DOCSLIB.ORG

Ethnic Identity and Heritage Language for Sydney's Armenian Adolescents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ethnic Identity and Heritage Language for Sydney's Armenian Adolescents Ethnic Identity and Heritage Language for Sydney’s Armenian Adolescents Armen Samuel Karamanian MIntRel, Macquarie University, 2010 BCom-Accg, Macquarie University, 2007 Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Research in the Department of International Studies Faculty of Arts Macquarie University Contents ABSTRACT ........................................................................................................................................................... 1 AUTHOR’S STATEMENT .................................................................................................................................. 2 ACKNOWLEDGEMENTS .................................................................................................................................. 3 LIST OF ABBREVIATIONS ............................................................................................................................... 4 INTRODUCTION ................................................................................................................................................. 5 BACKGROUND ..................................................................................................................................................... 5 THEORETICAL FRAMEWORK ................................................................................................................................ 7 GAP IN RESEARCH ............................................................................................................................................... 8 AIMS OF THE PROJECT AND HYPOTHESIS ............................................................................................................ 8 METHODS ............................................................................................................................................................ 9 STRUCTURE OF THE THESIS ............................................................................................................................... 10 1. LITERATURE REVIEW ............................................................................................................................... 12 1.1 THE RELATIONSHIP BETWEEN ETHNIC IDENTITY AND HERITAGE LANGUAGE ............................................. 13 1.2 HERITAGE LANGUAGE AMONGST ETHNIC GROUPS: ITS USE AND IMPORTANCE ......................................... 16 1.3 METHODOLOGIES AND THEORETICAL FRAMEWORKS .................................................................................. 18 1.4 LANGUAGE AND IDENTITY DURING ADOLESCENCE ..................................................................................... 20 1.5 THE DIASPORA COMMUNITY: A UNIQUE PERSPECTIVE ............................................................................... 21 1.6 PERCEPTIONS OF ETHNIC SCHOOLS AND ORGANISATIONS .......................................................................... 23 2. METHODOLOGY .......................................................................................................................................... 27 2.1 PARTICIPANTS: THE SCHOOL STUDENTS ..................................................................................................... 27 2.2 PROCEDURES AND METHODS: QUANTITATIVE AND QUALITATIVE .............................................................. 28 2.3 THEORETICAL FRAMEWORK: ETHNOLINGUISTIC IDENTITY THEORY ........................................................... 29 2.4 DATA ANALYSIS: SOLIDARITY WITH THE IN-GROUP .................................................................................... 31 3. RESULTS AND DISCUSSION: ETHNOLINGUISTIC IDENTITY ........................................................ 33 3.1 IDENTIFYING WITH THE IN-GROUP .............................................................................................................. 34 3.2. SOCIAL COMPARISONS WITH THE OUT-GROUP ........................................................................................... 47 3. 3. VITALITY OF THE ARMENIAN COMMUNITY (STATUS, DEMOGRAPHY AND SUPPORT) ................................ 50 Status factors ............................................................................................................................................... 50 Demographic factors ................................................................................................................................... 53 Institutional support factors ......................................................................................................................... 56 3.4. PERCEIVED IN-GROUP’S BOUNDARIES ......................................................................................................... 59 (A) Purpose of the in-group ......................................................................................................................... 59 (B) Purpose of heritage language schools ................................................................................................... 61 (C) Inclusion of the out-group’s members in the in-group .......................................................................... 64 (D) The effect of prejudice and the memory of genocide on the in-group’s boundaries .............................. 65 3.5 MEMBERSHIP IN IN-GROUP AND OUT-GROUP SOCIAL CATEGORIES ............................................................ 67 (1) Armenian community organisations ....................................................................................................... 67 (2) Non-Armenian organisations ................................................................................................................. 70 CONCLUSION .................................................................................................................................................... 73 APPENDIX A: IDENTITY AND LANGUAGE ATTITUDES: GRAPHS .................................................... 79 A1. SOCIAL CATEGORISATION .......................................................................................................................... 79 A2. SOCIAL IDENTIFICATION ............................................................................................................................. 80 A3. SOCIAL COMPARISON ................................................................................................................................. 83 A4. PSYCHOLOGICAL DISTINCTIVENESS ............................................................................................................ 85 A5. LANGUAGE ATTITUDES ............................................................................................................................... 87 APPENDIX B: THE IN-DEPTH INTERVIEW ............................................................................................... 92 B1: PERCEPTIONS OF THEIR IN-GROUP’S VITALITY............................................................................................. 92 B2: PERCEPTIONS OF THEIR IN-GROUP’S BOUNDARIES ....................................................................................... 92 B3: IDENTIFICATION WITH SOCIAL CATEGORIES AND GROUP MEMBERSHIP. ....................................................... 92 C. ADVERTISEMENT ON FACEBOOK ....................................................................................................... 111 D. CONSENT FORM ........................................................................................................................................ 112 E. THE QUESTIONNAIRE ............................................................................................................................. 114 F. INTERVIEW QUESTIONS ......................................................................................................................... 120 G. ETHICS APPROVAL .................................................................................................................................. 121 BIBLIOGRAPHY .............................................................................................................................................. 122 Abstract The Armenian community of Australia perceives the preservation of their identity to be dependent upon the maintenance of the Armenian language. For adolescents in the Armenian community, the maintenance of language and identity is supported by the mainstream heritage language school, Galstaun College, complementary heritage language schools and community organisations in Sydney. This study aims to analyse whether adolescents attending Galstaun College who are involved in community organisations possess a higher solidarity with the Armenian community (the in-group), compared to adolescents attending the various complementary schools. Utilising a quantitative questionnaire and a qualitative semi- structured interview, data was collected from 13 Complementary School Students (CSS) and 11 Mainstream School Students (MSS). It was found that MSS possess a higher solidarity with the in-group, as they identify with their ethnicity and consider the Armenian language an important element of the in-group. Complementary School Students display a preference for organisations outside the community (out-group) and an increasingly hybrid Australian- Armenian identity. However, for CSS, the memory of the Armenian Genocide and the unfamiliarity of the Armenian identity by the out-group ensure their continued identification with the in-group and, as
Load more

Recommended publications
  • 12.11.2015 Over 130 Turkish Associations Join to Thank Prime
    [vc_row full_width=”” parallax=”” parallax_image=”” seperator_indeed_locker=”Indeed Social Locker” lk_sl=”” lk_t=”” lk_la=”horizontal” lk_dc=”true” lk_dfn=”true” lk_lt=”2″ lk_etl=”0″ lk_tl=”30″ lk_nru=”0″ lk_rl=”0″ lk_lra=”30″ lk_lrt=”days” lk_io=”” lk_lp=”50″ lk_dm=”0″ lk_thm=”0″ lk_tuo=”0″ lk_dt=” “][vc_column width=”1/1”][vc_column_text]Over 130 Turkish Associations have signed a letter of appreciation to Prime Minister Malcolm Turnbull for his remarks about Ataturk and Turkish community. On November 11th, during the Questions time Prime Minister Malcolm Turnbull has answered a question by ATA Alliance. In his answer he has made a special remark for the Australian Turkish Community and Mustafa Kemal Ataturk, the founder of modern Turkey, ahead of his G20 visit. Mr Craig Laundy, who is the Chair of Australia Turkey Parliamentary Friendship Group has made a commemorative statement at the Australian Parliament on November 9th, the day before the 77th commemoration of passing of Ataturk on November 10th 1938. Craig Laundy’s speech where he calls Ataturk “a great visionary leader” so far attracted more than 70 thousand views on Facebook. Today, more than 130 Turkish Association around the country has signed the appreciation letter for Prime Minister’s gracious remarks about the Australian Turkish community and the bond between Australia and Turkey, which also attracted thousands views and likes on the social media. Turkish Mosques across the nation will also collect signatures for the thank you letter after prayers on Friday. On the letter the Turkish associations expresses their gratitude for Prime Minister and Mr Craig Laundy’s statements at the Australian Parliament which emphasised the vision and and the revolutionary leadership of Mustafa Kemal Ataturk the founder of modern Turkey.
    [Show full text]
  • Migration Action
    MIGRATION ACTION LIBRARY BROTHERHOOD OF ST. LAMPFaIPF Vol XV, Number 3 67 BRUNSWICK STREET December, 1993 FITZROY VICTORIA 3 The media SHOOTING THE MESSENGER OR THE MESSAGE? NEW BOOKS FROM EMC's BOOKSHOP B600 Labour Market Experience, Education and Training of Young Immigrants In Australia: An Intergenerational Study By: Flatau, Paul & Hemmings, Philip. 1992. RRP: $8.95 B601 Making Something of Myself: Turkish-Australian Young People By: Inglis, C.; Elley, J. & Manderson, L. 1992. RRP: $ 1 4 .9 5 B602 Directory of Ethnic Community Organizations in Australia 1992 By: Office of Multicultural Affairs. 1992. RRP: $ 2 9 .9 5 B604 Inventory of Australian Health Data Collections Which Contain Information On Ethnicity By: van Ommeren, Marijke & Merton, Carolyn. 1992. RRP: $ 16.95 B606 Temporary Movements of People to and From Australia By: Sloan, Judity & Kennedy, Sean. 1992. RRP: $ 1 2 .9 5 B607 Discrimination Against Immigrant Workers In Australia By: Foster, L.; Marshall, A. & W illiam s, L.S. RRP: $ 19.95 B 6 1 3 Growing Up Italian In Australia: Eleven Young Women Talk About Their Childhoods By: Travaglia, Joanne; Price, Rita & Dell'Oso, Anna Maria et al. 1993. RRP: $ 1 6 .9 5 B614 New Land, Last Home: The Vietnamese Elderly and The Family Migration Program By: Thomas, Trang & Balnaves, Mark. 1993. RRP: $9.95 B615 From All Corners: S ix Migrant Stories By: Henderson, Anne. 1993. The author tells the stories of six women who came to settle in Australia. RRP: $ 1 7 .9 5 Purchases from the EMC Bookshop may be made by calling the EMC Librarian on (03) 416 0044 / MIGRATION ACTION Contents VOL XV NUMBER 3, DECEMBER 1993 Editorial ISSN: 031 1-3760 The media - shooting the messenger or the message?....
    [Show full text]
  • A Test Case for Multiculturalism in Australian Education?
    89 GLOBALISATION AND TRANS!NATIONAL STUDENT MOBILITY: A TEST CASE FOR MULTICULTURALISM IN AUSTRALIAN EDUCATION? ANTHONY WELCH University of Sydney Abstract: A key feature of contemporary globalisation is international migration, which has long been a feature of Australian education. Indeed, it is often remarked that other than Aborigines, all Australians are migrants. This is very di erent to the European experience, and is more like countries of migration such as the USA and Canada. The paper examines the character of multiculturalism in Australian education, from both historical and contemporary perspectives, and uses brief sketches of two migrant communities (Muslim Australians and mainland Chinese) as ways to illustrate some of the key issues, and how the patterns of migration and multiculturalism are changing. Key words: globalisation, migration, multiculturalism, Australian education, Multicultural Australia? Of 150 million students enrolled in higher education worldwide, some 3 million are classed as international. This includes both those who travel abroad to study, as well as those who study an international programme at home, either via distance, or at a branch campus of a overseas university. Australia has been signally successful in attracting large numbers of students to its universities and more recently to its vocational education sector. In higher education, of a total current student population of 1 million enrolled in Australian universities, around 250,000 are international students. With the singular exception of Switzerland, hardly any other country comes close to this ratio of 25%. As is seen below, however, the " ood of students has not always been well regulated, and has become something of a test-case for Australian openness and diversity.
    [Show full text]
  • Editorial Introduction Gallipoli & Coniston: Conflict, Colonialism And
    Editorial Introduction Gallipoli & Coniston: conflict, colonialism and spatial power Heather Goodall University of Technology Sydney In 1938, Coniston was a tragedy in the invasion of Australia. It was 23 years after distant Gallipoli witnessed the tragedy of the invasion of Turkey. In both of these disasters, many people died brutally and uselessly while those who survived were scarred for the rest of their lives. Both tragedies were a reflection of global colonial expansion and the attempt by colonising Western Europeans to impose control over other people's lands. The papers in this issue take new directions to address the challenging questions raised when the invasion of Australia is seen to be linked to ‘modern’ international wars – argued here to be the expansions of colonial power right up to the present day. In Australia, there is rising, emotive emphasis being placed on the tragedy of the fighting at Gallipoli in Turkey in 1915. Yet Coniston, which lies geographically at the very heart of Australia and is more recent, is almost forgotten. It has been recognised only by the families of the survivors who still live there and who have just - after so many years - won the struggle to restore their power over their own lands. Gallipoli is claimed to have 'made' the ‘nation’ as if some Australian identity was created in the midst of brutality so far away. Yet the brutality which established British control over the continent, without which 'Australia' could not have existed, is ignored because it would mean acknowledging the people whose land was stolen. The power of colonial control – which was reflected in both conflicts – is almost completely unseen.
    [Show full text]
  • Discursive Constructions of Second Generation Immigrant Identity and Belonging Amongst Young Adults of New Zealand Descent in Sydney, Australia
    Beyond 'insiders on the outside': Discursive constructions of second generation immigrant identity and belonging amongst young adults of New Zealand descent in Sydney, Australia Ranmalie Priyanthie Jayasinha A thesis in fulfillment of the requirements for the degree of Doctor of Philosophy School of Public Health and Community Medicine Faculty of Medicine UNSW Australia March 2015 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Jayasinha First name: Bellanavidanalage Other name/s: Ranmalie Priyanthie Abbreviation for degree as given in the University calendar: PhD School: Public Health and Community Medicine Faculty: Medicine Title: Beyond 'insiders on the outside': Discursive constructions of second generation immigrant identity and belonging amongst young adults of New Zealand descent in Sydney, Australia Abstract 350 words maximum: (PLEASE TYPE) Studies of immigrant experience have tended to privilege a first generation immigrant-centred framework, including in research on second generation immigrant identity. This has led to the construction of this group as 'insiders on the outside', struggling to navigate cultural divides between family, community and host society. In challenging this conceptualisation I employed a poststructuralist approach, informed by intersectionality and Discourse theories, to explore the discursive constructions of second generation immigrant identity and belonging amongst young adults of New Zealand descent in Sydney, Australia. First, I examined how the subject position of the 'New Zealand immigrant' has been discursively articulated in relation to the nation-state Australia utilising a genealogical analysis of texts and a discourse analysis of media articles related to trans-Tasman migration and settlement. Second, drawing on in-depth interviews, I explored the lived experiences of participants born in Australia of New Zealand descent as they negotiated their identity and belonging within the confines of this discursive terrain.
    [Show full text]
  • 9 Spectators, Theatre Types and the Social Purposes of the Theatre
    9 SPECTATORS, THEATRE TYPES AND THE SOCIAL PURPOSES OF THE THEATRE Four Types of Theatre The material I am presenting here is based on a small portion of my research on audiences for different types of theatre. Although categorizing them is not a straightforward matter, they may be described as establishment-mainstream, radical-mainstream, workplace-community theatre and bilingual-bicultural theatre. The theatre companies/venues and productions which I have taken to represent these four types are as follows: Three Sisters directed by Richard Wherrett in 1990 at the Sydney Theatre Company; The Tempest directed by Neil Armfield in 1990 at the Belvoir Street Theatre in Sydney, and Love and Magic in Mamma's Kitchen directed by Teresa Crea in 1991 at the same theatre; No Fear directed by Joan Murray in 1991 for the Melbourne Workers Theatre; Tinti di rosso!Red Like the Devil directed by Teresa Crea and performed by Doppio Teatro in 1991 in Canberra as part of the Australian Theatre Festival. The bilingual title of Doppio's production indicates that it was performed in Italian and English, both languages being more or less evenly mixed for the whole show. The company's very name - "doppio" means "dual" or "double" - shows clearly its aim of developing its work from two languages and two cultures. It must be noted further that, although Love and Magic and Red Like the Devil were directed by the same person, they were not performed by the same performance group. Love and Magic, in other words, was not a Doppio Teatro production. It was staged on the initiative of Belvoir Street as this theatre's contribution to Carnivale, the annual, so-called "multicultural" festival held in Sydney where non-Anglo/Celtic "ethnics"­ generally, though not exclusively, those who live in or near the metropolis - showcase their particular heritage and talents.
    [Show full text]
  • Turkish Young People
    Report No 2: Turkish Young People Australian Multicultural Foundation Ethnic Youth Gangs in Australia Do They Exist? Report No. 2 Turkish Young People by Rob White Santina Perrone Carmel Guerra Rosario Lampugnani 1999 i Ethnic Youth Gangs in Australia – Do They Exist? Acknowledgements We are grateful to the young people who took time to speak with us about their lives, opinions and circumstances. Their participation ought to be an essential part of any research of this nature. Particular thanks goes to Yadel Kaymakci and Gengiz Kaya for making contact with and undertaking the interviews with the young people. The Criminology Department at the University of Melbourne hosted the research project, and we are most appreciative of the staff support, office space and resources provided by the Department. We wish to acknowledge as well the assistance provided by Anita Harris in the early stages of the project. Thanks are due to the Australian Multicultural Foundation for financial support, information and advice, and for ensuring that the project was able to continue to completion. We are also grateful to the National Police Ethnic Advisory Bureau for financial support. About the Authors Rob White is an Associate Professor in Sociology/Law at the University of Tasmania (on secondment from Criminology at the University of Melbourne). He has written extensively in the areas of youth studies, criminology and social policy. Santina Perrone is a Research Analyst with the Australian Institute of Criminology where she is currently working in the areas of workplace violence, and crime against business. During the period of the present study, she was a lecturer and researcher in the Department of Criminology at the University of Melbourne.
    [Show full text]
  • Accepted Manuscript
    Swinburne Research Bank http://researchbank.swinburne.edu.au Hopkins, Liza. (2008). Young Turks and the new media: the construction of identity in an age of Islamophobia. Media International Australia incorporating Culture and Policy. 126(Feb.) : 54-66. Copyright © 2008 University of Queensland. This is the author’s version of the work. It is posted here with the permission of the publisher for your personal use. No further distribution is permitted. If your library has a subscription to this journal, you may also be able to access the published version via the library catalogue. Young Turks and new media: the construction of identity in an age of Islamophobia Abstract The place of Islam in a multicultural society is high on the agenda of every western nation at the moment. In the wake of a series of local and global events, Australia’s Muslims have found themselves in the glare of media scrutiny over what it means to be Australian and a Muslim. Increasingly that media discourse contributes to a rising tide of anti-Islamic feeling, also known as Islamophobia, in the community. Diasporic communities across the globe are using new technology to overcome some of the structural difficulties inherent in being cast as ‘outsiders’, even of the country in which they were born. This paper examines the use of communications and media technologies to establish, assert and define social groups and notions of social identity, using a research project with Melbourne’s Turkish community as a case study. The qualitative research, which forms part of a broader study of the Turkish community in Melbourne, focuses on the experiences of a small cohort of young people of both first and second generation Turkish background, who are completing their education in the Australian university system.
    [Show full text]
  • Ethnicity and Educational Inequality: an Investigation of School Experience in Australia and France Joel Austin Windle
    Ethnicity and Educational Inequality: An investigation of School Experience in Australia and France Joel Austin Windle To cite this version: Joel Austin Windle. Ethnicity and Educational Inequality: An investigation of School Experience in Australia and France. Humanities and Social Sciences. Université de Bourgogne; University of Melbourne, 2008. English. tel-00325698 HAL Id: tel-00325698 https://tel.archives-ouvertes.fr/tel-00325698 Submitted on 30 Sep 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Ethnicity and Educational Inequality: An Investigation of School Experience in Australia and France Ethnicité et inégalité scolaire : une enquête sur l’expérience lycéenne en Australie et en France Joel Austin Windle Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy under a Cotutelle arrangement with The University of Melbourne and the Université de Bourgogne September 2008 Faculty of Education, University of Melbourne, Australia and Institut de Recherche sur l’Education (IREDU), Université de Bourgogne, France Abstract This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken.
    [Show full text]
  • Journal of Intercultural Studies
    This article was downloaded by:[Ingenta Content Distribution] On: 11 October 2007 Access Details: [subscription number 768420433] Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Intercultural Studies Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713432188 The Ethnic (Dis)advantage Debate Revisited: Turkish background students in Australia Joel Windle a a The University of Melbourne, Melbourne, Australia Online Publication Date: 01 January 2004 To cite this Article: Windle, Joel (2004) 'The Ethnic (Dis)advantage Debate Revisited: Turkish background students in Australia', Journal of Intercultural Studies, 25:3, 271 - 286 To link to this article: DOI: 10.1080/0725686042000315768 URL: http://dx.doi.org/10.1080/0725686042000315768 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
    [Show full text]
  • Ethnic Youth Gangs in Australia Do They Exist? Overview Report
    Overview Report Australian Multicultural Foundation Ethnic Youth Gangs in Australia Do They Exist? Overview Report by Rob White Santina Perrone Carmel Guerra Rosario Lampugnani 1999 i Ethnic Youth Gangs in Australia – Do They Exist? Acknowledgements We are grateful to the young people who took time to speak with us about their lives, opinions and circumstances. Their participation ought to be an essential part of any research of this nature. Particular thanks goes to John Byrne, Yadel Kaymakci, Gengiz Kaya, Katrina Bottomley, Peter Paa’Paa’, Mulki Kamil, Maria Plenzich, Marcela Nunez, and Megan Aumair for making contact with the young people, and for undertaking the interviews. The Criminology Department at the University of Melbourne hosted the research project, and we are most appreciative of the staff support, office space and resources provided by the Department. We wish to acknowledge as well the assistance provided by Anita Harris in the early stages of the project. Thanks are due to the Australian Multicultural Foundation for financial support, information and advice, and for ensuring that the project was able to continue to completion. We are also grateful to the National Police Ethnic Advisory Bureau for financial support. About the Authors Rob White is an Associate Professor in Sociology/Law at the University of Tasmania (on secondment from Criminology at the University of Melbourne). He has written extensively in the areas of youth studies, criminology and social policy. Santina Perrone is a Research Analyst with the Australian Institute of Criminology where she is currently working in the areas of workplace violence, and crime against business.
    [Show full text]
  • Turkish (Wace Version)
    TURKISH (WACE VERSION) ATAR COURSE Year 11 and Year 12 syllabus IMPORTANT INFORMATION This syllabus is effective from 1 January 2021. Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis, typically every five years. Acknowledgement This syllabus document has been adapted by the School Curriculum and Standards Authority of Western Australia from the Turkish syllabus produced by the Victorian Curriculum and Assessment Authority, Victoria, on behalf of the Australian Curriculum, Assessment and Certification Authorities, in collaboration with: NSW Education Standards Authority SACE Board of South Australia Queensland Studies Authority School Curriculum and Standards Authority (Western Australia) Northern Territory Board of Studies Tasmanian Qualifications Authority ©ACACA 2000 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of ACACA. 2011/27980v11 Content Introduction ................................................................................................................................................................ 1 Rationale ....................................................................................................................................................................
    [Show full text]