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Monday, 19 May 2014

Relationships
Our communications are governed by our relationship with others; such relationship can be seen as: formal, semi-formal and informal. The language and body behaviour is formal with strangers, officials etc. where intimacy is zero. This is semi-formal with acquaintances, elders etc. where status difference indicates a certain amount of formality and where intimacy is seen in lesser degree. This is informal with those we are very intimate.

Relationship expressions (group into categories)
Think about these situations:
Should your language to a stranger reflect respect? 
Do you speak to your lecturer the same way you speak to a friend?
Do you use the same language to all your friends?
Do you share the same thoughts with your mother, father, brother, friend?
Do you share the same thoughts with all your friends?
How do you dress for a job interview: jeans and shirt tucked in front and open at the back
                                                  or creased pants and shirt well tucked in?
Remember your responses and read on.        

We can put these people into specific groups:
                 formal = polite, respectful, zero intimacy
              informal = some intimacy or high intimacy
         semi-formal = almost no intimacy and so politeness necessary          

Relationships and their nature: 
Wherever we may live, there’ll be differences in the way we behave and move with others. That is, we don’t treat everyone on the same footing, our relations with others differ from person to person.
In other words, the level of intimacy will be from zero to maximum.

 We can look at relationships in two ways:   
     1. Nonpersonal (formal)    2. Personal (semi-formal and informal)  
  
Nonpersonal relationship 
This is formal in nature, so has zero / no intimacy. We don’t move with these people closely at all. So the language and the tone that we use will be formal.

 Four types of people belong to this ‘formal’ category:
         · officials   :  people working in public/government or private organisations
         · superiors : those whose orders we should obey (in offices)
                              (This applies to student-teacher relationship as well.)
         · editors (newspaper/ magazine)
         · strangers  : people other than those belonging to the three categories above

Personal relationship
This is nonformal in nature, so has intimacy (closeness). But we don’t feel close to these people equally. So the language and the tone we use will be different according to the various levels of intimacy.

Four types of people belong to this ‘nonformal’ category:
         · parents, brothers, sisters (immediate family) 
            distant relatives—maternal and paternal 
         · neighbours, townfolk, elders in the community,  public figures well known
            to society through their services or respective fields of activity
         · acquaintances whom we met somewhere and who remain such   
         · friends
The intimacy between us and the people listed above varies because our wishes,
dreams, thoughts,  age, expectations, hopes and theirs are not the same. Such differences lead to more intimacy with some and less with some others.

As a result, personal relationship, is of two kinds:   
     1. more intimacy (informal)
     2. less intimacy  (semiformal)      

more intimacy (informal)
    · friends  
    · relatives—distant or immediate
    · neighbours 
Our ideas and the ideas of these people are identical or almost identical. Attraction and affection starts and improves between them and us. So we speak freely, we share our inner thoughts with them. Thus there are almost no boundaries between them and us.
          
less intimacy  (semiformal)       
    · friends
    · acquaintances
    · relatives—distant or immediate
    · neighbours
These people and we don’t see eye to eye on several issues. Attraction and affection is that much less. So we don’t speak to each other freely, we avoid sharing our inner thoughts with them. Thus, our relationship with them remains defined.

Below are several dialogues. Read them carefully and say the category to which each belongs. The categories are: formal, semi - formal, informal. The expressions (the language) in the dialogues will help you.

1.
A: I wonder if you could make these trousers a little wider at the ankle. I find
     them rather tight.
B: Well, Sir, it’s the fashion. All my customers are asking for very narrow
     trousers.       
A:  Oh, I see. I’m afraid I’m rather ignorant of the fashions.

2.
A. Can you come and see us this evening?
B. I don’t think I can. I have to give a talk. If it’s
     important, can I suggest tomorrow evening?

3. A: Meet me this evening.
    B: No.
    A: Why?
    B: Don’t you remember? I have a
          a talk to give.
    A: How about tomorrow morning, then?
    B: Okay.

4. A: Let’s meet this evening, shall we ?
    B: Sorry Raj. I have a talk to give.
   A: I see. Shall we meet tomorrow      
           morning ?
   B:  Mm, Agreed.

5. A: If you aren’t too busy, could we meet this evening ?
    B: I should love to, but I have an appointment.
    A: Could we possibly meet tomorrow morning, then?
    B: That would be fine.

6. A: Excuse me. I wonder if you could tell me how to reach  
            the post office.
    B: I’m so sorry. I’m also new around here. If I may suggest ...
    A: Yes, please.
    B: You might try the Chemist across the street.

 7. A: Excuse me. Which is the way to the post office?
     B: I’m also a stranger. You can try the Chemist across the street.
     A:Thank you.

8.  A: I’d like to meet Mr. Kadir.
     B: Oh, you must be Mr. Raman. I am Kadir, please come in.
               I’ve been expecting you.
     A: I got lost coming here.
     B: I’m awfully sorry. I ought to have told you how to get here.
               Would you care for a drink?            
     A: No, thank you. I must hurry back. Here’s the package I’ve
               been asked to deliver.
     B: Thank you so much.

9.  A: How are you, Mrs. Sadhana ?
     B: Very well, thank you. I’ve come about Siddharth.
     A: Yes.
     B: You see, he’s always complaining of stomach ache.

10.  A: Nasty accident that !
       B: Yes. Subhash’s lost four of his fingers.
       A: It’s going to be tough on him. Don’t you think?
       B: It’ll be, I guess.

11.    A: I don’t like going to the cinema.*1
         B: I’m surprised. All people enjoy films.
         A: The trouble is that most of the films are Westerns *2 
             which bore me.
*1 the cinema = a place where films are shown. We use this to mean a film. And we use ‘the
                              theatre’ as a synonym for ‘the cinema’. But ‘the theatre’ actually refers to
                              a place where dramas are staged/ shown.
*2 westerns are cowboy films.

12.    A: I don’t like going to the cinema.
       B: Don’t tell me! Didn’t you see a film last week?
       A: Yes. But I’m fed up with seeing Westerns.

13.   A: Would you care for another helping ?*
        B: No, if you wouldn’t mind. It was delicious, but I’m trying
             not to get fatter.

14.   A: Won’t you have another helping ?
         B: No, thank you. I don’t like to get any fatter.

15.    A: Have another helping ? *
         B: No. I won’t get any fatter.
         A: Aren’t you exaggerating ?

16.   A: What could be better? ! We are all eating at the Taj.
        B: Really? That’s great!
        A: You know why we are going? To celebrate your new
             appointment.
        B: Ah, I see.
        A: Yes, we’ve all agreed, haven’t we?
        C, D, E:  Yes, yes.
        A: Do you know who’s paying the bill?
        B: We are sharing, aren’t we? (silence) Who is the kind person?
        A: Who else? You!
        B: Me ? Oh, no!

 More conversation samples

A party where strangers, acquaintances and friends are together. Depending on   who meets who, the situation may be formal / semi formal informal.

 [A]
Suman  :  Raj, come, I’ll introduce you to Dr. Raghu.
               :  Dr Raghu, this is Prof. Raj.
Raj          :  How d’you do ? (extending his hand)
Raghu   :  How d’you do ? (shaking hands)

 (the conversation continues . . .)
note: ‘How d’ you do?’ is the response to ‘How d’ you do?’ This expression has no meaning of its
          own.

[B]
Suresh  :  Hello, Shyam!
Shyam  :  Hello! How come you are here?
                  I thought you were ...
Suresh  :  Supposed to be at Kolkata. Had to cancel it.*
Shyam  :  Anything wrong with Raji?
(anxiously)
Suresh  :  No, no. She is of course recovering.
                   It’s the storm. Didn’t want to risk.........*
Shyam  :  Risk? What risk?
Suresh  :  I meant the mess at Kolkata.

[C]
Mr Guha      : Good evening, Mr. Prabhu!
Mr. Prabhu  : Oh good evening, Mr Guha! What a pleasant surprise!
Mr. Guha     : But I had expected you, here.

* Incomplete sentences (especially without subject) are common in informal
   conversations.

A is formal, B informal and C semiformal.

A train journey is one where people stay together. Where people talk to each other without getting introduced, from where they leave without a word said or without getting introduced

[A]
Passenger A : Excuse me, is the Sports Star the latest ?
Passenger B  : Yes. (extending it)
Passenger A  : Thank you.
Passenger B  : Not at all.
Passenger A  : Thank you. I’m Karthik.*
(returning             Works Manager, HCL
the magazine)
Passenger B   : I’m Chandran *, Sales Manager, GCIM.
Passenger A   : Then you must be knowing Mr. Kanthan,
                            your Works Manager.
Passenger B   : I do. In fact, we’re very close. How do you....
Passenger A    : We were classmates at SIM, Bangalore.

* We are generally known by our own names (Christian names) not our fathers’
   (surnames). But Westerners use their surnames in formal / official situations (Not
   their Christian names) ; they use their Christian names only when there is a degree of
   intimacy or where intimacy exists or is permitted.  When you introduce yourself,
  don’t use any title with your name (Mr/ /Dr) But see below.

[B]
In a conference (during lunch)
Participant A : Congratulations! You raised a few very disturbing questions. I’m Mrs Deepika Chandran,
                                       Editor, Science Section, SCITECH, Chennai.
Participant B : Thank you, Mrs. Deepika. I wondered if any one listened at all. I’m Ms.Chandrika,
                           lecturer in Economics, SIET, Mayiladuthurai.

As a woman, introduce yourself as Mrs if you wish to be addressed so. Otherwise, use Ms (pronounced as Miz) or simply your name [I’m Chandrika].

[C]
In a debate competition
Karthik : Congrats, Mr. Sekhar for winning the Cup.
                   You were faultless.
                   I’m Karthik, third year student of Mech. NEC, Thanjavur.
Sekhar  :  Experience, I guess. Is it your first in Chennai? (Karthik nods)
                   Well, for a novice, you spoke extremely well but poor time management was your
                  problem.
Karthik  : You are quite right. I had so much to say. Mr Sekhar, you are a. . . . .
Sekhar : Sorry to interrupt. But no Mr. I’m just Sekhar.
                 Final year Law, Madras Law college.
                  Glad to know you, and see you soon. Bye.
Karthik  : Glad to know you, too. Before I leave, will your College participate if my College invites?
Sekhar  : Honestly, we don’t go to the districts but now that I know
                  you, I’ll see to it.
Karthik  : I’m so glad. That’ll be another opportunity to listen to
                  you. Bye, Sekhar.

A is formal, B is semiformal, C is informal though in all of them the speakers are strangers to begin with. But in B and C the speakers have something in common and this makes them avoid being formal though they are meeting for the first time.
______________________________________________________________________________

On the Phone
                   : Hello!
Sankar     : Is that 28253763? [ two eight two five three seven six three]
                  : Yes.
Sankar     : Could I speak to Suresh ?
Suresh’s                              
mother    : Suresh is not in. I’m Suresh’s mother. And you are ...
Sankar     : Sankar. Suresh’s classmate.
                     I’m calling to know if he’s decided to go with me for the field trip.
Suresh’s                              
mother    : You have a phone?
Sankar     : Yes, he has my number.
Suresh’s
mother    : That’s fine. You can also reserve for him.
Sankar     : Thank you, auntie (madam). Bye.
________________________________________________________________________

                              : Hello! This is 26328107. [ two six three two eight one 0 seven]
Sharanath          : I’d like to speak to Mr Pande.
Mr. Pande          : Speaking.
Sharath                :                 Good morning, Mr. Pande. I’m Sharath, Student President, GEC.
                                  Your PA told me you’d be available at your house today.
                                  She gave me your residence number.
Mr. Pande           : Good morning, Mr Sharath. What’s the urgency?
Sharath                :                 Sorry to disturb you, sir. I had to ring you because
                                  she said you were going on a tour  and I wanted to know
                                  if you would be free to give a lecture.....
Mr. Pande           : Sorry to interrupt you, Mr. Sharath. When do you want me for the lecture?
Sharath               : Any day between the 20th and the 25th, sir.
Mr. Pande          : I see. Will 22nd be all right?
Sharath                :                 That would be fine, sir. We’d like you to speak on journalism in India.
Mr. Pande           : Mm. Am I free to choose - anything close to this?
Sharath                :                 Of course, yes, sir.
Mr Pande            : Please meet me on 19th at my office at 10 am.
Sharath                :                 Yes. And thank you, sir. Good bye.
________________________________________________________________________

Krishnan              : Hello ! Krishnan, here.
Kuruvilla               : Guess who’s speaking.
Krishnan              : Is that Abey kuruvilla?
Kuruvilla               : Who else could it be? How ARE* you, Krish?
Krishnan              : How are YOU*, Abey? Is this an STD call?
Kuruvilla               : Yes, I’m coming to Chennai next week. Let’s have a chat.
Krishnan              : Sure. How long are you staying?
Kuruvilla               : Five days.
Krishnan              : When are you arriving? I’ll receive you.

When you meet a friend after a long gap, if you are asking first, you stress ‘ARE’ and your
 friend ‘YOU’. This emphasis indicates affection.
_______________________________________________________________________

A complaint                                         
Mr Narayanan   :  Yes, come in.
Sundar                  : Mr Narayanan? I’m Sundar.
Mr. Narayanan  : Please be seated, Mr Sundar.
                                  How can I help you?
Sundar                 : Our phone is not working.
Mr. Narayanan  : Are you the owner of the phone?
Sundar                 : No. It’s my father, Prof. Raghavan.
Mr. Narayanan  : Is the sound coming garbled? Is it cross talk?  Or is the phone dead?
Sundar                 : Our problem is we are always getting wrong numbers.
Mr. Narayanan  : Did you have trouble before?
Sundar                  : Not as far as I know.
Mr. Narayanan  : I see. On your way out, please fill particulars on a form at the
                                reception. We’ll send down someone tomorrow.
Sundar                 : Tomorrow?
Mr. Narayanan : We are short of personnel. Latest tomorrow, we’ll have
                               your phone working. Bye, Mr. Sundar.
Sundar                  :  Thank you. Bye, Mr Narayanan.
________________________________________________________________________

A visitor to home
Somu’s dad : Somu, see who is at the door.                        
Somu           : Yes, dad. (opens the door, sees a stranger)
                         Yes?
Visitor          : Is Mr Sugumaran at home?
Somu           : Yes. May I. . . .
Visitor          : I’m Gnanasekaran.  A friend of Mr Sugumaran.
Somu           : I’m Somu, his son. Please come in.
                         (Mr. Gnanasekaran enters)
                         Please be seated. (switches on the fan.)
Visitor           : No, thank you. It doesn’t agree with me.  
Somu            : (Switching it off)
                          I’m sorry! I didn’t know.
Visitor           : It’s okay. How could you?
Somu            : I’ll inform father. In the meantime, would you like to read today’s Hindu?
Visitor           : Thank you, Somu.
(receiving it)
Somu            : Dad! A Mr Gnanasekaran has come to see you.
(comes back)
                         He’ll be here in a moment. What would you like for a drink?
Visitor         : Nothing for the moment. Thank you, anyway.   
________________________________________________________________ 








    

     


Friday, 16 May 2014

Know who we are and who others are:

                   3
thinking
“I know others can be right.”
“I respect others’ rights.”

person
open-minded
involved listener
positive speaker

acting/behaving
participative/proactive
understanding others
empathetic
recognizing others’ rights
considerate to others’ feelings

patient
expecting conversion by    
   consent
expressing
“What do you think?”
“Are there other   
  possibilities?”

All these resulting in
respect, admiration, 
cooperation
 

                 2
thinking
“I’m not sure if I am right.”
“I’m not sure of my rights.”

person
not sure of self
listens out of fear
confused speaker

acting/behaving
complying
agreeing
respectful
timid/apologetic
thinking others’ feelings as
   as right/correct
submissive
no expectations

expressing
“Okay.”
“You’re right.”

All these resulting in
dependency, loss of
self esteem
 

                   1 
thinking
“I’m never wrong.”
“Only I have rights.”

person
self-opinionated
poor listener
rude speaker

acting/behaving
domineering
condescending
humiliating
bossy
disrespecting others’ feelings

impatient
expecting only obedience

expressing
“You will do as I say.”
“Mine is the only way.”

All these resulting in
resentment, resistance,
alienation, defiance 





 
 































Boxes 1, 2 and 3 contain clues to help decide who we are, what we do and how we behave. They also help us identify people we deal with. Box 1 describes aggressiveness, box 2, passivity and box 3, assertiveness.

Generally speaking, aggressiveness means getting things done by force or threat, passivity means yielding to others without thinking, assertiveness means behaving in a way that draws others to your way of thinking. Being passive by nature results in negative management of others and ourselves because it stops our growth and prevents others from growing or make them aggressive; we should become assertive; only then we can grow and others will grow with us. Being aggressive all the time results in negative management of others because it kills growth, except the aggressor’s. Being assertive all the time does not mean we allow dissent to prevail; it only means that we allow others also to grow and that we get others to see meaning and welfare in our decisions.
________________________________________________________________________ 

Monday, 12 May 2014

Essentials of summary writing

A summary is a brief statement of main points of a paragraph, a short or long essay or a speech or lecture. It shouldn’t include details, examples, explanations or elaborations.

The best example we can think of for a summary is when your lecturer/ teacher gives, generally towards the end of a lecture or period, a recapitulation (‘recap’ informally) of what has been taught or dealt with and when he refreshes your memory with only the main points of a given topic in the next lecture.  

Or when you say, at your breakfast table,
           In my dream last night, I saw an accident. There was
         a head-on collision between a van and a lorry; it was a
         horrible sight
you’re summarising.

(i)
How to summarise
  1. a paragraph
A paragraph is built on one main idea, which by now you know is in the form of the topic sentence; the other sentences that follow express ideas that are related to this main idea, and they provide support through examples, explanations, repetitions, elaborations.

To write a summary of a paragraph look for the main idea and express this in your own words
Example:
        1Let me begin with the conclusion. 2 Success or failure is determined
         to a large extent by performers other than us in the human drama
         we are part of. 3 Learners, syllabus designers, examining bodies, to
         mention a few. 4 Besides, success and failure express values and are
         hence relative terms. 5 We have our own pet definitions and
         descriptions. 6 However, perform we must for we are committed to
         a profession.

Obviously, sentence 1 contains the main idea, but is it complete? It’s not because it doesn’t state what the conclusion is. Where do you find the conclusion—sentence 2, 3, 4, 5 or 6?  On reading these sentences carefully, you’ll find that sentence 6 contains the conclusion with a ‘reason’ clause:

                   1Let me begin with the conclusion.
           6However, perform we must for we are committed to a profession.   

By joining these two we get the central (main) idea of the paragraph:
               The conclusion is that we must perform for we are
                    committed to a profession

This can be further reduced to
               The conclusion is that we must perform as professionals

But the summary is not complete because sentence 6 contains ‘however’ which links it to sentences 2, 3, 4 and 5. So to make the summary complete we must take something from these four sentences. What do we take?

They talk about how ‘our’ ideas about ‘success or ‘failure’ can differ from those of others’ and how we shouldn’t worry about whether we are successes or failures. This thought should be included in the summary.
So, the complete summary will be
                  The conclusion is that we must perform as professionals
                  without worrying about success or failure.

Another paragraph
        One of the mistaken ideas held by too many programmers is that the documentation
          for a program should be written only after the program is ‘finished’. That is a very
          dangerous point of view! It will certainly lead to inadequate documentation and might
          very well result in an incomplete or incorrect program. Documentation is a continuous
          process. It starts when we first begin to formulate a clear problem statement and
          continues as we devise a solution, express the solution algorithmically and code the
          algorithm as a computer program. The proper point of view is that documentation is an
          inherent part of a program. It is therefore meaningless to assert that documentation
          should be written after the program is finished.


A possible summary is
         1. Documentation is an inherent part of a program and therefore cannot be written after    
           the program is finished.
 
(ii)              
How to summarise
2. an essay
If today’s world is as it is today, it’s because of the changes that took place nearly three hundred years ago. Read the passage and also the suggested summary carefully and benefit from this experience:

 Industrial Revolution:  
The term Industrial Revolution describes the historical transformation of traditional into modern societies by industrailsation of the economy. The main defining feature of revolution was a dramatic increase in per capita production that was made possible by the mechanisation of manufacturing and other processes that were carried out in factories (see FACTORY SYSTEM). Its main social impact was that it changed an agrarian into an urban industrial society. The historical term can be applied to specific countries and period of the past, but the process known as industrialisation is still going on, particularly in developing countries.

The Revolution in Great Britain:
Historian disagree on the exact causes of Britain’s industrial revolution, which may be viewed as stemming from a variety of related and coincidental factors.

Britain’s Advantages:
Britain had certain natural advantages that help to explain why the Industrial Revolution began there. It was richly endowed with coal and iron ore, easily navigable waterways, and easily negotiated coasts. It was favourably placed at the crossroads of international trade, and internal trade was stimulated by the absence of domestic tariffs in what was, after the union of England and Scotland in 1707, the largest free-trade area in Europe. Political liberty was guaranteed, and a relatively open social structure made upward social mobility common, thus giving an incentive to the accumulation of wealth. The principles of the Protestant NONCONFORMISTS, who were to form the backbone of the new middle class, encouraged industry and thrift. New knowledge, especially in science, was freely disseminated, breeding an inventiveness and a willingness to accept change. In short, the 18th-century British society provided the framework within which could interact the effects of five fundamental sorts of change—in agriculture, population, technology, commerce, and transportation.

The Agrarian and Demographic Revolution:
Industrialisation usually goes hand in hand with agrarian reform if for no other reason than that an agrarian revolution allows a relatively small agrarian labor force to feed a larger manufacturing work force. In Britain, the revolution in land use, even more than improved technology, dramatically increased agricultural production. The ENCLOSURE movement of the 18th century increased the efficiency of farm lands as common pastures and fields were replaced by more compact and easily farmed private holdings. Farmers were motivated to experiment with new forms of husbandry—notably root crop rotation and convertibility between cultivated and pasture land—that increased productivity.

The stimulus to these agrarian changes was the increased demand for food generated by a demographic revolution—Britain’s population nearly doubled in the 18th century and doubled again by 1850. Population growth tends to retard economic development in a modern developing country, but Britain was a wealthy country with a standard of living well above subsistence; thus the population explosion from 1750 on enlarged the effective demand for consumption and had a beneficial effect on economic development.

The Technological Development:
Because British entrepreneurs were unable to meet the increased demand for goods by traditional methods of production, the domestic handicraft system of manufacture gave way beginning in the late 18th century to factory-based mechanisation.

The cotton textile industry was the first to be fully mechanised. The crucial inventions were John KAY’s flying shuttle (invented in 1733 but not widely used until the 1760s), James HARGREAVES’s spinning jenny (1765), Richard ARKWRIGHT’s water frame (1769), Samuel Crompton’s mule (1779), and Edmund CARTWRIGHT’s machine LOOM(1785).

The first factories were driven by water, but James WATT’s improved Newcomen’s STEAM ENGINE (1769) made steam-driven machinery and modern factories possible from the 1780s. This use of steam power led, in turn, to increased demand for coal and iron. Each development spawned new technological breakthroughs, as, for example, Sir Henry BESSEMBER’S process for making steel (1856). Other    industries such as chemicals and mining also developed rapidly.

Capital, Commerce, and Transportation:
British industrialisation was financed almost wholly by domestic capital. The accumulation of capital from land and overseas trade was a long-term process in which the propensity to save was crucial; thus the emergence of banking and insurance services oiled the wheels of a market economy.

For the market to respond to demand, an adequate transport system was essential, and the in the 18th century British roads were improved for the first time since the Romans had withdrawn. Even more important, in the last quarter of the century a burst of CANAL building enabled raw materials to reach the factory quickly and cheaply and allowed finished goods to supply an even larger market. From 1830 on, the development of steam-driven LOCOMOTIVEs brought the advent of RAILROADS, extending the transportation network.

The net effect of all these changes was a dramatic increase in production; during the 19th century the gross national product per capita in Britain increased an unprecedented 400 percent in real terms.

The Spread of Industrialization:
Until well after 1850, Britain dominated the international economy. Britain itself, however, sowed the seeds of industrialisation elsewhere by exporting knowledge, engineers, entrepreneurs, and above all capital.

Europe:
In continental Europe, Belgium, rich in iron and coal, was first to embark on indusrtialisation in the 1820s, and by the 1830s the French Industrial Revolution had begun. Prussia, much richer in essential minerals than France, developed rapidly from the 1840s; by the time of German unification in 1871, Germany was a powerful industrial nation. Those countries which industrialised most rapidly were those which established an extensive rail network—Belgium, Germany, and the United States.

The United States:
American society was an ideal vehicle for industrialisation. The Puritan ethic and a belief in free enterprise fostered technological innovation and economic growth, and the country had enormous natural resources. In the late 18th century, Samuel SALTER, a textile worker from England, copied Arkwright’s machine designs and opened a cotton mill in Rhode Island. Under the leadership of such entrepreneurs as Francis Cabot LOWELL, the New England TEXTILE INDUSTRY continued to develop. The supply of cotton fiber for the textile mills was vastly increased by Ell WHITNEY’S invention (1793) of the COTTON GIN. Another major mechanical innovation in crop harvesting was Cyrus MCCORMICK’s reaper (1831). Labor-saving devices such as these freed workers to enter the factories, which also drew on immigrant labor.

Aided by the spread of the transportation network, the boom period in American industrialisation came in the second half of the 19th century. By the turn of the century, the United States had overtaken Britain in the output of iron and coal and the consumption of raw cotton. Britain, with older plants and equipment, faced increasing economic competition from other countries. In the 20th century, the United States dominated the new automobile industry, which Henry Ford (See FORD family) revolutionised by introducing a system of coordinated ASSEMBLY LINE operations. Ford’s success led to the widespread adoption of mass-production techniques in industry.

Elsewhere: 
By 1914 other European countries such as Italy and the Netherlands had begun to industrialisae, and the process spread to Japan. There, rapid industrialisation made a small island people a world power, just as it had done for the Britain.

The Industrial Revolution in Russia had started well before 1914, but economic development was halted by World War I and the 1917 Bolshevik Revolution. When Soviet industrialisation resumed about 1930, it was no longer in response to market forces but a planned economic development by the Communist state. From the 1950s, Communist China also embarked on a planned Industrial Revolution, seeking to accomplish in a decade what had taken Britain a century.

Social Effects:
The social effects of industrialisation may be summed up as short-term misery for long-time gain. Factory labor was often more disciplined, tedious, and dangerous than work in agriculture or domestic industry. It exploited women and, until the introduction of child-labor laws in most countries by the early 20th century. People felt that they had less control over their destiny as machines, although created by humans, seemed to become their masters.

At the same time, life in the 19th century city was unpleasant. The environment was often polluted with filth and smoke, and housing conditions were crowded and unsanitary. Basic amenities such as water supply and sewage disposal were deficient, and as a result disease and death rates were high. For all its ill effects, however, the Industrial Revolution solved the problem of the poverty trap described by Thomas MALTHUS in An Essay on the Principle of Population (1798)—the cycle of low income, low consumption, low demand, and low production.
Source: pages140—142 of Grolier’s Encyclopaedia of Knowledge

The following is a suggested summary:
                    In about 200 years, the Industrial Revolution has propelled
                    such a permanent change in the perceptions and practices in
                    several countries that the world has never been the same
                    since its onset---from agricultural-based economy to industry-
                    based economy.
                  
                    In Britain, if rich minerals, waterways, tariff free zone, free
                    dissemination of new knowledge, were ideal promoters of
                    industry-based revolution, common pastures-turned-private
                    holdings were responsible to start it with increased productivity
                    to meet the demand for food, generated by a sudden spurt in
                    population growth. Mechanisation of goods production began
                    in textile industry and continued in mining, steel and chemical
                    industries. These were ably supported by increased improvement
                    in transport---improved roads, canal building and locomotives.

                    In the USA, free enterprise concept and enormous natural resources,
                    increasing mechanisation of industries, improved transport  network,
                    availability of vast labour force [immigrants included] provided a
                    healthy climate for the growth of North America as an industrial
                    power.
                   
                    The Industrial Revolution occurred in Europe, too. Belgium, France,
                    Prussia, Germany taking the lead and Italy and the Netherlands following
                    suit. Japan also joined the company of idustrialised nations. And
                    Russia entered late but became industrialised through planned
                    economic development.                                                    
                  
                    Of course, as in all human systems, ill effects were easily visible
                    like exploitation of women and children, pollution of environment,
                    high death rates. But it chiefly solved the problem of poverty trap
                    and has been responsible for a dramatic increase in per capita
                    production.

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