaffey, xxxx). For example, negative minority languages might be associated to poverty and conflict, which might be interpreted as disadvantages in accessing educational and economic resources. Furthermore, it may argued that success of ELT ideology, also remains in the asymmetrical relationship that exist between the centre and periphery regarding authority in the production of ELT material and immaterial resources. The former being books, teaching positions, etc. while the latter includes ideas, teaching principles and pedagogy that the periphery should seek as the norm imparted by universities and experts of the centre (Phillipson, xxxx). This unidirectional flow of information, which eventually poses English as dominant a language, is legitimized by anglocentricity and professionalism. Anglocentricity refers to the representation and functions of English, i.e. where English can lead people to. Professionalism includes the whole body of techniques, methods and procedures, which are constantly renewed to maintain the periphery in a dependant situation. In other words, ELT professionalism and anglocentricity discourse disconnects culture from structure by presenting ELT as neutral and non-political, thus becoming a marketable, standard product worldwide focused on a technical approach to ELT, divorced from wider educational issues (Phillipson, xxxx). This narrows ELT spectrum to procedural and pedagogical matters, but leaves aside social, cultural and political issues (Phillipson, xxxx), which allows ideological matters without scrutiny. ELT Hegemony (anda a finding the path y dejate de joder) As discussed above, the concepts of ideology and hegemony and close intertwined, being latter a constituent part of the former. Phillipson (xxxx) states that ELT hegemony can be understood as: referring to the implicit and explicit values associated, beliefs, purposes, and activities which characterize ELT profession and which contribute to the maintenance of English as a dominant language Williams (as cited in Phillipson, xxxx) also suggests that this term is more useful than ideology since the hegemonic ideas associated with ELT are just not a deliberate manipulation but a more sophisticated and complex set of personal and institutional norms and experienced meanings and values. Phillipson (xxxx) proposes that these concepts are part of the base as well as the superstructure since they arise from an economic conception of ELT based on institutions, publishing houses, project funds, and ultimately the mode of production which these are an outcome of, and from the consciousness of the ELT profession which are intellectual manifestations evolving from dialectic interaction with the economic base. Furthermore, Tsuda (2008) claims English Language Learning hegemonic position is also reflected in the threats that ELT represents to other languages causing differences between those who speak the language and those who not, the former having more resources and power than the later who is usually discriminated. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests. ESL Teachers and textbooks Tengo que escribir sobre los teachers y los textbooks. Garigner (lo que respecta a los concejos que da para elegir libros), + book + giroux. Es decir, tengo que explicar cual es la funcià ³n del teacher en la relacià ³n con el libro. ELT materials Here I will comment on the publishing houses. Tengo que decir que los libros son esenciales para la reproduccià ³n de las condiciones de produccià ³n asà ­ como para la diseminacià ³n y ejercicio de la hegemonà ­a del centro. Tambià ©n contenido ideolà ³gico en imà ¡genes. Tambien hacer diferencia entre ideologà ­a y hegemonà ­a. Despuà ©s de todo estas estudiando hegemonà ­a en estos contextos. Influence, power and control are all legitimate and complementary interpretations of what hegemony means and how it plays itself out in our lives. While ideology is the direction in which these are orientated. State and ELT in Capitalist Societies. (agregar lo de Penny cook CDA acritical introduction social and cultural reproduction in schooling) As discussed above, state plays a decisive role in reproduction of relations of production of Capitalist societies in which schools are to impart education that contributes the continuation of the modes of production by generating and distributing knowledge which is useful and marketable Phillipson (xxxx). In fact, it is the state the one which ensures the reproduction of knowledge and skills reproduced in schools. Therefore, being ELT organized by the state it turns to be relatively simple to scrutinize how ELT serves the three main functions of education: economic-reproductive, ideological and repressive. The economic-reproductive function of ELT education is based on that English Language qualifies people to build up a nation and provides people with the tools to operate the technology the English provides access to, and which the state has decided to embrace. Hence, ELT brings a nation the possibility of becoming part of the globalization process, thus obtaining profits coming from the participation on trade, business and technology. In fact, Phillipson states that this is what language skills, such as those specified in syllabuses, are to be used for. ELT ideological function within schools since, as Phillipson (xxxx) proposes, English is to bring modern ideas and to be a channel for interpersonal, social and cultural values and a getaway for communications, better education, and so a higher standard of living and better understanding. Language is critical in defining individual identity, culture and community membership (Phaahla, 2006) so the learning of English also contributes to the formation of particular cultural meanings thus helping to the dissemination of western ideologies making us blind to structural realities (Phillipson, xxxx). The repressive function of English at school is performed when students are not allowed to apply their own language, thus limiting their communication within the classroom only to the target language. The repressive effect is more profound when English is applied for Education in subject rather than the language itself (Phillipson, xxxx)