The French Indian War And The American Colonization Of...

Starting with Columbus in 1492, European countries (Spain, England, France, and Netherlands) began colonizing the New World in search of greater economic opportunity. As a result of the Columbian Exchange, a wide variety of animals, plants, and culture were traded between the New and Old Worlds, but causing widespread sickness among the Native American population. The English asserted their own presence in the New World by creating colonies stretching up and down the eastern coast of North America. However, mostly due to issues and events in Europe, the British left the colonists to their own devices (salutary neglect) and they prospered until the French-Indian War (1754-1763). The spirit of independence cultivated in the American colonists during the past era was challenged by the heightened British presence after the French-Indian War. The colonists increasingly resented the high tariffs placed to eliminate British debt and the colonists protested the British until open rebellion was sparked at Lexington and Concord. The Revolutionary War started in 1775, when a small number of colonists, at first, directly challenged the British presence in North America. This started a war which lasted 8 years, surprisingly ending in victory for the Americans, thanks to the leadership of George Washington and the assisting French forces. Shortly after the nation was established and the first president, George Washington, was inaugurated, the nation faced a domestic crisis. In huge debtShow MoreRelatedEssay Early European Exploration1055 Words   |  5 Pagesshores of what would later become North America more than 500 years ago. Not long after the first explorers had entered the New World they found out that they were not alone on this new frontier. Their neighbors in this new land were the Native Americans who had been there for centuries, virtually unaware of life outside the continent. Thus began an inconsistent and often times unstable relationship between the European settlers and the North American Indians. Two nations who had particularly interestingRead MoreEssay about Native American In Colonial America1167 Words   |  5 Pagesa faster water route to Asia. Along the way, Europeans explorers discovered a whole new continent, America. Thinking that he was in India, Christopher Columbus, an Italian sailor, called the indigenous Native Americans he met â€Å"Indians,† a misnomer that is still used frequently even up to this day. Europeans soon shifted their attention away from the water route to Asia but toward the colonization of the New World. With a desire to have a new life different from that of the Old World, many EuropeansRead MoreThe Causes And Effect Of The French And Indian War1146 Words   |  5 Pages 7 Years of War â€Å"French and Indian war† What were the causes and effect of the war? Ana Rodriguez 6th period 03/10/15 What were the causes and effect of the French and Indian war? â€Å"The last and most destructive of the four Anglo-French Colonial wars, was the French and Indian war.† Took place on 1754-1763, and together with its European counterpart, the seven years war. Start with England declaring war on France, and ending with the Treaty ofRead MoreThe French And Indian War1095 Words   |  5 PagesThe French and India war was a war that took place in today’s Pittsburgh. The war was both caused by the English and French. The English and the French both felt that they were entitled to land and each was to willing to fight and they were also, willing to go into war so they could prove that they owned the land. 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From the beginning of colonization, in 1492 by Christopher Columbus, to the establishment of the first American colony, Jamestown in 1607, and to the creation of the thirteen colonies, there have been countless examples of exploration, encounter and exchange. The exploration of vast waters and unchartere d territory led to new and undiscovered land and America being colonizedRead MoreThe Colonization Of Native Americans1377 Words   |  6 Pagesfirst people set foot in the Americas, and it is not until 1492 that the â€Å"first people† make their way as well. The Europeans walked in and saw the Natives as the wildlife of the region and considered themselves the founders, and the Native Americans were heavily influenced and conflicted with the tidal wave of European colonization. Following the arrival of Christopher Columbus in 1492, colonization of Native American territory began. Afterwards, life for Native Americans became rather harsh, and genocideRead MoreThe Control of England in North America and Demise of the Spanish Power in the Atlantic1490 Words   |  6 PagesThe Control of England in North America and Demise of the Spanish Power in the Atlantic The year 1942 marked a division in the contemporary world history. There were a number of developments that would bring enormous effects for the Old and the New World Wars. 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Even in the twenty first century North America, the United States and Canada in particular, is viewed as a bountiful land with rich resources and numerous civil liberties that have inspired differentRead MoreAspects Of The English ( Anglo American ) And Spanish Societies Essay1317 Words   |  6 Pagesof the English ( Anglo-American) Spanish societies that arose in the Americas prior to 1790 Introduction The Europeans have contributed much to United States development from time immemorial. The north of America was colonized by Europeans. Their culture, social ideas, and language were common to those of North American. Consequently, European influence pre dominated their territories situated on the North despite losing their control politically. Civilization in America began between fifteen to

After A Long Seven-Hour Day, Have You Ever Noticed A...

After a long seven-hour day, have you ever noticed a kindergartner who seems extremely exhausted? Their brains have been powered on all day and haven’t had the time to fully recharge. Are they sleep deprived, we wonder? Therefore, while researching many sources, a study was found which focused on four and five-year-old’s memory following a nap. According to Kurdziela, Duclosb, Spencer (2013), study results demonstrated that children had better memory recall following a nap than when they had been kept awake. Therefore, the study concluded that children functioned better when they received a nap during the day. Young children between the ages of five and six benefit emotionally, cognitively, socially, and physically after brief rest†¦show more content†¦Choice of Topic In 2012, my son attended Kindergarten; the school day started at 8:30 a.m. and school dismissed at 3:15 p.m. At pick up time, he displayed a tired look from his face and his body posture indicated that he was very tired. However, I understood why he was tired. He had attended school for seven hours and did not receive a nap or time to relax his brain. Although he did not receive a nap during the school day, he managed to get a nap before bedtime. Occasionally, the nap before bedtime caused other issues; he was not sleepy when it was time for bed. Therefore, on certain nights he did not receive more than 10 hours of sleep. The lack of sleep, my son suffered caused him to become moody throughout the day. Therefore, the mood swings lead to emotional and behavioral outbursts that lasted throughout the school day. However, I catered to his lack of sleep. At bedtime, he would say he was thirsty, so I would give him a glass of water. Five minutes later, he was back in the room with another excuse. Yet over the years, the excuse became more clever, but limitations had to be set. I searched many websites for answers on how to assist a Kindergartener who is transitioning from receiving a nap to receiving no nap at all. Research suggests I set an earlier bedtime, create a consistent wake up time and, if that did not work, my next step was

Native American Genocide Essay Thesis Example For Students

Native American Genocide Essay Thesis In this paper, I will argue that the act of genocide as here defined, has been committed by the United States of America, upon the tribes and cultures of Native Americans, through mass indoctrination of its youths. Primary support will be drawn from Jorge Noriegas work, American Indian Education in the United States. The paper will then culminate with my personal views on the subject, with ideas of if and how the United States might make reparations to its victims. In lieu of the well known and brutal Indian Wars, there is a means of cultural destruction of Native Americans, which began no later than 1611. This method was one of indoctrination. Methods included the forced removal of children from their cultural milieu and enrollment of these children in educational programs, which were intended to instill more European beliefs. As the United States was not formally a Nation, until 1776, it would not be fair to use evidence, before this year in building a case against it. The most damaging, to the United States, are parcels of evidence that are drawn from events after 1948, the year of the Convention on Genocide. Beginning in 1778, the United States Board of War, a product of the Continental Congress appropriated grants for the purpose of, the maintenance of Indian students at Dartmouth College and the College of New Jersey The young people who had returned from the schools are described by Seneca leader, Cornplanter as, ignorant of every means of living in the Woods, unable to bear either Cold or Hunger, they knew neither how to build a Cabin, take a Deer, or kill an Enemy, they spoke our Language imperfectly, were therefore neither fit for Hunters, Warriors, nor Counselors; they were totally good for nothing (Noriega, 376). Grants given to other schools was just the beginning. In 1820, the United States made plans for a large scale system of boarding and day schools Noriega, 377). These schools were given the mission to, instruct its students in letters, labor and mechanical arts, and morals and Christianity; training many Indian leaders' Noriega, 378). In the case of boarding schools, Native American children would be forcibly stripped from their homes as early as five years old. They would then live sequestered from their families and cultures until the age of seventeen or eighteen (Noriega, 381). In 1886, it was decided, by the United States federal government that Native American tribal groups would no longer be treated as indigenous national governments. The decision was made, not by the conjoint efforts of the Native American tribes and Congress; but, by the powers that be the United States Legal System. This self-ordained power allowed Congress to pass a variety of other laws, directed towards, a ssimilating, Native Americans, so that they would become a part of mainstream white America (Robbins, 90)By this time the United States Government, had been funding over a dozen distinct agencies, to provide mandatory education to all native children aged six through sixteen. Enrollment was enforced through leverage given by the 1887 General Allotment Act, which made Natives dependent on the Government for Annuities and Rations (Noriega, 382). The practice of indigenous religions by these students was prohibited (Noriega, 380). Students were compelled to undergo daily instruction in Christianity. In addition, only the use of English was accepted within these schools. The food was not sufficiiently nourishinghealth supervision was generally neglectedA sincere effort was made to develop the type of school that would destroy tribal ways (Noriega, 382). While being held captive at these schools, the students were forced to learn an idealism completely foreign to them. They would study h istories, which had no significance to there lives. The books talk to him the student of a world which in no way reminds him of his own, (Noriega, ). This is exactly how the students must have felt; as if they were in another world. To compound the torture, the students at these institutions were forced to work as maintainers and farmers in order provide for the continued existence of the very establishments, which were destroying them. The methods of forced labor were considered, by the educators to be a means of developing the native character, and as a way of financing further expansion of the system itself (Noriega, 379). The rigid military style enforced by the schools contributed to the assimilation of the Native Americans culture. The students began to not only think white but also to, work white (Noriega, 384). .u823aa4e0c533100bdc9a956c7e6085f1 , .u823aa4e0c533100bdc9a956c7e6085f1 .postImageUrl , .u823aa4e0c533100bdc9a956c7e6085f1 .centered-text-area { min-height: 80px; position: relative; } .u823aa4e0c533100bdc9a956c7e6085f1 , .u823aa4e0c533100bdc9a956c7e6085f1:hover , .u823aa4e0c533100bdc9a956c7e6085f1:visited , .u823aa4e0c533100bdc9a956c7e6085f1:active { border:0!important; } .u823aa4e0c533100bdc9a956c7e6085f1 .clearfix:after { content: ""; display: table; clear: both; } .u823aa4e0c533100bdc9a956c7e6085f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u823aa4e0c533100bdc9a956c7e6085f1:active , .u823aa4e0c533100bdc9a956c7e6085f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u823aa4e0c533100bdc9a956c7e6085f1 .centered-text-area { width: 100%; position: relative ; } .u823aa4e0c533100bdc9a956c7e6085f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u823aa4e0c533100bdc9a956c7e6085f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u823aa4e0c533100bdc9a956c7e6085f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u823aa4e0c533100bdc9a956c7e6085f1:hover .ctaButton { background-color: #34495E!important; } .u823aa4e0c533100bdc9a956c7e6085f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u823aa4e0c533100bdc9a956c7e6085f1 .u823aa4e0c533100bdc9a956c7e6085f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u823aa4e0c533100bdc9a956c7e6085f1:after { content: ""; display: block; clear: both; } READ: Snakes EssayTo this point, I have provided enough evidence to make a hypocrite of the United States. However, it is my intent to prove that the United States has performed a criminal act under International law. I will do so by describing genocidal acts committed well after the time of the convention on genocide. The government was not satisfied with only educating the Native American youths, they wished to implant their victims as a virus, a medium through which to hurry along a calculated process of sociocultural decay (Noriega, 379). They turned their victims into witless traitors spreading their insipid ideas, and fracturing the cultural infrastructure. The apotheosis of this implantation project is clearly delineated in The Indian Self-Determination and Educational Assistance Act of 1975. In this act, the United States Government declared that educated Native Americans should be used to staff the various programs aimed at them by federal policy makers (Noriega, 356). These are the same programs which, the government has always viewed as the ideal vehicles by which to condition Native Americans to accept the values, and thus the domination of Euroamerica (Noriega, 387). Through the implementation of this act, nothing really changedthe curriculum taught in Indian schools remained exactly the same, reaching exactly the same conclusions, indoctrinating children with exactly the same values as when the schools were staffed entirely by white people (Noriega, 387). In this way, the government attempted to mask the face of evil with one of familiar physical origin. It is a classic story of a wolf in sheeps clothing.These violent acts have not ended, even with the convention on genocide. Indeed, the United States is guilty of committing a law, which it has promised to not only abide by, but also, to help enforce. Does this represent the Mainstream American Culture we so want to instill into the minds of Native Americans? We should begin taking a look at our own culture and worrying about its problems, before we start thinking about spreading it like a dreaded disease. The fact that Native Americans have arrived at this point with any of its culture left intact, is an astonishing feet in itself. It shows a character, which is ostensibly lacking, or at least not shown, within the European and American cultures. Perhaps the United States should be more the pupil than the pedagogue.

The Conflict between Entrepreneurial Orientation and Uppsala Model of International Expansion

Introduction Entrepreneurship can be conceptualised as the entry into a new venture by an individual or a business. New entry refers to the process of entering into either a new or an existing market with new or pre- existing services and goods. In this regard, new entry tries to explain the processes and initiatives of entrepreneurship (Czinkota, Ronkainen, Sutton- Brady Beal, 2011: p. 45). New entry and entrepreneurship are concepts that are still being developed by many authors and researchers.Advertising We will write a custom essay sample on The Conflict between Entrepreneurial Orientation and Uppsala Model of International Expansion specifically for you for only $16.05 $11/page Learn More It is against this backdrop that the current essay is written. In this essay, the author is primarily concerned with entrepreneurial orientation (herein referred to as EO) and the Uppsala model of the internationalisation process. EO refers to the decision-making activities, practices, and process that give rise to new entries. EO is characterised by the desire for autonomy in business, innovativeness, aggressiveness, and risk taking (Saul, 2005: p. 67). Regardless of this, it is important to note that there are many successful enterprises which function on the basis of some of these traits. This essay aims to outline the conflict between entrepreneurial orientation and the Uppsala model of international expansion. It is the opinion and position of this author that the revised edition of the Uppsala model can be applied in large and small enterprises alike. Given the fact that the paper is argumentative in nature, the researcher will make a stand in the issue and then defend that stand throughout the paper. Terms will be clearly identified and justified using examples. To this end, the researcher will use information from several references such as books and articles. Opposing views will be acknowledged and the researcher will fully address them to check for their veracity or lack of it thereof. The Uppsala Model and the Entrepreneurial Orientation: A Critique It is noted that the Uppsala model was developed in 1977 from a publication by two scholars in this field. These scholars are Johanson and Vahlne. Since then, the perspective has undergone four revisions. The model was primarily based on the manner through which firms in Sweden were internationalising in the 1960s and 1970s (Steen Liesch, 2007: p. 12). This model suggests that business firms internationalise in an incremental fashion. They progressively commit themselves to an international market and increase their presence as they continue to understand the dynamics of their particular market niche. Initially, firms expand into new markets depending on the extent of similarities between the firm and the domestic markets (Bogun, 2008: p. 71). In their first publication, Johanson Vahlne (1977) pointed out that the level of commitment for firms that are interna tionalising for the first time is very low. This behaviour is evidenced by their use of agents and establishment of sales subsidiaries. They invest more of their resources into the venture as they continue to comprehend the market. The 1977 paper focused more on the different modes of entry (Birgegard Lindquist, 1996: p. 25).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, subsequent articles point out that the applicability of the model is not dependent on the various modes of entry (Onetti, Zucchella, Jones McDougall- Covin, 2012: p. 337). The model explains the decisions taken by the management with regard to risk taking and exploitation of opportunities on the basis of the firm’s level of commitment in the international market. Additionally, the model extensively outlines the impacts of learning processes and experiences on the decisions taken by the management to oper ate the firm. As already indicated, the model is used to explain the activities of firms that are expanding their scope from the local or domestic market and into the international arena. The model is closely related to the POM model which also tries to explain the activities of such firms (Basu Kronsjo, 2009: p. 34). According to this model, the internalisation process is a gradual one and follows a particular pattern. The firm may start by receiving and processing a few orders placed by clients from abroad. This is then followed by a gradual growth in the volume of the exports as the number of clients placing the orders grows. This model has however being fiercely criticised by practitioners in this field. The author will look into some of these criticisms in subsequent sections of the paper. The concepts depicted in the Uppsala model were drawn from findings of studies conducted on large industrial firms from Sweden which were in the process of internationalisation. This has led to conflicts among entrepreneurship scholars on whether the model can be sufficiently applied to smaller enterprises that are going global. Nonetheless, most of those criticising the model do not point out specific reasons for their concern. The business environment has also changed significantly from the time the model was formulated (Basu Kronsjo, 2009: p. 51). There are also increased impacts on business models as a result of technological innovations in the recent past. Additionally, production industries have been outgrown by service industries. Such environmental changes have challenged many internationalisation models and as a result, the models have to be updated on a regular basis. International business strategies and opportunities have been on the rise as globalisation continues to take root in contemporary society. Moreover the threats of remaining in the domestic market- even among the most diversified of firms- are also increasing (Hickman Olney, 2011: pp. 237-259). Advertising We will write a custom essay sample on The Conflict between Entrepreneurial Orientation and Uppsala Model of International Expansion specifically for you for only $16.05 $11/page Learn More As a result of this, a firm will invest in another country when it finds out that it is faced with greater threats if it remains in the domestic market. Some of the factors that can make the home market quite hostile are increasing competition, low rates of market growth and poor economic environment (Saul, 2005: p. 69). However, Vahlne, Ivarsson Johanson (2011: p. 193) point out that the presupposition does not conflict with the model. This is given the fact that its foundation is not the main reason why companies choose one market over another. In contrast, the Uppsala model is founded on the operations and activities of a firm that has already decided to internationalise. According to the original model formulated by Johanson and Vahlne, firms enter i nto diverse markets in a systematic manner. The order of entry is determined by physical and psychic distance (Johanson Vahlne, 2009: p. 1420). Consequently, they start with those countries that are closer to the home country, proceed to the region and later to other nations abroad. Globalisation has made the world more accessible to most business firms operating in the international market. However, it is to be noted that the physical distance has not changed. As companies expand into different parts of the world and as people travel and work in other nations, they interact more with other cultures. Such an interaction has made the management of cultures to become an essential part of doing business abroad. The nursing of relationships among nations and global network participation have been made easier by convenient travelling and digitalisation. This means that in spite of the unchanged physical distances between two geographical locations in the world, people can move freely an d with much ease from one region to the other. Convenient travelling and digitalisation has culminated into other channels of distribution such as e- commerce that were non- existent in 1977 (Ninan Puck, 2010: p. 670). In this regard, the Uppsala model is assumed to overestimate the effects of psychic and physical distance when choosing which country to go to or the best mode of entry into a new market. In their 2006 edition of the model, Johanson and Vahlne acknowledged and appreciated this change. As a result of this, they adjusted their argument from psychic distance to the risk a firm is likely to face if it was not a part of an established network (Johanson Vahlne, 2006: p. 168). They posit that psychic distance is very important in determining the uncertainties that a firm is likely to face in a foreign market. However, they point out that the risk is significantly reduced if the firm joins a network of existing businesses in the market.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When firms are using e- commerce to internationalise, they can have a very wide reach without using the Uppsala model’s incremental approach. In this regard, online transactions increase the speed of internationalisation. This leads to a significant reduction on the effects of distances- both psychic and physical. On the other hand, Figueira-de- Lemos, Johanson Vahlne (2011: p. 147) point out that the impacts of online commerce are in agreement with the model’s risk equation. This is on the basis of market uncertainty and commitment. They argue out that the level of commitment for firms which depend on the internet is quite low. Consequently, the firm can be involved in uncertain deals but still remain minimally exposed to total risk. With such an argument, the model is in agreement with e- commerce as we know it today. Today, the opportunities and threats that are presented by the process of globalisation affect firms of all sizes. Smaller firms with a large technolo gical capacity have the ability of reaching out to large markets. Small and Medium Enterprises (herein referred to as SMEs) use different internationalisation approaches. Additionally, Czinkota et al (2011: p. 51) point out that smaller firms are subjected to more pressures to go global than larger ones. Critics of the Uppsala model have come up with the ‘born- global’ concept. Firms that are born- global are those that begin offering their products and services in countries other than their home country as soon as they are formed (Fernà ¡ndez- Ortiz, Emeterio Menorca, 2012: p. 24). Such a phenomenon is quite difficult to explain while using some popular internationalisation theories. Johanson Vahlne (2009) responded to the criticism using the same argument of joining networks. They used the empirics of other researchers to portray the importance of inter- firm relationships and networks. The two scholars point out that as firms get more interconnected, they acquire more knowledge and are able to globalise at a faster pace. They also point out that the model does not infer that the process of globalisation is slow. On the contrary, the model acknowledges that firms require time to gather knowledge so as to reduce uncertainty (Johanson Vahlne, 2009: p. 1416). The manufacturing and service industries are very different from each other with respect to business character and organisation. In this regard, it is difficult to create services in one location and market them in a different target market. The exceptions include using telephone and internet services where the customer and service provider are in different geographical locations. Firms in these two divergent sectors do not use the same internationalisation approaches. The processes vary on the basis of type, reversibility and amount of resources required. For example, a company that is involved in service provision does not necessarily have to ensure that goods are transported in a certai n manner; neither does it have to invest in constructing factories. However, service providers have a larger need of fitting into the culture of the foreign country- such as through customs and language- than manufacturing companies (Dewhurst, Harris, Heywood Aquila, 2012: p. 76). The model is also criticised for being extremely deterministic and static. However, Johanson Vahlne (2009: p. 345) posit that the model is very dynamic. The two are of the view that their theorised model acknowledges the fact that firms are always changing the areas within which they are operating. They also address their critics’ assertion that the model is deterministic in nature. However, they define ‘causality’ by stating that the two factors influence each other as opposed to one determining the other. They add that there are other contributing factors in addition to commitment and experiential learning that influence the relationship. The fact that the model is accused of being extremely deterministic implies that it does not take into consideration managerial actions (Fernà ¡ndez- Ortiz, Emeterio Menorca, 2012: p. 89). Unlike their counterparts in the 60s and 70s, contemporary corporations have more flexible inter- firm structures and flatter hierarchies. In this regard, the management plays a crucial role in developing internationalisation strategies for firms. This is especially so for smaller enterprises which share such characteristics because of their size. Although Johanson and Vahlne agree on the importance of managers’ perceptions and opinions, they posit that managerial decisions are in most cases biased. The reason is that path dependency is a key source of bias when managers are settling for alternatives (Johanson Vahlne, 2006: p. 168). The learning concept of the Uppsala model has also attracted a great deal of criticism. The developers of the model outline that learning happens incrementally depending on the amount and speed of gain ing experience (Johanson Vahlne, 1977: p. 25). Nonetheless, there are quite a number of organisational learning dimensions. For instance, there are very many firms that learnt from their relationship with other firms but have effective internationalisation strategies. Learning can also be imitative. To this end, business firms copy what other successful corporations have done and as such, they gain experience. Other ways through which firms can learn without the need for experience include hiring experienced staff, local firm acquisition or conducting research (Fernà ¡ndez- Ortiz et al., 2011: p. 89). Although Johanson and Vahlne agree that the model needs some adjustments to factor in other sources of organisational learning, they have a word for critics. They point out that there is need for some level of experience for the firm to successfully determine or select another firm to acquire. The same applies when it comes to the selection of firms to imitate from or when it comes t o the hiring of members of staff. The two scholars also use the network approach to respond to critics. To this end, they point out that models are not formulated to exactly represent reality. On the contrary, the models are meant to explain reality’s most essential components. The model is very general and as such, it cannot be expected to provide a convincing explanation for the internationalisation process of all firms. However, accumulative and experiential learning is essential and fundamental. This is in spite of being complemented by additional processes of learning (Johanson Vahlne, 2009: p. 1429). The internationalisation stages that are captured in the model are also widely criticised. In their 2009 publication, the two authors point out that the model’s establishment chain simply summarises their empirical observations from which they drew their theoretical arguments (Johanson Vahlne, 2009: p. 1416). What they are trying to say here is that it does not con stitute the model. The model does not focus on the ways that different firms choose to internationalise their operations. This is regardless of the suggestion made to the effect that corporations commit themselves to the market incrementally. Furthermore, the two scholars note that the accumulation of knowledge and commitment management, are the mainstay of the model. The behaviour of firms depends on the environment within which they are operating and not on the internationalisation mechanism (Vahlne et al., 2011: p. 204). Scholars and analysts in this field are continuously updating their models so that they can be in line with the changing business environment. At times, the scholars may be accused of integrating theories whose premises are incompatible. In spite of the fact that the Uppsala model was formulated using empirics from established Swedish multinationals, there is evidence that it has been successfully used in explaining the internationalisation process in smaller fir ms. The major adjustment that the two authors have made on the model in order to enhance its applicability has to do with the integration of the network approach. In 2009, Johanson and Vahlne made the final adjustment in response to critics and in order to accommodate new theoretical and empirical findings (Vahlne et al, 2011: p. 200). Conclusion In conclusion, it should be noted that the Uppsala model can be applied to both small and large businesses. Network effects are more important than the role played by psychic distance in determining the applicability of the model. As long as a firm is in a network of other partners, the model’s obstacle brought about by psychic distance is overcome. Additionally, the management of a corporation determines how the firm will internationalise and also helps in bridging psychic distances. The Uppsala model may not be adequate to provide explanations for all complexities faced by international firms. 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