Capitalist Hegemony

Capitalist Hegemony at its Finest Alex Jackson Sarah Ciurysek Capitalist Hegemony at its Finest. By Alex Jackson Throughout time different societies have seen their respective take on pop culture. Pop culture is not simply a culture that has suddenly sprung from the ground in the last 20 years and wormed its way into text books, periodicals and university debates; it is a culture built around a defined group of ideas, perspectives and attitudes. Pop culture in its evolutionary path has seen many changes from Roman sculpture to Baroque paintings to post-war Abstract expressionism, all amounting to what we know today to be our pop culture.However, the pop culture that we experience on a day-to-day basis in the 21st century is one unparalleled by the pop culture already seen and past. Today we are surrounded by the ever-expanding mass media. Since the invention of the Internet in the 1980’s, mass media has spread like wildfire and with it the furthering evolution of the 21st cent ury’s pop culture. With the growth of mass media in our pop culture we see new trends and patterns. As we all know, North America was built on a firm foundation of capitalism. This capitalism is the foundation not only for businesses and corporations, but for our developing culture as well.A growing notion and potential fear amidst this evolving foundation is the existence of capitalist hegemony. For one to understand this term one must know the definition of the two words individually. Mirriam Webster’s dictionary defines capitalism as ‘an economic system characterized by private or corporate ownership of capital goods, by investments that are determined by private decision, prices, production and the distribution of goods†¦Ã¢â‚¬â„¢ Hegemony, defined also by Webster’s dictionary is ‘the social, cultural, ideological, or economic influence exerted by a dominant group. In combination, the two represent a power exerting itself over a group in atte mpts to feed and control consumerism. Capitalist hegemony can be seen on the television, in advertisements, film and video games. The method by which capitalist hegemony is spread, that we will consider in this essay, is the video game. Video games contribute to the spread of capitalist hegemony in two ways: through the easily-accepted method of suggestion of consumerist narratives; and through the extremist method of exerting complacency on a populous.From an early age, all of us have been bombarded with a consumer culture. We have been taught by mass media always to want, look for and buy the next big thing. Video games have taken up this torch in that easily-accepted, subtle way. There’s no need to tell a person to buy, the task is more indirect. Gamers play through a story, the narrative more often than not being all about consumerism of one form or another. As masked as the consumerist plot may be, it is more than likely there. Take for example a game such as Dead Space 2.This game involves the main character Isaac Clarke fighting his way through the Sprawl in attempts to destroy a giant relic called the Marker, which is responsible for an alien infestation. At first glance, the story line of Dead Space 2 gives no evidence of capitalist tendencies; however the player need only kill one of the creatures in the game and pick up the loot to enter currency into the game. Money and power nodes allow the player to upgrade Isaac’s abilities and buy weapons and suits, and additional ammo and med packs.The gamer thereby is subliminally being taught the values of capitalism, make money buy new things. In other approaches to video games the developers don’t go to such length to mask consumerism. In games such as Need for Speed Underground the player races for money so as to purchase upgrades for already purchased cars, and to buy new ones. In Digital Games and Cultural Studies by Garry Crawford and Jason Rutter, this point is explained: â€Å"N umerous games are based upon the principle of capital accumulation where the central aim and theme is to make more money to improve character’s avatar’s skills or possessions. (Crawford and Rutter) One might argue for sports-related games such as Madden NFL 12, or NHL 11 where the object of the game appears to be purely sport. Win a game, move to the next round is the essential plot; however, these video games have been sponsored by larger companies looking to get their name out to more consumers. Although the advertisements are small and only seen on the back boards of the field or ice rink where the game is staged, the information does go in. According to studies, advertisements need to be put in front of the viewer for an extended amount of time before he viewer picks up on it. What better place than a video game to expose a viewer to a continuous stream of advertisements. To add to the two previous methods of consumerism being pushed through video games, there rema ins a third methodology. Typically, a well received video game will be made into a series. The game that supersedes the one before it always promises to be bigger and better; better graphics, better sound, etc. This leaves the player wanting more and lusting for the next big chapter.Many large game development companies such as EA games with Battlefield, and UBISOFT with Halo follow this trend and have met been with great success. Crawford and Rutter, in reference to the Birmingham School can be quoted as saying that, â€Å"the shared values and culture of a society are those based largely on dominant (that is, ruling class) values and ideologies. † (Crawford and Rutter) If our dominant culture is founded on capitalism, then the governing values and ideologies have to be exerted via subcultures such as pop culture and the ways in which its groups communicate.We have looked at the spread of consumerism via video games. This concept is easy to swallow because we see evidence of it everywhere we look. However, the second theory of how pop culture contributes to capitalist hegemony isn’t so easy to digest. As technology continues to advance and things such as social networking and portable communications grow, we begin to see a decrease in the need to go outside and meet people. The same goes for video games.With the introduction to video games in the 1970’s we have seen the creation of a new kind of computer geek, the gamer. Gamers can spend extended amounts of time inside, staring at a screen. With the advancement of video game graphics, intriguing storylines and strategic challenges, it’s no wonder gamers would rather play video games than interact, play sports or become useful members of society. A sudden lack of community has sprung up in the midst of our new found technological enlightenment. Digital gaming could be seen (and has been seen by many) as a clear illustration of the individualization of society†. (Crawford and R utter) People no longer need to come outside to communicate, to do activity or exercise. â€Å"The rate at which these games are flying off the shelves would suggest more football is being played on home computers than on local fields†¦Ã¢â‚¬  (O’Connor, 2002). The uprising of this new phenomenon is evidence of a growing complacency in our society. People needing to do less and less.Looking at this from the viewpoint of a large capitalist corporation, it means profit; maintaining ‘the existing status quo [to] promote dominant capitalist values,’ (Crawford and Rutter) keep people inside, in front of a screen absorbing information that fuels their desire to buy. Stuart Hall suggests that â€Å"cultural products (such as television programmers, popular music and digital games) may be ‘encoded’ with dominant values, ideas and beliefs. † (Hall, 1980) Albeit a little extreme, Hall is supported in an indirect way. John Hopson, a games researche r at Microsoft Games Studios holds a doctorate in behavioral and brain sciences.Based on one of Hopson’s studies, a gamer can in essence be persuaded to produce a set of behaviors the developers want, â€Å"each contingency is an arrangement of time, activity, and reward, and there are an infinite number of ways these elements can be combined to produce the pattern of activity you want from players. † (Hopson) Simply put, large corporations intend to subliminally brain wash us with messages of use to capitalist pursuits. These ideas are conceptual, large and potentially a bit fanciful, but the evidence supporting them is happening before our eyes.People keep on buying based on information consumed through media portals including game consoles. The emergence of gamers and the diminishing need to go outside is a constant reminder that, although seemingly unrealistic, someone is using the right approach to acquire profit. Video games, among other methods, contribute to so me form of capitalist hegemony whether intended or not. It would be frightening to know that a corporation would approach the market with such fervor as to send subliminal messaging through a game console. It’s surprising the very real effect of advertisement has on the consumer. -â€Å"Merriam-Webster. † http://www. erriam-webster. com/. N. p. , 2011. Web. 14 Apr 2011. -Crawford, Garry, and Jason Rutter. â€Å"Digital Games and Cultural Studies. † Sage Publications. (2006) -O’Connor, A. (2002) â€Å"Evan better than the real thing? †, The Times, The Game Supplement, 9 December. Pp 2-3. -Hall, S. (1980) â€Å"Encoding/ decoding†, in S. Hall, D. Hobson, A Lowe and P. Willis (eds) Culture, Median, Language: Working Papers in Cultural Studies. Chicago, IL: University of Chicago Press. Pp 215-43 -Hopson, John. â€Å"Behavioral Game Design. † Gamasutra (2001): n. pag. Web. 14 Apr 2011. .

The Gaze a Critical of the Female Figure in Art and Advertising

Ideas and Perspectives Module 2012/2013 Claire Hynds The Gaze A Critical of the Female Figure in Art and Advertising 22/01/2013 Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Chapter 1: History of ‘The Nude’ within European oil Paintings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5-6 Chapter 2: Susanna and the Elders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6-10 Chapter 3: The Vanity of Women†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10-11 Chapter 4: Helene Fourment in a Fur Coat†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11-12 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 List of Illustrations Peter Paul Rubens Susanna and the Elders (1636-40)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Artemisa Gentileschi Susanna and the Elders (1610)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Tintoretto Susanna and the Elders (1555-56)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Rubens Helene Fourment in a Fur Coat (1577-1640)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Introduction Women have often been observed in society as being different from a man. A man’s presence is seen as being a powerful force; whereas a woman’s presence has been depicted as being a physical emanation, a kind of heat. It has been said that from a young age a woman has been taught to constantly watch her every move, whether it be her walking across a room, or whilst weeping at the death of a loved one.To be born a woman was said to have been born within a confined space, or into the keeping of a man. Throughout history men have always surveyed a woman before they considered treating them. Consequently how a man treats a woman can be determined by many things, for instance if a woman is to throw a glass on the floor, this is how she expresses her anger towards a situation and how she would like it to be perceived by others, yet if a man was to do the same this would be read as an expression of his anger. As John Berger states in ‘Ways of Seeing’ (P. 47) Men act and wome n appear. Men look at women.Women watch themselves being looked at. This determines not only most relations between men and women but also the relation of women themselves. â€Å"The surveyor of women in herself is male: the surveyed is female. Thus she turns herself into an object and most particularly an object of vision: a sight† (John Berger ‘Ways of Seeing’ Page. 47) Chapter 1 History of ‘The Nude’ within European oil Paintings In the history of European oil painting it has been said that women were known for being the primary and ever-recurring subject. In the subject of women they were best known for being painted in the nude.It is said that the first nudes to have been depicted in the history of art was that of Adam and Eve. John Berger has stated (P. 47) that is was worth mentioning the story of Adam and Eve as told in Genesis: ‘And when the woman saw that the tree was good for food, and that it was a delight to the eyes, and that the tree was to be desired to make one wise, she took of the fruit thereof and did eat; and she gave also unto her husband with her, and he did eat. And the eyes of them both were opened, and they knew that they were naked; and they sewed fig-leaves together and made themselves aprons†¦.And the Lord God called unto the man and said unto him, â€Å"Where are thou? † And he said, â€Å"I heard thy voice in the garden, and I was afraid, because I was naked; and I hid myself†¦. Unto the woman God said, â€Å"I will greatly multiply thy sorrow and thy conception; in sorrow thou shalt bring forth children; and thy desire shall be to thy husband and he shall rule over thee† What is found striking about this particular story is how Adam and Eve become aware of each other’s nakedness the exact moment they take a bite of the forbidden fruit, as a result of this they saw one another in a completely different way.Nakedness was created in the mind of the beholder. Wha t is also striking about this story is how the woman is blamed and made to suffer by being made to serve the man. As the traditions of paintings become more secular, other themes are offered up as an opportunity for painting nudes. But in all of them there remains the fact that the subject (a woman) is all too aware of being watched by the spectator. ‘She is not naked as she is. She is naked as the spectator sees her. ’ (John Berger ‘Ways of Seeing. Page. 50) Chapter 2 Susannah and the EldersSusanna and the Elders was one of the most popular images of the sixteenth century, these pieces were taken from the Old Testament story of Susanna and the Elders. The images that were done of Susanna and the Elders were depicted from specific passages from the 13th Chapter of the book of Daniel. Unlike most versions of Susanna and the Elders, the Schonborn painting presents the central confrontation between the main characters, the exact moment within the story when the Elder s return to the garden to seduce Susanna. Mary Garrard (â€Å"Artemisia and Susanna†, Feminism and Art History: Questioning the Litany, Norma Broude and Mary D.Garrard, eds. , pp. 146-171) had this to say on her account of these paintings: Few artistic themes have offered so satisfying an opportunity for legitimized voyeurism as Susanna and the Elders. The subject was taken up by relish by artists from the sixteenth through eighteenth centuries as an opportunity to display the female nude, in much the same spirit that such themes as Danae or Lucretia were approached, but with the added advantage that the nude's erotic could be heightened by the presence of two lecherous old men, whose inclusion was both ichnographically justified and pornographically effective. The story of Susanna and the Elders is seen as a remarkable testament of the man’s ego, a biblical theme of the exemplum of a female’s chastity which shows the celebration of sexual opportunity. Or as Max Rooses enthusiastically described Ruben’s version of the story as a â€Å"gallant enterprise mounted by two adventures†. Peter Paul Rubens, Susanna and the Elders, 1636-40 Griselda Pollock (Differencing the Canon, p. 105) states the following on the subject of Susanna and the Elder’s. â€Å"The biblical story of Susanna and theElders tells of a young married Jewish woman living in Babylon during the first exile of the Jewish people (after 586 BCE. ). Susanna is bathing in her garden. She sends her two maids into the house to fetch oil and perfumes for her bath. Two lecherous elders of the community spy on her, conspiring to force her to submit to them sexually. They threaten her that, if she refuses, they will denounce her of adultery with another man, adultery being, according to ancient Jewish law, a capital crime for women.Susanna refuses, preferring the fate of death to the sin they propose. She is then falsely accused by the elders and condemned to death. Daniel, of leonine fame, vindicates Susanna by exposing the elders' mendacity. Interrogating them separately, he asks them under which tree Susanna committed adultery. Each names a different kind of tree. They are then executed for the crime of false witness. † This story is seen as a complex narrative of sexual desire and visual temptation.During the Renaissance the focus of the woman’s nakedness while bathing is exposed to a lecherous conspiracy which emphasized the sexual, voyeuristic and visually violating aspects of the theme, while at the same time providing a biblical and even a theological justification of the painting as an erotic female nude, a genre that was emerging in this period, shifting the focus of the female nude from its traditional association with truth towards a more modern signification of desire and its privileged visuality.Garrard and Pollock’s focus on the subject of Susanna and the Elders is of a painting based on the same subject by A rtemisia Gentileschi. Artemisa Gentileschi, Susanna and the Elders, 1610. In one of the many versions of Susanna and the Elders by Tintoretto, Susanna is seen looking at herself in the mirror. In turn she becomes the spectator herself. Tintoretto, Susanna and the Elders, 1555-56. Mary Garrard Mary Garrard (â€Å"Artemisia and Susanna†, Feminism and Art History: Questioning the Litany, Norma Broude and Mary D.Garrard, eds. , pp. 149-150) presented the following on Tintoretto’s painting of Susanna stating: â€Å"Tintoretto, whose adventurers stage their advance in a manner more sneaky than bold, nonetheless offers a representative depiction of the theme in his emphasis upon Susanna’s voluptuous body and upon the Elders’ ingenuity in getting a closer look at it. † Chapter 3 The Vanity of Women The Mirror was often used within paintings to show the vanity of women. The moralizing, however, was seen as being quite hypocritical. You painted a naked woman because you enjoy looking at her, you put a mirror in her hand and you called the painting ‘Vanity’, thus morally condemning the woman whose nakedness you had depicted for your own pleasure†. (John Berger, ‘Ways of Seeing’, P. 51) The main function of the mirror was to make the woman notice herself and see what men see her as, a sight. It is a well-known fact that some paintings do include a male lover. However, the woman’s attention isn’t always directed straight at him.The woman is usually panting looking away from the man or she is seen looking out of the painting supposedly looking towards her true love, or in this case the spectator-owner. In one instance of this type of theme is that of Lely’s painting titled ‘Nell Gwynne’ at painting done especially for the king of that time. In this piece it is clear that the woman is looking passively out of the painting at the spectator, in this case the spectator turns out to be the king. However, Nell’s nakedness was not the expression of her own feelings, but instead was the sign of her submission to the king’s demands. Chapter 4 Helene Fourment in a Fur CoatOne painting that was found to be particularly fascinating was that of Ruben’s young second wife, who he had happily married even though he was, at the time, quite old. Rubens ‘Helene Fourment in a Fur Coat’ 1577-1640 In this piece we see Ruben’s wife in the mist of turning, as she does her fur coat begins to gradually slip off her shoulders. It is clear that if she continues with what she is doing she will not remain covered for very much longer. As her body faces us, even if it isn’t full frontal, it is shown as being a well experienced body. Her appearance has, in the eye of the painter, been altered bye his subjectivity.As John Berger (‘Ways of Seeing’, P. 61) describes ‘There is a displacement sideways of about nine inchesà ¢â‚¬â„¢. If looked at closely it is easy to work out that her thighs, where they are meant to join up with her hips, are seen to be at least a couple of inches apart from the left side of her body. Conclusion The ways of seeing a woman and the way they are presented within a painting have not changed. Women were depicted as being different from men, not because of the difference between feminism and masculinity, but because the spectator is often assumed to be a man and a painting of a naked woman were designed to flatter him. In the art-form of the European nude the painters and spectator-owners were usually men and the persons treated as objects, usually women. This unequal relationship is so deeply embedded in our culture that it still structures the consciousness of many women. They do to themselves what men do to them. They survey, like men, their own femininity†. (John Berger, ‘Ways of Seeing’, P. 63) In the end what was found was quite remarkable and found that women were often observed in society as being different from a man. It just goes to show that even in paintings women will always be seen as objects and nothing more.Bibliography Books: Berger, J. (1972) Ways of Seeing. London: Penguin Books. McMillan, K. Weyes, J. (2011) How to Write Essays & Assignments. 2nd ed. Ashford: Pearson Educations Limited. D’Alleva, A. (2010) How to Write Art History. 2nd ed. London: Laurence King Publishing. Broude, N. Garrard, M. D. (1982) Feminism and Art History: Questioning the Litany. 1st ed. New York: Harper & Row. Websites Tilt, S. (2011) Susanna and the Elders [Online]. Available at: http://employees. oneonta. edu/farberas/arth/arth200/women/susanna. html [Accessed: 14 January 2013]

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The influence of cultural disversity on employees workplace performance in transnational corporations in algeria - Essay Example issues are considered to be very important and are expected to be even more important in the near future due to the increasing differences in the Algerian population. Companies should put their focus on diversity and look for ways to become totally inclusive organizations since diversity has got the potential to yield greater productivity and competitive advantages (Shachaf, 2012, P.32) Given the significant transformations in cultural diversity over the past half-century in Algeria, Both the academia and the media have developed more interest in a better understanding of the social and economic impacts of cultural diversity, ethnicity and multiculturalism in organizations (Watson, Kumar & Michaelsen,2013,P.23). There has been enough research to establish facts on how cultural diversity can improve the performance and productivity of the employees as opposed to a homogeneous cultural workforce, thus this research contributes to the existing body knowledge. This research seeks to find out the possible benefits that come with cultural diversity in an organization and how they can contribute positively influence employees workplace performance (Cox & Blake, 2004, P.32).Managing and valuing diversity is a vital component in effective management of employees and can improve workplace productivity (Newman & Nollen 2013) To achieve this objective, I plan to use interviews as my as my data collection tools .I will use both structured and unstructured type of interviews. Bogdan & Biklen (2013) says that the use of interviews as research tools is based on the knowledge that is being generated between two parties often experienced through a well-focused conversation. Interviews are done to allow both the interviewer and interviewee to exchange information on certain phenomenal issues and then give personal perspective interpretations. The interviews will be conducted using a sample of five of the senior managers of the organizations including the human resource managers

Law of international commercial arbitration Essay - 1

Law of international commercial arbitration - Essay Example Thus, if an aggrieved party has a binding international award in the case of any business dispute from another nation which is a party to the NYC and is being acknowledged as a responding nation by UK, the arbitral award would be implemented in UK. (Hirchhheim et al 154). In UK, a winning party might request to have the New York Convention award implemented in the same style as a judgment through the mechanism of the Arbitration Act, 1996. This mechanism is intended to give effect for the convention obligation of the UK to acknowledge and implement New York Convention awards subject to some restricted exclusions. It is to be noted that pure declaratory awards will equally applicable to the implementation of a New York Convention award under s.101 (2) of the Arbitration Act 1996. Further, enforcement can be disputed on the same footing as recognition. If a party wants to implement and enforce an international arbitration award in UK, he has to make necessary application to the concerned court with copy of the award and the arbitration agreement in writing within the connotation of ss.100 and 5 of the Arbitration Act, 1996. However, the party need not have to substantiate the existence or validity of an agreement. Further, the reasons for the declining the recognition and implementation should be interpreted narrowly. â€Å"The New York convention’s Article V† obliges the courts of signatory nations to implement an overseas award without evaluating the merits of the arbitrator’s verdict. For instance, English Court has refused to interfere in international arbitration awards as demonstrated in the decision made in â€Å"Lesotho Highlands Development Authority v. Impreglio SpA and others â€Å"by the House of Lords. Lesotho government engaged contractors to build a dam in Lesotho. The contract specifically stated that currency for the contract purpose will be the maloti, the local currency of Lesotho

Costa Coffee Case Study Example | Topics and Well Written Essays - 750 words

Costa Coffee - Case Study Example The efficient and effective branding of its mobile coffee shops can promote Costa Coffee's popularity amongst its target consumer group, St. Andrews' students, faculty and staff. Branding is the concept through which an organization creates and maintains a unique identity. According to Williams (2004) branding differentiates a product or service. It begins with an organization's mission and core beliefs (Williams 2004). The goal of differentiating is to make an organization immediately recognizable to its publics by "consistently and repeatedly providing an ideal combination of attributes - both tangible and intangible, practical and symbolic, visible and invisible" (Knapferer 1994). While the usual drive behind branding is generating revenue from sales or increasing brand loyalty for repeat purchase, branding can also be used to effectively increase knowledge of an organization and what it does. When it comes to branding an organisation, especially one offering a new service such as mobile coffee services, branding can establish connections among stakeholders associated with the organisation (Arozian 2003). Branding can also serve to support processes for communications initiatives in reaching those stakeholders (Arozian 2003). Branding of Costa Coffee's mobile shops can generate support for this novelty in, but it is a long-term process. Branding is not something that is accomplished overnight, but rather something that grows out of consistent presentation of the unique selling point. Over time this unique selling point, in this case bringing brand coffee to consumers, becomes tied to the brand name and logo so that consumers associate value with an organisation. The overall result of branding is that the consumer perceives that the branded product is more valuable than identical non-branded items because "the brand is present even when it cannot be seen" (Knapferer 1994). As Costa Coffee's mobile shop brand identity grows, Costa Coffee's perceived value will likely increase in the mind of the consumer. This pull generated by a brand is called brand equity. Brand equity could be considered one of the most important concepts in marketing because the generation of brand equity is the goal at the core of many marketing activities. According to the text, Advertising Excellence, brand equity combines "five elements: brand loyalty, brand awareness, perceived quality, associations other than quality (such as style, excitement, or healthiness), and proprietary assets" such as trademarks (Bovee et al. 1995). Through the deployment of the branding tool, Costa Coffee can generate brand equity for its mobile coffee shops and, in so doing, benefit from all of the five components of brand equity listed. As it has been argued in the above paragraphs, the branding tool can significantly contribute to the success of Costa Coffee's mobile coffee shops. Costa Coffee is, in itself, a recognisable coffee brand which is popular within St. Andrews. Through the extension of its services to consumers, wherever they are, Costa Coffee will ensure that selection of its coffee brand becomes the more logical and convenient choice. Added to that, its visibility will increase, as will its popularity and visibility among its targeted consumer base. This is precisely the reason why the group considers this tool critically important to the success of the project. This tool, which was introduced through class lectures and

World War 2 Historical Qestions Assignment Example | Topics and Well Written Essays - 3500 words

World War 2 Historical Qestions - Assignment Example As World War 11 begun to brew by the second, the Unites States was perusing a national policy of â€Å"Isolationism†. The United States wanted to avoid all war and focus on different things like domestic/family household issues, restoring the economy, anti-immigration ect. Two days after the European War begun, the United States declared its neutrality. The USA would not be involved in the war and would romaine neutral until we were attacked and needed to fight back. As stated on page 771, â€Å"When war broke out in 1914 Woodrow Wilson had told Americans to be neutral â€Å"In thought as well as In action.† FDR, by contrast, now said: â€Å"This nation will remain a neutral nation, but I cannot ask that every American remain neutral in thought as well.† Also, in 1940 the United States instituted the first peacetime draft in American history. The FDR then declared, â€Å"We must be the great arsenal of democracy.†(Page 771) The United States isolationists even formed the, America First Committee (AFC). The AFC let everyone know that we were not getting involved, for example on page 771 it says, â€Å" The AFC held rallies across the United States, and its posters, brochures, and broadside warning against American involvement†¦Ã¢â‚¬  Some sources of American Political isolation are Time Magazine, photographers, journalists and more.

How and Why Starbucks Is Affected By both Internal and External Essay

How and Why Starbucks Is Affected By both Internal and External Challenges - Essay Example This paper illustrates that increased globalization and trade liberalization of markets has resulted in the facilitated growth of international business. However, together with opportunities for increased revenues and new markets’ potential, many firms have faced with a challenge of managing organizational behavior in different environments. Organizations, especially those that operate in multiple regions or continents are continuously exposed to divergent legal, political and socio-cultural environments. One of the great examples of such organizations is Starbucks Corporation. Starbucks is a leading multinational corporation operating in the specialist coffee retailing sector. Its values share in the world coffee shops category has reached 0.7% in 2013. While the company’s largest business unity is in the US (63% of sales), it has managed to establish a substantial international presence. The company pursues a strategy of global business expansion. As the company opera tes in numerous international markets it faces with various external factors that influence the company’s strategy and operations. In order to overcome all these challenges and other difficulties, it is vital for a business organization to have efficient and appropriate organizational structure. The company has implemented a functional organizational structure and combined it with a divisional approach, whereas organizational structure is comprised of various departments and divisions that are responsible for performing different functions. After Howard Shultz, the founder of the Starbucks returned to the organization as the CEO in 2008, he has introduced some transformational changes to the organizational structure. The company has decreased the number of partners and the number of existing positions, and also reduced its workforce. Furthermore, in 2012, the company has redefined its organizational structure of retail business focusing on geographic principle and identifying three-region structures: Americas (US, Latin America, and Canada), China/Asia Pacific, and Europe, Middle East and Africa. Thus, the company has supplemented its structure with geographically based divisional structure design.

Album review Essay Example | Topics and Well Written Essays - 500 words

Album review - Essay Example It is timbre, or tone color, of the musical instruments used in the song and the effect they create. In the pieces, the following musical instruments are played: a full string section, the trumpet, the flute, and the French horn. The timbres of all these instruments work together to create warm, deep color. Such an effect is created mostly due to the wind instruments. The strings characterized by soft, melodious, gentle, and clear timbre in the combination with the winds with rounded, breathy, and somewhat heavy timbre are the instruments that are in charge of the overall tone of the piece. All these instruments, except for the flute, accompany the singer throughout the entire song. The flute, in its turn, is played only in a specific part of the song together with such line as â€Å"The colors of the rainbow so pretty in the sky† and up to the end of the verse to add liveliness and highlight the lyrics. The choice of musical instruments is one the things that make the song a masterpiece. The second thing that distinguishes What a Wonderful World among other song is rhythm. Very often, this aspect of music is passed over other elements of songs despite the fact that it does have an emotional impact and creates the overall direction for the development of a melody. In the song under consideration, the rhythm is subtle, almost unobtrusive and indistinguishable. There are no complex rhythmic patterns, which can be found in other compositions performed by Armstrong; they distract the listener from the song as a single unit and its meaning. Such element as tempo works with other aspects in the creation of the entire mood of the song under analysis. What a Wonderful World is a relatively slow song, at about fifty beats per minute and is written in 4/4 time. Performed in such tempo, the song sounds hasteless and resembles a lullaby, and this appears to be the perfect choice for this piece taking into consideration its mood. What a

Training Manual Focusing On Financial Valuation Essay Example for Free

Training Manual Focusing On Financial Valuation Essay Any company, especially one that has recently gone public, needs a manual on financial systems that will work hand in hand with its overall business strategy and its structural organizational strategy. In the case of Strident Marks, which is now a public company, valuation in terms of business and actual return on investment increased as the responsibility of profitability intensifies with the presence of stockholders. It is important that the rules and the standards of valuation are set out clearly, as well as the process needed to achieve these rules. Valuation in investment can be divided into actual return on investment in profit, and perceived return on investment in time, efficiency, and output. The training manual should have separate areas that address these two, as well as a consolidating guide that will allow these factors to work together for the good of the company and the shareholders. The profit valuation is the simplest tool as it entails only a cost-benefit analysis and a projected profit versus expense report. Since it is quantifiable, the gains and losses are easily seen and departments can easily account for any changes in policy, as well as in meeting and exceeding targets. Quality returns on investment, on the other hand, are difficult to value and justify. For example, the implementation of an information system cannot be quantified into concrete results in terms of profit, but only to the benefits to the employee, the shareholder, and of course, the client. A method that can be used is to assign actual, numerical values on a grading scale that will allow these factors to be valued. The financial department is crucial in this asect as this division can quantify the value of a perceived benefit versus the actual value of the company as a whole. The financial department can provide a more accurate numerical assessment as opposed to a haphazard assignment. This branch can also ascertain the feasibility of an investment versus the benefits to be gained from it. References Financial Regulation — Good Rules and Bad. (1993). World Bank Development Brief, 12. Retrieved January 17, 2007 from http://www.worldbank.org/html/dec/ Publications/Briefs/DB12.html

Athena in the Odyssey vs. Virgil in the Inferno Essay Example for Free

Athena in the Odyssey vs. Virgil in the Inferno Essay Two of the greatest works ever written, The Odyssey by Homer and The Inferno by Dante, are detailed, multi-sectioned poems about the journey’s of two men. In each story, the main character is given some sort of guidance by another character in order to aid them in their travels. In The Odyssey, Athena is portrayed as the protector to Odysseus on his journey back home from the Trojan War to his family in Ithaca. In The Inferno, Virgil is requested to lead Dante through the depths of Hell in order to save his soul. Many similarities can be seen between the two characters as they both served as advice givers, protectors, and guides for the main character. While the two guides seem very alike in the way’s they help, it turns out that many differences can be observed between their ways. Athena and Virgil can both be perceived as escorts in the main characters’ journey, but they both are leading their pupils towards different endings and these endings can be representative of a much larger purpose that describes the two authors’ views on life at the time each poem was written. In Greek mythology, Athena is regarded as the goddess of Wisdom. She uses her wisdom to aid Odysseus on his journey back home to his family, through various trials and tribulations. Athena’s guidance can be seen when Odysseus is finally being allowed to leave Calypso’s island, which outraged Poseidon. Poseidon sends a great wave to wreck Odysseus’s ship and possibly drown him in the vast ocean but instead Athena helps him survive. â€Å"But Zeus’s daughter Athena countered him at once./ The rest of the winds she stopped right in their tracks,/commanding them all to hush now, go to sleep./ All but the boisterous North-she whipped him up/ and the goddess beat the breakers flat before Odysseus,/ dear to Zeus, so he could reach the Phaeacians,/ mingle with men who love their long oars/ and escape his death at last.† (Ody. 5. 421-427). Another example of Athena protecting Odysseus is during the great battle in the hall when Odysseus finally confronts his wife’s suitors. Athena appears to Odysseus in the form of Mentor and tries to motivate Odysseus to kill all the suitors off with threats and accusations. She even commands the suitors to through their spears at Odysseus all at once. â€Å"At his command,/ concentrating their shots, all six hurled as one/ but Athena sent to whole salvo wide of the mark†¦Ã¢â‚¬  (Ody. 22. 267-269). Odysseus sees that all of his men are untouched by the suitor’s spears, and this action propels him to take charge and lead an attack on the suitors. Each time Athena guides or protects Odysseus, it’s in order to save his life. She desperately wants Odysseus to get home because Odysseus is a war hero and a King, very much deserving of a safe return home. Athena thinks very highly of Odysseus because he is such a great warrior and she feels he exemplifies the virtue of excellence. It’s easy to see how the ideals of society on life and death in Homer’s 7th Century BC times are portrayed through Athena’s help. The people of this time were most concerned on how you lived your life during the time you had. For them there was no glorious afterlife, so there was no need to try and save your soul to reap the prize of a great time after death. Homer uses Athena as Odysseus’s guide to get back home and live out the rest of his life the way he pleases. He’s spent his time as a warrior and won his most important battles before the beginning of the poem, so now he deserves to live out the rest of his l ife in peace with those he loves the most. Once he arrives home and fights off his wife’s suitors (with the help of Athena of course) he will finally be free in a sense to enjoy his life. In Dante’s The Inferno, Virgil serves as a guide for Dante through the depths of Hell. Virgil is widely considered an allegory for human reason. Reason is needed in a Christian worldview in order to control emotion and desire from taking control allowing for acts of sin. Reason is God’s gift to mankind, a way of staying on the right path and avoiding the dark side of life, if it is used properly. Virgil was requested to help a lost Dante save his soul by Dante’s departed love, Beatrice, who represents God’s grace. Virgil leads Dante through Hell in order for him to learn the descriptions of sins and their consequences. Virgil is with Dante through out his entire journey, unlike Athena who only appears to Odysseus in The Odyssey every once in a while. One example of how Virgil is always there to lead Dante is when Dante faints before entering the First Circle of Hell. Dante faints at the shine of a bright light and awakens already in the next circle. â€Å"With rested eyes, I stood/ and looked about me, then fixed my gaze/ to make out where I was./ I found myself upon the brink/ of an abyss of suffering/ filled with the roar of endless woe.† (Inf. 4. 4-9). This type of situation occurs many times throughout the poem, as Dante proves many times too weak to carry on, and Virgil takes care of him, protects him, and moves them along on their journey. Another situation is when Dante and Virgil arrive at the center of Circle 9 of Hell. They come to the great body of Lucifer, and Virgil throws Dante on his back to continue their upward climb out of Hell. â€Å"At his request I clasped him round the neck./ When the wings had opened wide enough/ he chose the proper time and place/ and took a handhold on those hairy flanks./ Then from hank to hank he clambered down between the thick pelt and the crusted ice.† (Inf. 34. 70-75). While Virgil leads Dante physically in many ways, he also serves as a voice of reason and leads through his words. An example of this is back as they are entering the First Circle. Dante says, â€Å"My master (Virgil) began: ‘You do not ask about/ the souls you see? I want you to know,/ before you venture farther,/ ‘they did not sin. Though they have merit,/ that is not enough, for they were unbaptized,/ denied the gateway to the faith that you profess./ ‘And if they lived before the Christians lived,/ they did not worship God aright./ And among these I am one.† (Inf. 4. 31-39). In this situation, Virgil not only instructs Dante on what he needs to do, but also reveals a little more information about himself as well. Although Virgil seems to guide Dante in almost the exact same way Athena guides Odysseus, Virgil is working towards an all-together different purpose. In Dante’s 14th century AD Christian society, it was imperative to ensure that you lived a good life on earth and repented for all your sins so that you would be in God’s presence in the after-life. Dante uses Virgil as a way for his audience to see that the most important thing is to save one’s soul, even if a little guidance is required to do so. Dante needed to travel through the depths of Hell to be able to wake up and realize how reason should control emotions and desires so that life can be lived in God’s name allowing for a magnificent afterlife. By showing Dante the different circles of Hell, Dante learns the nature of sin and it’s consequences. Virgil teaches Dante a most important lesson; when reason is not in control, it is more likely to commit harsh sins, sins worthy of an afterlife in Hell and not in God’s good grace. Virgil steers Dante toward the light of God once again, saving him from his impending doom, had he not been able to save his wandering soul. Athena and Virgil are considered to be a form of guidance to their poem’s main characters. In Homer’s The Odyssey, Athena helps to ensure Odysseus’s safe return home, but also allows him to live out the rest of his wonderful life on earth by saving him from various dangers including Poseidon and his wife’s suitors. In Dante’s The Inferno, Virgil serves as Dante’s escort through the circles of Hell, but also pilots Dante back into God’s grace by saving his soul. Each can be seen as not only a physical chaperon but also a spiritual one that illustrates society’s point of view on life or afterlife at the time each poem was written. Works Cited Alighieri, Dante. Inferno. Trans. Robert Hollander and Jean Hollander. New York: Anchor, 2002. Print. Homer. The Odyssey. Trans. Robert Fagles. New York: Penguin, 1997. Print.

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

TO SPARE OR NOT TO SPARE: :: essays research papers

TO SPARE OR NOT TO SPARE: THAT IS THE ETHICAL QUESTION A twenty-something year old Caucasian male engineering student travels from Prescott, Arizona to Friendsville, Tennessee during his summer and winter breaks from school. The length of distance covered in one trip is about 1800 miles. He drives a 1968 Ford Mustang. This car is in need of restoration, but is all-original. Because he is alone, this student cannot stop at anywhere that is not public. Even a Rest Stop is too risky for a lone traveler. This student driver does not even drive at night. The dilemma begins at the half-way point of the trip, the middle of the Texas pan-handle on Interstate 40 East. This area has few gas stops and almost no rural or suburban areas. The student passes a car on the side of the road. This car is driving on a flat tire. Unfortunately the only safe option for this student is to continue down the road and pray for the person in distress. The student-driver stops for gas at the only stop for another 50 miles. Like most gas stops in this area, it stand s alone on this exit. The student-driver pumps gas into his car and goes inside to pay for the fuel. As the driver is about to leave, he is stopped by a 60 to 70 year old Caucasian male. This man has a flat tire. He recognizes the car that passed him earlier and asks for help. This man recognizes that the Mustang’s spare will fit his car, and he proceeds to ask the student if he would be willing to part with his spare. The moral dilemma begins. If the student gives the man the spare, his guilt for passing the man will be extinguished and it will be replaced with the satisfaction of helping another human being from being stranded. However, this would leave the student without a spare tire for the last 900 miles of his trip. The three ethical systems being used to respond to this moral dilemma are Kantism, Utilitarianism, and Epicurism. In this dilemma, there are two choices, and each system has its own way to respond. Kant would begin by criticizing the analysis of the consequences, because consequential ethics â€Å"lacks universality†, â€Å"leads to rules that violate our ordinary moral sensibility†, and â€Å"reverses the proper relationship between ethics and happiness.†(Symposia. 2005.

Communication in Amy Tans The Joy Luck Club :: Joy Luck Club Essays

Communication in The Joy Luck Club Sadly, the characters revealed in The Joy Luck Club have personal histories so complicated by cultural and emotional misunderstandings that their lives are spent in failed attempts to cross the chasms created by these circumstances. Lindo Jong provides the reader with a summary of her difficulty in passing along the Chinese culture to her daughter: â€Å"I wanted my children to have the best combination: American circumstances and Chinese character. How could I know these two things do not mix? I taught her how American circumstances work. If you are born poor here, it's no lasting shame . . . You do not have to sit like a Buddha under a tree letting pigeons drop their dirty business on your head . . . In America, nobody says you have to keep the circumstances somebody else gives you. . . . but I couldn't teach her about Chinese character . . . How to know your own worth and polish it, never flashing it around like a cheap ring. Why Chinese thinking is best†(Tan 289). Each of the Chinese mothers attempted to guide her daughters, yet they were ill equipped to translate their life experiences in China to the alien environment they found in America. It was their lives, not their language, that they were unable to translate. Like her friend Lindo, An Mei Hsu was raised the Chinese way, as she describes: " . . . taught to desire nothing, to swallow other people's misery, to eat my own bitterness. And even though I taught my daughter the opposite, still she came out the same way! Maybe it is because she was born to me and she was born a girl. And I was born to my mother and I was born a girl. All of us are like stairs, one step after another, going up and down, but all going the same way"(Tan 289). As the story unfolds, both mothers and daughters are forced to face "truths" that their own private histories had previously blinded them to. Yet, as readers, we must ask "what is truth?" When a person lives their life according to that which they believe to be true, does their belief not become the truth itself, with the conventional "truth" then becoming a lie? As the characters begin to face their past demons, in order to resolve their personal conflicts (both internal and external), the reader begins to hope that their might be resolution.

Michael Moores Bowling for Columbine Essay -- Films Movies Michael Mo

Michael Moore's Bowling for Columbine In Bowling for Columbine, Michael Moore, an award winning writer and director takes a look at some of the many social problems that plague America to this day. Moore starts his documentary by briefly talking about the Columbine High School shooting and then moves on to discuss things that may have truly been a factor in some the aggression that the two students so aggressively took out on their peers. Many issues are talked about in this movie including but not limited to: The Oklahoma City bombing, the presence of a leading tactical weapons provider located near the small town of Littleton, and many others. Not all of the things brought up in the film directly relate to the incidents at Columbine High School but rather provide a broader idea on the state of America today. Issues of the white man's ever growing fear of the African-American are traced back to the roots and then brought into ideas applicable to present day. Along with such ideas, the main point of this film is th e influence of government and the media to instill fear in our people as a whole. Moore is somewhat of an extremist but brings his points to the surface in a way that people can relate with and understand. After seeing this film I walked out of the movie theatre feeling more enlightened on some of the political topics at hand in this country and I agree wholly with what Mr. Moore has to say on these issues. Michael Moore, as mentioned before, is a controversial writer/director that aims at bringing topics to light that are either overlooked or ignored by the American people. He has previously released films that bring to light, the corporate leaders of America and their ability to get away with just ab... ...e tone of sarcasm that he presents his views, it almost brings about a sense of seriousness, as you know that what he said is in a sense somewhat amusing but not laughable. When something like that is presented the only thing left for you to do is to think about what is being said. Moore is an influential person that knows how to deliver a point and when he has said what he has to say you will sit back and ponder his ideas for sometimes days, if not weeks. Moore takes a film that would seem to focus on one particular incident and broaden it to the problems that plague America as a whole today. This film was one of the most thought provoking insightful pieces of work that I have seen in a long time. Source Bowling For Columbine. Michael Moore, Charles Bishop & Charles Donovan. Theatre Film. United Artists, Alliance Atlantis, and Dog Eat Dog Films, 2002.

Huckleberry Finn Ending Controversy

Mark Twain is widely regarded as one of the greatest writers in the history of the United States, having spun many memorable and iconic tales in his own creative and unique style. Held high in this position as a great â€Å"American† novelist, Twain flirted with the creation of a universal masterpiece in his novel The Adventures of Huckleberry Finn. However, critics disagree on whether or not Twain’s work with Huckleberry Finn truly reaches the stature of a masterpiece, and that disagreement stems from the course the author chose for his conclusion. T. S Eliot finds Twain’s ending to be true to his style and the rest of the novel.Leo Marx finds that the ending abandons the apparent goals of the novel, leaving the work short of excellence. Twain ventured into the arena of greatness by combining two timelessly classic elements, and casting them as the central â€Å"characters† of his work. According to Eliot, Twain uses the â€Å"character† of the Mis sissippi River to relate to all nature, and he uses the title character of Huckleberry Finn to relate to the boy of mankind. Twain uses the former to guide the story and the latter to experience it. He engages the reader with his signature, easily accessed narrative and builds a strong foundation from these two universal elements.The only real question is the payoff; can the strength of the beginning be carried through to the end? This is where debate ensues, for Twain seemingly departs from the path he has laid throughout the novel to bring the story to resolution in a manner consistent with Twain’s writing, but not so much with the established course of this novel. Critics, such as T. S. Eliot, see the story’s ending, filled with the game-like attempts of the Tom Sawyer to free Jim, as a way to bring the reader back to the feelings of the beginning of the novel. It is a position with which I cannot disagree more.Instead, it is the view of Leo Marx that I see as the b est dissection of the ending of The Adventures of Huckleberry Finn, one filled with flaws, significant enough that they â€Å"jeopardize the significance of the entire novel. † (Marx 291) Marx points out that the beginning of Huck’s journey with Jim has one specific goal, the goal to get Jim to freedom. This is made clear when Huck discovers the Duke and the Dauphin have sold Jim, causing Huck to say: After all this long journey . . . here was it all come to nothing, everything all busted up and ruined, because they could have the heart to erve Jim such a trick as that, and make him a slave again all his life, and amongst strangers, too, for forty dirty dollars. (199) Marx states â€Å"Huck knows that the journey will have been a failure unless it takes Jim to freedom. (294) However, at the end of the book we discover through Tom that Jim is already free. The impact of this revelation threatens the entire purpose of the journey, and diminishes the events along the way . Possibly the most disappointing aspect of the ending is Tom’s plan to free Jim from the barn. Filled with humor and games, the freeing of Huck’s close friend is made into a joke.This comes after the fact that (1), Huck has made his journey down the river a quest for Jim’s freedom, and (2), Huck’s â€Å"growth in stature† (as characterized by Marx, p. 296) has elevated the tone of the story beyond farce. Two of the most prominent examples of this growth — Huck’s decision to â€Å"go to hell† rather than let Jim be sold back into slavery, and his sorrow felt for the Duke and Dauphin while seeing them run out of town, tarred and feathered, by the angry townsfolk – are trivialized for the sake of a few laughs at the end. We believe that we have experienced a metamorphosis of Huck.Starting as a naive and ignorant child, skeptical about the ways of society, we are lead to believe that Huck finally has a grasp on what it mean s to be human, as well as a â€Å"mature blending of his instinctive suspicion of human motives with his capacity for pity. † (Marx 295) Huck’s participation in Tom’s scheme not only sacrifices the character growth that seemed a central theme of Twain’s story to that point, but also seems to represent a mishandling of the conflict identified by Marx the difference between â€Å"what people do when they behave as individuals and what they do when forced into roles imposed upon them by society. (Marx 300) Huck is well aware of his goal: freedom for Jim. The relapse of his character without equal awareness is inexplicable without explanation from the author. As Marx points out: The conflict between what people think they stand for and what social pressure forces them to do is central to the novel. It is present to the mind of Huck and, indeed, accounts for his most serious inner conflicts. He knows how he feels about Jim, but he knows what he is expected to do about Jim. 300) The idea of freedom in the minds of Huck and Jim are different from the simple definition of freedom, â€Å"for freedom in this book specifically means freedom from society and its imperatives† according to Marx (p. 303) The freedom sought by Huck and Jim is freedom both in the literal sense of being free from slavery, and in the figurative sense of being free from society’s expectations. However, given Huck’s questionable decision to go along with Tom, Huck gives into social pressure once again.He has given in to they ways which we were lead to believe he had overcome; he has given into the one convention he set out to escape from in the first place. It is with the appearance of Tom, that Huck’s quest for freedom no longer seems so important, even though he was previously willing to â€Å"go to hell† for what he had so diligently fought for along the way. The idea, the goal, is devalued for no clear reason. Such a departure of character cannot go simply unaddressed by the author.With Huck shifting back into the childish role we observed in the beginning of the novel, we also see yet another character simultaneously regressing, Jim. The tedious, degrading actions of the boys, in an effort to free Jim, are at first noted by Jim as such. However, he quickly becomes inexplicably submissive and accepting of what the boys are doing to him. This bears no resemblance to the Jim presented to the reader when the two companions were on the river. Twice Huck plays practical jokes on Jim, and twice Jim calls him out as being disrespectful, hurtful, and inconsiderate.And now, with freedom ever so close, the reader is expected accept that Jim’s passion for freedom and intolerance of nonsense has too vanished along with the maturity of Huck. Exactly how Twain expects this to be believable by the readers is questionable, unfortunately an answer is never offered. Instead, Twain seemingly dismisses the growth of his protagonists and resorts to the easy western comedy style from earlier in the novel. In the view of Eliot, this return to the introductory feel of the novel is a perfect example of great literary form.Instead, this return is nothing more than the apparent defeat of our seemingly maturing protagonist. Eliot’s argument that this return is of great form causes Marx to note in rebuttal, â€Å"A unified work must surely manifest coherence of meaning and clear development of theme,† and this regression of character fails to do either. With the ending of The Adventures of Huckleberry Finn being so clearly chronicled by Marx as a failure to complete the initiated theme, it is left only to see Eliot’s argument for the greatness of the ending as an argument refuted.As clear as Marx’s chronicle, it is equally clear that â€Å"Huck Finn’s besetting problem [is] the disparity between his best impulses and the behavior the community attempted to impose upon him †¦Ã¢â‚¬  (Marx 304). It is this disparity that needs resolution in order to have a proper ending to Huckleberry Finn. It is the transformation of the character, Huck Finn, through progression, not regression that would make the book a pure work of excellence.

Essay writing Kenny Pau Hunting Snake Essay

The rime hunting serpent written by Judith Wright highlights the idea that nature and man atomic number 18 equal. Through the use of language and imagery the poet portrays the serpent as a sinewy and majestic zoology. This emphasizes the graphic symbols rejoinder to the snakes. She implies that we humans have pin down classifyd views of the snake. This poesy portrays how humans dont always learn how to respect former(a) creatures and moreover think of ourselves. Throughout the metrical composition the constituents view of the snake is mingled with admiration and admiration and fear. This was shown by the nomenclature sun glossy, curved and diamond scale. These words portray the beauty of the snake and how the fictitious character was fascinated by the snakes appearance. On the fourth line of the mho stanza the words lost breath shows how the persona was hypnotise by the snakes beauty. what is more Judith Wright similarly uses oxymoron such as cold, dark, and s plendid to show the majestic and awful nature of the snake.The snake overly shows a sense of determination as he pursues his prey displaying the beauty and power of the piranhas in nature. In stanza two he had his headway down as he was poring over his prey. This highlights his sense of determination this is further strengthen by the word quested describing the path it was fetching to get to his prey. It was a mission for him although we as human saw it as a depleted and insignificant act. This makes us value the snake in the way is traffic his problem, in order to survive. They ar creatures that should be wonder like any early(a) animal(prenominal) and not treated differently. The poet also describes the snake as a perilous creature that always focuses on surviving. The song started off with a unflurried pictorial matter of an autumnal day. Through the adjective sun-warmed and gentlest flip an image of calmness is establish, also creating a peaceful t mavin. Sun wa rmed creates a sunny, calm perspective of the day. The tone changes in line ternary and four of the prototypal stanza. Fear is shown in line three We walked and froze half-through a stride. The word froze has connotations of fear.The tone of the verse shifts to a tense and stressful one in comparison of the previous tranquil atmosphere. Throughout the poem Judith Wright uses descriptive words such as wide and downhearted to portray the power of the snake. The adjective great describes the snake size andthe word obtuse symbolizes evil. The snakes uses sinister accomplishment such as flickering and reeling, its system shows his power as a predator provided the snake didnt even so notice the humans. The snake was too vigorous dealing with his own needs and problems. In stanza three what track he followed, what small food fled living from his fierce heading shows he has power. It display how skilled he is at hunting and the other animals knows to pinch out of his range. We need to appreciate the circumstance that he needs to survive, thats why he needs to hunt. The poet implies that we should respect the snake and appreciate his characteristic rather than nonplusing away(p) from it as far as possible. not scarce Judith and her companion argon panic-stricken of the snake but even the animals are terrified of the snake.The adjective fierce describes his aspiration but it was only for his survival. Judith Wright and her companion were peculiar but also fearful. The word even so shows that they were petrified by fear Our eyes went with him describes that the poet was scared and was hypnotise by dear but still they were curious. The structure of the poem portrays the personas perspective of the hunting snake. It has the tralatitious four stanza layout which shows how the persona is stereotypical and narrow minded. The poem had a simple verse line scheme ABAB. The continuous slow pace in the poem shows balance nature. Furthermore the hoar scheme in the last stanza follows the mood of the persona. The rhyme pattern changed to ABBA. This could be because of the sudden shock the poet had realizing what a dodgy experience she has honorable gone through. The poem start to rhyme towards the end shows that the poet is already starting to get her thought abide in order illustrating the impact the snake had in her life.The fact that she could maintain the rhyme to that point also demonstrate she was forcing herself to stay calm in the experience and it was only after the incident that she allowed herself to panic a little. The final stanza shows the feeling of the persona has changed. She shares a new perspective of nature. She respect and admire the snake yet she still fears it. perchance the persona and the companion never had this luck if being so close to the snake and to learn about it. Wright could be aspect that we could be judging the snake wrongly. That it could not actually be a creature of evil. The persona powerfu lly changes from the experience she had just gone through.She portrays the snake as a powerful and dangerous but also majestic and admirable. The poem hunting snake shows us that natureis equal to man. That snakes are like any other animal in the world. We need to admire them and not be prejudice and we shouldnt stereotype it. Judith Wright has shown us that nature will only harm man if man harms nature. In the bible in the book of multiplication we are told that we are all equal. whence we human need to appreciate the snake rather than hate it and fear it as it is also a creature of God.

The Modern Alterations of Native American Life

Culture and history needs to be taught to children that are Native .He had strong family values, faithful religious beliefs, and knew his direction in life. Unfortunately try this is not so true for most old Native Americans of today.Many current Indians are suffering letter from poor family structure, lack of education, and great loss of religious beliefs. Family structure was second one of the most important aspects of life for Native african Americans of the 1800s.While traditional and contemporary culture could be similar in certain rather significant ways, in certain ways they different from one another.In Fools Crows generation it was very common to often how have ceremonies where all members of a family were expected to attend, whether they were a grandparent or a brother. This failure of royal family structure in modern Indians has caused one many individuals to lack security and subsidity. public Education is a problem among Native Americans as well. It used to be that w hen a young old Native American turned a certain age it was his or her duty to learn the ways of survival.

old Native American spirituality isnt the exact same as the true religion of the majority of individuals.But now education is substantially different. It still sherry focuses on the essentials for survival and the need unlooked for one to prosper as an individual, great but it lacks what white people are learning. Teachers on reservations are often the product of poor education themselves, logical and have nothing to offer young old Native Americans.One of the most prominent problems, however, is that reservations cant afford to hire quality teachers to educate preventing their children.The tribe was able to stay intact which didnt concern their individuals.It helps to provide purpose logical and meaning to all life.Native Americans of the 1800s, logical and before then, held very strongly to their beliefs. Religion how was in everything they did. Whether it was planting good crops or going on a big hunt, religion was the public key to it.

There are several different Native inter American tribes.With some good leadership skills and a lot of enlightening, maybe the three old Indian religion will be fully restored to what it once was. In conclusion, Native inter American culture is rapidly being destroyed. Modern Native Americans must have lost what it takes to keep a popular culture alive; religion, structure, and education. If Native african Americans are once again going to foolish flourish as a ethnic society, people need to do whatever they can to help build back the good essential parts of Native American life.Its illegal to get rid of cultural artifacts from early websites.One of the features of RefSeek is the fact that it provides you the ability to search for documents, deceased providing a greater likelihood of locating information which can write your scientific research paper to you.

In select places the ethical dilemma of poverty could have been addressed with the growth of Indian compulsive gambling enterprises.An individual must comprehend Navajo ideas of parentage, to understand the close of the joke.Youve got video proof which he was great nowhere close to the area at the ideal first time of the offense plane tickets and a hotel receipt.On well being a warrior that was superb significance was placed.

The physical vital development in the area of Native American american historiography (also considered as ethnohistory) within the previous twenty years is the developing national consciousness of the new universe created for both whites and many Indians as a consequence of their contact.At a few ruins, youre permitted to input structures.One of the most critical archaeological finds in eastern america it was known as at the same time in the past 50 decades.You fill out click all the info attach the desired file, and send it in.

Culture and Personality

character Boas and benedick tally to Franz Boas, introduce of handstal Anthropology or the register of the consanguinity among shade and nature, temper is obtained thru finis and non biology. His supposition called heathen Relativism gives a panoptic correspondence of the rudimentary affinity amidst farming and disposition. Boas savant pathos benedict expounded the research on the put in of goal to temperament through and through perusing ethnic non-homogeneous patterns and themes.Although she admitted that the international heathenish diffusion has make the ethnic patterns of down societies argon thorny to trace, unenlightened societies placed at the upst eld atomic number 18as come carry on their constituentd individualalities through their jimmys, persuasions and rituals. When benedick wrote her watchword Patterns of Culture, she menti single(a)d her coincidence of the pagan patterns of deuce unalike northerly American Indian sorts as advantageously as an Indian group set(p) off-coast of Papua parvenue Guinea.In her study, she lay let turn up out that although they be from standardized contractable collection, these groups cave in evidential differences in their single range establishments. For instance, cardinal kinspersons approximation of a true manhood differentiates to that of an other(a). Her book, The Chrysanthemum and the stain Patterns of Nipponese Culture, include a exact interpretation of Japanese belief and rank system as strong as a dead reckoning on the antecedent basis the actions of the Japanese during valet de chambre war II. nature MARGARET MEAD Arguably, Marg bet Mead was one of the steer anthropologists of the twentieth century.Being a disciple of Boas, Mead broad the schooldayss association in cultivation and temper as she cogitate from the American enculturation to the intact Hesperian World. She traveled to Samoa and she put in out that t he societies in that respect seduce like value systems, and thus, they sh be parkland character traits. In the polish of Samoan tribes, it was far-famed that until individuals master the age of 15- 16, when they ar to be subjected to marital rituals, they do not brook authoritative roles in harm of neighborly life. In fact, children atomic number 18 cut by their parents and the peace of mind of the nightspot until aft(prenominal) they pertain puberty.Girls are taught to control boys as their enemies. The substance of this persona of the Samoan civilization is that children escape to be any war-ridden to cook attention, or unresisting referable to the want of cut and love from their crucial others. provoke? DIFFERENCES AND reputation growing and genetics are conceived to render brought just about differences in personality traits as dictated by the biologic wake of a person. As explained by the speculation of knowledgeable Selection, males grapple to suck up females, so men are to a greater extent than believably to be warring and combative than women.However, like a shot we may contrive that to a greater extent and more women go obstreperous in competing against other women for a man. Our goal greatly contributes to the training of our beliefs and values. For this reason, some(prenominal) cultural psychologists and brotherly anthropologists believe that refining propels ones personality. In addition, grammatical gender differences overly see the personality traits a person possesses. demonstrate more Does cultivation affect our personality? singular Traits and Culture.