Contrastive analysis

Contrastive analysis Contrastive analysis(CA) is a method to distinguish between what are needed and not needed to learn by the target language(TL) learner by evaluating languages (M.Gass Selinker, 2008). In addition, CA is a technique to identify whether two languages have something in common, which assess both similarities and differences in languages, conforming to the belief in language universals. (Johnson, 1999). Both statements indicate that CA holds a principle which is important in order to identify what are required by the TL learner to learn in TL and what are not. If there is no familiar characteristic in the languages, it indicates that the learner might have difficulty in learning the TL. While much could be said about comparing languages, a more important aspect is about the influence from TL in first language (L1). â€Å"Contrastive analysis stresses the influence of the mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that second language would be affected by first language† (Jie, 2008, p. 36). On the same score, Wardhaugh asserts that first language of TA learners can clarify all â€Å"errors† that are constantly made them. These arguments prove that the errors make by the TL learner are explainable in the L1. Indeed, this idea is conformed to the rule of CA, which believes in language universal. However, this analysis has disadvantages. In Susan M. Gass and Larry Selinker words, they believe that this analysis is questioned because of the concept of difficulty as the basic theory of the CA is concerning the difficultness. If an error is made by a person, this shows that the person has a problem in some area, not because of the native language. Thus, we cannot presume that fluency of a target language learner is depending on the nature of L1. There are more aspects that related to this matter. â€Å"There are other factors that may influence the process of acquisition such as innate principle of language, attitude, motivation, aptitude, age, other languages known†¦Ã¢â‚¬  (M.Gass Selinker, 2008). Next, CA cannot detect some difficulties experienced by the TL learners. For example, â€Å"Je vois les/elle/la/le† . â€Å"I see them/her/her/him† (this phrase is impossible in French) (Choi, 2009). Error analysis (EA) is â€Å"a type of linguistic analysis that focuses on the errors learners make† (M.Gass Selinker, 2008). This analysis is almost the same with the weak version of CA which is comparing the errors which made by TL learners. However, EA is not evaluating the errors with TL native language (NL), but it compares with the TL. â€Å" Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use account for errors, as the latter only attributed errors to the native language† (M.Gass Selinker, 2008). I do agree with Gass and Selinker because as Corder (1967) says that by producing errors, it shows that the learners are progressing and participating. This statement is supported by the interlanguage theory, as according to Christina Gitsaki; â€Å"†¦interlanguage is seen as a kind of interim grammar gradually progressing towards the target language grammar† There are two categories of sources of errors which are interlingual and intralingual. Interlingual errors are kind of errors produced because of influence of the NL. Intralingual error happens when learners try to make a new rule for the target language. Example of interlingual error is, the word â€Å"rumah-rumah† in Malay Language can be said in English as â€Å"houses†. However, the learners would say as â€Å"house-house†. The TL learners mixed the lexical from the NL with the TL. Example of intralingual error is the word â€Å"telah† in Malay Language represents â€Å"was/were/had† in English. That is no doubt that a Malay learner would construct a sentence like this, â€Å"She were playing badminton† (wrong) â€Å"Dia telah bermain badminton† â€Å"She was playing badminton† (correct) The first sentence happens because there is no past tense marker in Malay language. So it becomes a problem for Malay learners since the TL and NL share different tenses. EA gives an important role because it makes the errors not as unwanted but as guidance to assess how the learners progress in TL. It also detects lots of errors, more than CA does. EA also recognizes the learners acknowledgement of language system. Besides, it also can categorized errors made by learners according to a system. However, EA is totally depends on errors made by learners. It is also cannot explain about what are classified as errors and non errors. In addition, EA as a mode of inquiry was limited in its scope and concentrated on what learners did wrong rather than on what made them successful (Larsen-Freeman, 1991). This shows that EA cannot cover lots of aspects since it is bounded by its range and errors are temptation for error analyzer. Statements a) There may be covert errors, A classic example from Corder (1981) is the German speaker who says â€Å"You must not take off your hat† when the intent is â€Å"You dont have to take off your hat†. In what sense is this error? In what sense it is not? According to Joachim Wagner (2007), James (1998) uses the term covert error to describe a genuine language error which results in a sentence which is syntactically well-formed under some interpretation different from the intended one. This means that there is no wrong about a dubious sentence but the understanding by both speaker and receiver are important. The statement â€Å"You must not take off your hat† is not wrong in the sense of German speaker but in English, the choice of the word or modal verb is wrong. The modal verb â€Å"must not† is not appropriate in this context. That modal verb means to prohibit or disallow the action of taking off the hat. The German speaker, literally, wants to say that the person does not have to take off his hat. However, instead of trying to convey a positive transfer sentence, the German speaker makes a negative transfer sentence. According to Jie (2008): â€Å"In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastingly, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2, and learners would transfer inappropriate properties of L1† In other words, the German speaker forms a sentence in English, which has the same properties with the German language but unfortunately, the sentence is wrong in the sense of CA. Error in this statement can be referred to the L1 speaker. In Robert Lados words (1957:p.2): â€Å"The ‘fundamental assumption is transfer; ‘individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture†. I agree with Robert Lado since the German speaker tends to use direct translation if both languages properties are same to make a complete sentence. In this context, both German Language and English have the same grammatical order. For example, in German Language and English, the word order is subject + verb + other elements sentences. 1. er schlagt mir. (Subject) (Verb) (Other element) 2. He beats me. (Subject) (Verb) (Other element) Because of the structure similarity between German language and English, there is no syntax problem. Though, in the context of lexicon, the German speaker seems to confuse because in German language, there is no auxiliary verb â€Å"do†. German language only has â€Å"must† and the German speaker uses â€Å"must† as the word is quite similar to â€Å"do†, in his or her judgment. This error also happens to a Malay leaner. In Malay language, â€Å"tidak† is represented by â€Å"is not† and â€Å"do not†. For example, in Malay, the sentence, 1.â€Å"Dia tidak sempurna† (Subject) (Negation) (Predicate) Is written in English as 2.â€Å"He is not perfect† (Subject) (Negation) (Predicate) However, because of there are two negations that represent the word â€Å"tidak†, there is no doubt the sentence below, will be produced by Malay learners. 3. â€Å"He does not perfect† (Subject) (Negation) (Predicate) The first statement is logical but the second statement shows that errors and transferred inappropriate properties those made by TL learners because of the differences between the L1 and the TL. Clearly, the German speaker is struggling in choosing the right vocabulary although the error does not give an obvious picture of the difficulty. This is because, in his or her point of view, the usage of â€Å"must not† is correct even though the sentence has covert error. However, this justification cannot measure the degree of difficulty that the German speaker has. We cannot say that the German speaker is weak in English and not progressing. This error shows that the German speaker is in the process of improving his or her target language. From EA point of view, the German speaker made an intralingual error. The German speaker made an error in his or her sentence because of native language influence. He or she over generalizes the function of modal verb to make this sentence. Overgeneralization means â€Å"The introduction of a nonstandard or previously non-existent spelling or verb form when a speaker or writer makes an analogy to a regular spelling or a regular verb† (Wheeler, 2009) â€Å"You do not have to take off your hat†(correct sentence) â€Å"You must not take off your hat†(Over generalize the modal verb function) The German speaker believes that the statement is grammatically correct. The German speaker tries to simplify his or her task by employing this rule. He or she makes his or her own analogy by taking words that do not carry contrast for him or her. However, due to cross linguistic action, the modal verb being used is wrong, in terms of its function. In addition, this speaker seems that he or she does not master the function of the modal verb although the sentence is correct, literally. Besides, the German speaker does not know the correct modal verb in English to carry his or her intentional meaning. As a result, an ambiguous sentence has come out although the German speaker intention is to give suggestion. This also happens to Spanish learners. They would say 1. â€Å"He went to the market and buy a chicken† instead of 2. â€Å"He went to the market and bought a chicken†. They choose wrong tense and alter the word meaning. b. It might be more appropriate to talk about TL-behaviour. The fact that a learner has produced a correct form/sentence in a language does not necessarily mean that it is right. Target language like behavior from the grammatical point of view is happen when target language learners construct a sentence or a phrase because they have learnt the target language grammatical rules. However, the construction of sentence might or might not correct. As example, Malay learners would create a sentence like this â€Å"I eated the fruit† instead of â€Å"I ate the fruit†. From CA point of view, this error occurs because past tense is a new category for Malay learners. Although, the learners seem alert with the past tense rule which is -ed and subject verb agreement but they forget about past irregular form. They think that they have mastered the rules but they forgot about irregular verb rule. However, CA does not explain about the difficulty from the target language point of view. CA cannot give the correct degree of difficulty. Moreover, from the speakers perspective, they might think that the sentence is no wrong even with the covert error. So, we cannot say that the speakers are having difficulty to understand the rule since they can produce a correct form of sentence but with covert error. On the other hand, from error analysis point of view, a sentence like â€Å"You must not take off your hat† evens the intention of the speaker is â€Å"You do not have to take off your hat† is correct. The structure of the sentence is correct and there is no mistake produces. However, the meaning of the sentence is distorted. This is because, error analysis is totally depends on errors but not the usage of the sentence. Though, to the speaker perspective, this is a correct sentence since there is no grammatical mistake. On the other hand, the solidness of the first sentence makes the EA is useless to explain this sentence. So, even the sentence is wrong according to CAH, but it is consider as correct to EA. C.It is not always possible to provide a single explanation for interlanguage data. Interlanguage is the way the learner develops the target language knowledge. This term was produced by Selinker (1972) â€Å" Interlanguage refers to the structured system which learner constructs at any given stage in the development†. There are strategies apply by the learners to progress in target language such as transfer. Transfer is â€Å"Influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired (Ellis, 1997). Interlanguage is systematic and dynamic. Interlanguage is systematic because the rules are efficiently selected by the learners and the way the TL learners acquired TL is the same with native speaker acquires NL. Interlanguage is dynamic because the learners interlanguage is continuously shifting. The learners tend to make new rules in one context and so on. In addition, this process form the approach to study the way the target language acquires by the learner. Though, this strategy does not apply to the target language learner alone, they also depict the way the children learn their native language. For example, an English child might come out with non-English like sentence. English Like Non-English Like She came yesterday. She comed yesterday This happens because the children generalize the rules. It is possible to say that the children already acquired the rule of tenses but they failed to apply them in certain circumstances. This also happens to the target language learners. For example, problem in pluralizing word. English Like Non-English Like Singular-mouse Plural-mice Singular-mouse Plural-mouses The word â€Å"mice† is always forgotten as plural form of a mouse. Instead of saying â€Å"mice†, the target language learners who apply interlanguage generalization strategy would say â€Å"mouses†. This might occur because of L1 interference. For instance, in Malay Language, the word â€Å"mouse† is â€Å"tikus†. However, there is no such word as â€Å"mice† in Malay language. So, Malay learners would go for â€Å"mouses† instead of â€Å"mice†. From CA perspective, these examples show that the learners have difficulties in pluralizing because of differences between the L1 and the TL. However, the first example proves that the NL speaker can make the same mistake as the TL learners. CA can be used to analyze the second example but it is not valid for the first example. In addition, from EA point of view, the learners would find that they make errors. On the other hand, EA still does not give the correct view of learners linguistic behavior. The first example explains that errors made by NL speaker. This is because the child overused the rule of past tense. EA can help the child to progress in leaning the NL by classifying the errors. However, there is no clear path to understand about the child linguistic behavior because the child already knew the rule of regular verb tense but not irregular verb tense. The second example happens because of cross linguistic error. The learners have knowledge in plural rule but due to difference between languages and NL interference, the rule is generalized and error occurs. Conclusion As conclusion, both CAH and EA have their own strength and weaknesses. The analysis of the sentence is important in order to detect error or to notify the progress of the second language learners. However, CAH and EA cannot work alone. For the sake of the language learners, these analyses should be worked hand in hand in order to improve the quality of the target language learners.

Via Negativa: A Way of Talking to God

Vla Negatlva Is a way of talking about God In only negative terms. For example, God Is not mortal; or God is not human. Both of these tell what God is not, instead of what he is. This is because our knowledge of God is limited by our finite human understanding, therefore. as God is out of this Universe, we find it extremely hard to talk about him. Saint Augustine said â€Å"If you comprehend, it is not God. If you are able to comprehend, It is because you mistake something else for God. Vla Negatlva allows us to compare God to things within our Universe that we understand, allowing s a sense of recognition with God, however not allowing us to reach a full understanding. This simple recognition Is meaningful enough for many, Including the like of Maimonides and Pseudo-Dionysius. Other philosophers believe that this negative way of speaking about God, is not the only meaningful way to talk of him. These will be discussed further within the essay. Moses Maimonides said that Via Negativ a was the only true way to speak of God.God is transcendent, so it is impossible to say what God is, we don't know. He herefore decided the only way we could speak of him, Is to talk In negatives. He gave the example of ‘God is not a human being. This Is because he Is transcendent, so cannot have a body. ‘ Maimonides believes that by giving positive ideas to God, we are lowering God to our human level of understanding. Words like ‘good' or ‘loving', which are often used to describe God, are simply are interpretations of those words, God is transcendent so in no way is he confined to this basic understanding. sing Via Positiva is Improper and disrespectful. However, Maimonides agrees that one positive tatement can be made about God, and this is that he exists, this is because the whole principle of Vla Negativa is based on the Idea that God exists. Pseudo- Dionysius follows the same belief as Maimonides, also stating that God is beyond assertion and beyond den ial, meaning that whatever you say about God, even if negative, doesnt ultimately tell us what God Is, It simply provides us with spiritual understanding of Him.This way of negatively speaking still allows us to recognise God as ‘good'. Even If we say ‘God Is not good,' this can made that God Is more than ust good, he may be wholly perfect So this account of speaking still allows for God being transcendent. It also accepts the fact that the finite cannot get a true grasp of the infinite. However, there are a few Issues with this view. This theory simple assumes that there is a God to talk about when there is no proof of this; some believe that the fact we cannot describe God, suggests there Is not anything to be descrlblng.If we were to only ever talk about objects in a negative manner, we would never grasp truly what an object was, only what it was not. Finally, many religious people believe that it is important to view God as positive and good, so Via Negativa removes this idea for the religious followers. Other philosophers take the complete opposite view of religious language, saying there is absolutely no meaningful way to talk about God. This view was taken by the Vienna Circle who believed that only analytic propositions and synthetic propositions 1 OF3 are meanlngTul. Analytic Decause tne Knowledge comes tnrougn logical reasoning, eg. he man was dead, so was not alive; synthetic principles because they can b proven o be true or false, so there meaningfulness can easily be shown, eg. The water is 27 degrees. The Vienna Circle followed the Verification Principle; this suggested that only empirically verifiable statements are meaningful, one that can be verified by sense experience. Meaningful language involves discussing things that exist only in reality. Therefore God does not fit into this category since he exists outside of our reality. Simply put, the Vienna Circle believe that there is no meaningful way to discuss talk.However, the princ iple allows historical facts to be meaningful, as they ould be verified at the time. Therefore, could not some of God's existence be verified? For example, ‘Jesus was raised from the dead,' is a historical fact and was verified by many at the time. There is room for God to exist within the principle, so their idea was weak. There are also issues with the fact that the principle itself is not verifiable, so therefore is a bunch of meaningless opinions. Hereby the Vienna Circle and their ideas are often overlooked. Paul Tillich is a philosopher of symbolism.He believes that symbols open up ealms of understanding that we often cannot access. A symbols stands for something other than whatever is represented, he gives the example of the American Flag; not only does it represent America, but it shows the unity and the strength of the nation. These secondary meanings are often things that we would struggle to explain, but a symbols makes it easy for us to recognise them and then disp lay them to others. Another example is a simple love heart; that heart can mean a lot of things too many different people, Justice, peace, love, safety†¦ Symbols allow personal nderstanding.Tillich therefore believes that symbols can be used to talk about God in a meaningful way. He suggests that religion and God are things of Ultimate Concern, things that we should strive to understand. God is a representation of many things like Justice, love and infinity. We struggle to understand these things normally, but religion symbolises these things and allows us to understand. Therefore, religious faith is a way of accepting these symbols, providing a great deal of meaning to God. Tillich then suggests that God can be spoken about in a meaningful way, by sing symbols to explain many of his known features.However, people find issues with this idea, mainly that religion is symbolising other things and isn't really in existence. It appears to lower God's power by simply saying that he i s used as an object of representation, rather than of his own great importance. Many religious people dislike this view, saying that God is the ultimate power and should not be lowered to such standards. There are many other theories on how to speak of God and whether it is meaningful or not; Aquinas' view on analogy, Hare's blik†¦ but I find Tillich's view on eligious language to be the best.

Applied Medical s Current Sustainability Practices Essay

Applied Medical has grown from its humble beginnings twenty years ago to a quarter billion dollar company by implementing an unconventional, vertically-integrated business model that has catapulted the company to be world leader in the laparoscopic trocar market. . The company s mission is to reduce the cost of healthcare by providing the best quality medical devices at the lowest possible price. We are proud to have a significant and sustainable impact on healthcare by delivering technologies that enhance clinical care and satisfy the pressing economic needs of our customers (Applied Medical, n.d., para.1) . Applied Medical has demonstrated that takes its social responsibility seriously through different initiatives that benefit customers and the community. This paper presents a synopsis of Applied Medical s current sustainability practices, discusses specific sustainable practices that can benefit the triple bottom line immediately, and finally exhibits the benefits of synergizing corporate responsibility activities by appointing a Corporate Social Responsibility Manager to Applied Medical s leadership team. Analysis Applied Medical recognizes the value of being a good corporate citizen though its community outreach programs and by keeping the cost of healthcare low. 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Taiwan; BUSINESS ENVIRONMENT AND INVESTMENT OPPORTUNITIES - Free Essay Example

Sample details Pages: 9 Words: 2622 Downloads: 2 Date added: 2017/06/26 Category Business Essay Type Research paper Did you like this example? AN ANALYSIS OF THE BUSINESS ENVIRONMENT AND INVESTMENT OPPORTUNITIES IN TAIWAN HISTORY Pre 20th Century History Little archaeological evidence remains from Taiwans early history. People probably from Austronesia are though to have inhabited the island since 10,000 BC with migration from China in the 15th century. In 1517 Portuguese sailors reached Taiwan and named it Ilha Formosa (Beautiful Island). Don’t waste time! Our writers will create an original "Taiwan; BUSINESS ENVIRONMENT AND INVESTMENT OPPORTUNITIES" essay for you Create order The Dutch invaded in 1624 and built a capital at Tainan two years later they lost the island to a Spanish invasion but returned the favour by booting the Spanish out in 1641. During the 1660s the Ming and Manchu (Qing) dynasties arrived on the scene, kicking out the Dutch and wrestling one another for control of the island. The Manchus eventually won, making Taiwan a county of Fujian province and triggering a flood of Chinese immigration. At the end of the 19th century, the Japanese decided to weigh in as well: Taiwan was ceded to them in 1895 following Chinas defeat in the Sino-Japanese War. The Japanese quashed a republican rebellion organised by the local Chinese population and went on to establish a military base on the island and to promote education and economic development. After Japans defeat in at the end of WWII, Taiwan was handed back to China. Modern History When Communist forces took control of China in 1949, the president, General Chiang Kai-shek and his Nationalist Party, the Kuomintang (KMT), fled to Taiwan to plan their reconquest of the mainland. Theyre still planning. One and a half million Chinese also left the mainland for Taiwan when Mao took control. The leaders of both Communist mainland China and the Republic of China (Taiwan) claim to be the voice of all China, but the international community has, almost without exception, chosen the mainland. In 1971 the KMT lost the Chinese United Nations seat, and in 1979 the USA withdrew its recognition of the Republic. When Chiang Kai-shek died in 1975 and was replaced by his son Ching-kuo, Taiwanese started muttering the word dynasty, and criticism of the one-party system rose. In 1986, those opposed to Chiang formed the Democratic Progressive Party and were granted seats in the legislature. Two years later Chiang died and was replaced by the first native-born president, Lee Teng -hui. Taiwanese politics is divided among those who want reunification with China (the KMT line), those who want Taiwanese independence, and those who want the status quo preserved. In 1995 relations between the two Chinas, always chilly, plummetted to a new low. Lee Teng-huis high-profile visit to the United States brought mainland China out in a rash of nervous jealousy. Determined to isolate Taiwan and sway the minds of its voters, China held intense military exercises near the Taiwanese coast. In response, the United States donned its global cop hat and sent a couple of warships to monitor the situation. Despite the regions sudden high concentration of itchy trigger fingers, the first direct presidential election was held without incident, and Lee Teng-hui was returned to office. Taiwans fortunes took a turn for the worse in September 1999 when a massive earthquake hit the island, the largest in its history, leaving over 2000 islanders dead and a rubble-strewn country. Eve n in this time of crisis, however, the snippy relationship between mainland China and the wannabe republic continued. A defiantly sulky China demanded that any country entering Taiwan to offer earthquake relief get permission from the Chinese government first: a demand that was met with less-than-hearty agreement from humanitarian organisations and other countries around the world. Recent History In March 2000, Taiwan elected its next president Chen Shui-bian, the candidate of Taiwans Democratic Progressive Party, who believe in a formal declaration of independence for the island. The upset ended 55 years of Nationalist rule and alarmed China, which regards Taiwan as a rebel province. In 2004, Chen Shui-bian was re-elected by a narrow margin following a possibly-dubious assassination attempt on him only hours before the election. In a concession to political opponents and a country fearful over its constant Chinese threat, Chen Shui-bian vowed to forge closer relations with China and leave the volatile issue of Taiwans sovereignty off the political reform agenda. BUSINESS ENVIRONMENT IN TAIWAN To adjudge whether or not a country is suitable for investment opportunities we must use certain parameters these can range from descriptive tools like reports available from various established organizations like The World Bank or The IMF. Else we can make use of diagnostic tools like PEST analysis which we will employ to analyse the business environment of Taiwan and look at the possibility of investment opportunities. PEST ANALYSIS POLITICAL SCENARIO The political status of Taiwan is a controversy over whether Taiwan, including the Pescadores (Penghu), should remain the effective territory of the Republic of China (ROC), become unified with the territories now governed by the Peoples Republic of China (PRC), or become the Republic of Taiwan. Taiwans political status is complicated by the controversy over the Republic of Chinas existence as a state. Currently, Taiwan, Kinmen (Quemoy), Wuchiu (Wuciou) and Matsu off the coast of mainland Fukien, and Taiping (Itu Aba) and Pratas in the South China Sea effectively make up the entire state known as the Republic of China. The ROC government has in the past considered itself to be the sole legitimate government over Taiwan, as well as its former territories on the continent that include mainland China, Outer Mongolia and Tannu Uriankhai (part of which is present day Tuva). This position started to be largely ignored in the early 1990s, changing to one that does not challenge the leg itimacy of PRC rule over mainland China, although the ROCs claims have never been renounced through a constitutional amendment. Different groups have different concepts of what the current formal political situation of Taiwan is. In addition, the situation can be confusing because of the different parties and the effort by many groups to deal with the controversy through a policy of deliberate ambiguity. The political solution that is accepted by many of the current groups is the following perspective of the status quo: that is, to unofficially treat Taiwan as a state and at a minimum, to officially declare no support for the government of this state making a formal declaration of independence. What a formal declaration of independence would consist of is not clear and can be confusing given the fact that the Peoples Republic of China has never controlled Taiwan since its founding and the fact that the Republic of China, whose government controls Taiwan, considers itself a de jur e sovereign state. The status quo is accepted in large part because it does not define the legal status or future status of Taiwan, leaving each group to interpret the situation in a way that is politically acceptable to its members. At the same time, a policy of status quo has been criticized as being dangerous precisely because different sides have different interpretations of what the status quo is, leading to the possibility of war through brinkmanship or miscalculation. Hence we can say that Taiwan has a volatile political situation but is stable currently. ECONOMIC SCENARIO Taiwan has a dynamic capitalist economy with gradually decreasing guidance of investment and foreign trade by government authorities. In keeping with this trend, some large government-owned banks and industrial firms are being privatized. Exports have provided the primary impetus for industrialization. The trade surplus is substantial, and foreign reserves are the worlds third largest. Agriculture contributes less than 2% to GDP, down from 32% in 1952. Taiwan is a major investor throughout Southeast Asia. China has overtaken the US to become Taiwans largest export market. Because of its conservative financial approach and its entrepreneurial strengths, Taiwan suffered little compared with many of its neighbors from the Asian financial crisis in 1998. The global economic downturn, combined with problems in policy coordination by the administration and bad debts in the banking system, pushed Taiwan into recession in 2001, the first year of negative growth ever recorded. Unemployment also reached record levels. Output recovered moderately in 2002 in the face of continued global slowdown, fragile consumer confidence, and bad bank loans; and the essentially vibrant economy pushed ahead in 2003-04. Growing economic ties with China are a dominant long-term factor, e.g., exports to China of parts and equipment for the assembly of goods for export to developed countries. A FEW RELEVANT STATISTICS GDP purchasing power parity $576.2 billion (2004 est.) GDP real growth rate 6% (2004 est.) GDP per capita purchasing power parity $25,300 (2004 est.) GDP composition by sector agriculture: 1.7% industry: 30.9% services: 67.4% (2004 est.) Inflation rate (consumer prices) 1.7% (2004 est.) Labor force by occupation agriculture 8%, industry 35%, services 57% (2001 est.) Unemployment rate 4.5% (2004 est.) Budget revenues: $67.41 billion expenditures: $76.7 billion, including capital expenditures of $14.4 billion (2004 est.) Industries electronics, petroleum refining, armaments, chemicals, textiles, iron and steel, machinery, cement, food processing, vehicles, consumer products, pharmaceuticals Industrial production growth rate 12.2% (2004 est.) Oil consumption 988,000 bbl/day (2001 est.) Agriculture products rice, corn, vegetables, fruit, tea; pigs, poultry, beef, milk; fish Exports $170.5 billion f.o.b. (2004 est.) Exports commod ities computer products and electrical equipment, metals, textiles, plastics and rubber products, chemicals (2002) Exports partners China, including Hong Kong 37%, US 16%, Japan 7.7% (2003) Imports $165.4 billion f.o.b. (2004 est.) Imports commodities machinery and electrical equipment 44.5%, minerals, precision instruments (2002) Imports partners Japan 26%, US 13%, China, including Hong Kong 11%, South Korea 6.9% (2003) Debt external $55.5 billion (2004 est.) Investment (gross fixed) 18% of GDP (2004 est.) Public debt 32.4% of GDP (2004 est.) Current account balance $21.16 billion (2004 est.) Reserves of foreign exchange gold $246.5 billion (2004 est.) Hence after having a look at the economic structure we can say that a few indicators like the availability of labour forces, growth rates, inflation rates point to the fact that Taiwan is a stable economy and hence suitable for investment opportunities. SOCIAL SCENARIO Although the majority of the people residing in Taiwan (84%) are descended from 17th century migrants from China, the political power (and a substantial part of the economic power) of the island has been, until recently, almost exclusively held by less than one-fifth of the population. A population who fled to Taiwan in 1949 after the communist takeover of the mainland. Almost a half-century of co-residence has seen an integration of these two populations to some degree, with both pride in Chinese heritage and culture and national pride in being a resident of Taiwan, combining successfully to date. Taiwan is a society that supports strong Confucian values, reflecting the islands predominantly Chinese heritage (the native aborigines of Taiwan make up only 2% of the population). European influences have also made their mark, in the form of trading links (and some colonial aspirations) from the Spanish and Dutch in the 17th and 18th centuries. Japan has also had a more recent influ ence over the character of Taiwan: the island was occupied by Japan from 1895 to 1946, but this occupation although repressive at times was also a period of prosperity for Taiwan. Taiwan today is a vibrant and prosperous patriarchal society, which maintains the family as its basic foundation. Multi-generational households are the norm, with age being respected and children prized. The people are reserved, respectful and humble, although individual achievement and a hearty entrepreneurial attitude is found throughout the Taiwanese society. The practice of religious tenets, more so than pure belief alone, influences the Taiwanese character. Approximately 24% of the population is Buddhist, 16% is Taoist (Confucian) and 3% Christian. Much like other Chinese societies, respect and formality mark social relationships, and guanxi (guanji) is quite strong in Taiwan. Open conflict or direct criticism is avoided, as is any other action which could create embarrassment. Boasting or lou d behaviour is to be avoided, although compliments are appreciated but usually denied. While many educated Taiwanese speak English, the national (and commercial) language is Mandarin Chinese, with many also speaking the local Taiwanese (Chinese) language. Varying degrees of English is spoken by many of the younger generation and the internationally educated. Taiwan is one of the most urbanised nations in Asia with over 60% of the population living in cities. Taipei, the capital, houses nearly 13% of the population, or approximately 2.75 million. Other major cities include Kaohsiung and Keelung. The people of Taiwan are well educated and have relevant knowledge of subjects like English and science. The society is a peaceful one and not very different from other South East Asian countries. The cities are well developed and the working conditions are conducive to conducting business. Hence investments with respect to the social structure will be a safe bet. TECHNOLOGICAL SCENARIO Measures accompanying Science Technology (ST) development include the four main aspects of educating, training, recruiting, and rewarding ST manpower; the ST research environment; technology diffusion, intellectual property rights, and standards; and international ST cooperation. The goal of manpower training is to establish superior ST research and development manpower, which may be considered a RD software input. The goal of common research facilities is to provide the infrastructure needed for research, and this infrastructure may be considered a RD hardware input. Superior RD outputs can be obtained only after these two inputs are appropriately matched with funding. 1. Manpower education and training The education and training of ST development manpower includes the three aspects: (1) education in colleges and universities, (2) advanced studies in Taiwanese institutions and overseas for personnel selected by government agencies, and (3) training by vocational and professional training institutions. In addition, the Executive Yuans Implementation Regulations for Commendation of Outstanding Scientific and Technological Personnel, Executive Yuan and the Academia Sinicas Topical Research and High-level Manpower Training Program both serve to actively promote key ST research and train ST manpower. Apart from education in universities and colleges, the government also promotes the training of ST manpower via advanced studies or research in Taiwan and overseas for personnel selected by government agencies, and training by vocational and professional training institutions. A total of 37,945 students received Ph.D. or masters degrees in the natural sciences, engineering, medicine, ag riculture, or the humanities and social sciences from domestic universities during the 2003 academic year. This number represented an increase of 16.3% over the 2002 academic year from this total 35,981 persons, or 94.8%, received masters degrees. See Table VI-1 for an overview of the various advanced ST manpower training and technical skills education training systems and their results in 2004. 2. Manpower recruiting In order to meet shortages of ST manpower, the government has implemented a number of policies and programs to train domestic high-tech manpower and recruit outstanding overseas manpower to work in Taiwan. It has established long-term targets for ST manpower recruiting, training, and utilization. The government has adopted simultaneous long- and short-term approaches to the recruiting of ST manpower. The Academia Sinica recruits overseas post-doctoral research personnel, foreign consultants, specialists, and scholars, and the NSC funds the recruiting of ST manpower, the hiring of post-doctoral researchers, the recruiting of research scholars, and the invitation of scientific and technological figures from China to participate in research in Taiwan 3. Rewarding Personnel The government offers a variety of grants and awards aimed at encouraging ST personnel to engage in academic research, technology development, and invention. Relevant honors include the Outstanding Achievement in Science and Technology Award, Academic Award, National Lectureship, Outstanding Research Award, and the Ta You Wu Memorial Award. Hence we can say that technologically also Taiwan is very superior and backed by Government. Technologically there should be no problems with investments in Taiwan. Therefore after doing a PEST analysis we can conclude that weighing all options Taiwan is a relatively safe place to invest resources. Now let us have a look at the various industries in Taiwan and try to zero in on an industry or a sector where a investments are a possibility.