Cultural Factors of Euro Disneyland In Terms Of American and French Essay

Social Factors of Euro Disneyland In Terms Of American and French Practices and Behaviors - Essay Example This paper tells that Euro Disneyland has gotten one of the significant vacation destinations for Europe and France. There are different components of the amusement park which are presently dependent upon conversation in this paper. These components allude to social variables, generally as far as American and French practices and practices. This article will respond to four inquiries. The first will utilize Hofstede four social measurements as a perspective and talk about the key social contrasts between the United States and France. It will likewise examine how Trompenaars’ look into clarified the social contrasts between the US and France. This exposition will likewise examine the three errors made in the administration of Euro Disneyland. At long last, it will introduce three exercises which the organization ought to have learned on the most proficient method to manage decent variety. These inquiries are being talked about trying to re-survey the social components engaged w ith the administration of Euro Disneyland, in the desire for making inevitable proposals on the administration of the present hotel or different organizations looking to make sure about their organizations abroad. Americans and French see each other in an unexpected way. The Americans see the French to be pompous, showy, and enthusiastic. They are likewise seen to be various leveled in their capacity structures in associations. Then again, the French see Americans to be forceful and unscrupulous, unethically liberal, just as exceptionally focused on compulsive workers. Force separation alludes to the comprehension inside associations of the degree to which force is appropriated inside the foundation. Inside the American and French societies, power is not really appropriated evenly.â It is established on the executives positions inside the hierarchical culture and dependent on the force separation relationship.â

Blowback And American Foreign Policy Essay Research free essay sample

Blowback, And American Foreign Policy Essay, Research Paper BLOWBACK, AND AMERICAN FOREIGN POLICY America highly esteems being the universe # 8217 ; s biggest force to be reckoned with, and the American open only occasionally finds out about mistakes made by the American specialists. On the intermittent happening when the media has conveyed such questionable insight, it is gone before the masses genuinely has a chance to retain all the data. American international strategy is habitually times perchance making more damage than anything else to remote states and the way in which certain issues are taken care of considers the American state in general. In Chalmers Johnson # 8217 ; s book, BLOWBACK, he reprimands the American experts for non taking full obligation for its activities, and dismissing significant occupations that we make. One significant ominous judgment of American international strategy is the way we handle certain occasions that influence our dealingss with remote states. A sensibly late occurring at Okinawa, an island situated at the southernmost tip of Japan, mirrors an awful delineation of American military powers. In September of 1995, two Mariness, Pfc. Rodrico Harp and Pfc. Kendric Ledet, alongside Seamen Marcus Gill, assaulted a twelve-year-old miss indiscriminately. Clearly this is non unprecedented, and the punishments for offenses like these are much of the time deferred and liberal. Elevated level military functionaries appear to downplay the impacts and sincerity of these offenses if non pardon them. Another significant concern sing this occurrence is the aggregate of army installations in Japan, and their purpose. At the clasp of the colza, there were 42 American army installations on Okinawa. The virus war had been over for around ten mature ages, and dealingss were expected tranquil. Are these bases vital? The United States specialists accepts that American military nearness in Okinawa is benefitting the Japanese more than Americans. Different episodes influencing military powers and Nipponese regular citizens incorporate, numerous fender benders, rummy drive, hit and counts, and th e use of synthetic arms demonstrating on neighboring islands. # 8220 ; Each smaller than normal emergency like this is in itself a little case of blowback. # 8221 ; ( BLOWBACK, p50 ) The way where these occasions are dealt with reflects upon the American Government and it # 8217 ; s arrangements. This other than influences the mentality of the Nipponese towards Americans. In affirmation to the old explanations that America needs to # 8220 ; decide up # 8221 ; its international strategies, I fairly concur with Chalmers Johnson. I accept that we do non needfully require the same number of army installations on remote earth, and I accept that we should take more obligation for our activities when lack of regard is to blame. Johnson convinced me to hold with him , when he talks about offenses, for example, colza, and attempt at manslaughter mishaps because of inebriation. I accept that our specialists ought to punish any individual who is indicted for colza, military powers or regular citizen, thusly. I feel that the military should make more move in patroling its ain individuals, and regulate substance prompted condemnable conduct. I accept that it is in our states best inclusion to get harmony with agreeable states and expansion respect from them non dependent on alarm, yet dependent on the way that we are simply and solid, each piece great as reasonable. Our military ought to punish those liable for offenses on and off the bases, and we should remain behind our promise. At the point when a Marine murdered three grown-up females who were strolling on the asphalt, with her auto, the United States consented to pay a solatium to the family for their misfortune. The military paid a total of 40 for every centum of what they said they would, and made the saddening family mark a papers surrendering all cases against the United States. This influences our connection with Japan since paying a solatium is a Nipponese utilization and the specialists of Japan wound up paying the distinction to the family. This is non acceptable international strategy. ( BLOWBACK, p45 ) On the different manus, I concur with the present situation where neither Nipponese councils nor constabularies have legitimate control over our bases on their earth. I do encounter that we are helping to keep up the Nipponese safe with our quality in Okinawa and different nations. I have neer enrolled in the military so I do non experience that I can extend judgment towards army installations and their processs. I feel that we ought to direct our bases, while as yet maintaining American qualities and Torahs, in any case I do non experience that different authoritiess ought to be rejected from determining data about particular processs, since they ought to be completed properly. Our state is at peril of losing outside serene dealingss with specific states on the off chance that we do non adjust a portion of our processs. We are at a clasp of interest when Alliess are viewed for help against psychological militant act. We have to remain on great footings with our Alliess to hinder these Acts of the Apostless from go oning again and to do sure that we are offered backing to punish people in question. Anyway I feel that we have sufficient financial offices to oversee things on our ain, however holding help from our Alliess simply makes a difference. This universe spins around cash. That # 8217 ; s the primary concern. In the days of old, America has made some hapless conclusions sing outside dealingss, yet a large portion of the clasp it is ensuring our financial protections. Certain things ought to be changed to redesign our prevalence position with outside states, and to ensure that great virtues are consolidated with our approaches.

An Introduction to Sharing Economy

An Introduction to Sharing Economy © Shutterstock.com | SkyPics StudioIn this article, we explore the 1) what is sharing economy?; 2) the fundamentals of sharing economy, as well as 3) the major players, and 4) the future of shareconomy.WHAT IS SHARING ECONOMY?Sharing Economy DefinedThe word “shareconomy” is coined from the phrase “sharing economy” which, to this day, remains to be a blurry concept to some, primarily because of how broad the subject is. This new economic model is considered to be a step away from the conventional models, since it focuses not on ownership, but on access to assets or resources. Sure, it tackles issues on production, distribution, consumption, supply and demand of goods and services â€" essentially what one would normally encounter in any economy.What sets it apart, however, is the emphasis on the concept of sharing and its application to these processes.In layman’s terms, a sharing economy is an economic model where assets are shared directly by stakeholders, after coordinati on has been conducted over the internet. Think Airbnb â€" probably the name most recognizable when it comes to sharing economy. People from practically any part of the world can now borrow or rent beds, rooms, cars, and other assets. And it is all done via communication among the parties over the internet.Sharing economy, or shareconomy, also goes by other names, such as collaborative economy, collaborative consumption peer-to-peer economy, and relationship economy, to name a few. When the idea first became widely recognized in 2011, it was dubbed by TIME Magazine as one of the “Ten Ideas That Will Change the World”.A Brief History of Sharing EconomyWhen eBay was launched in 1995, the world saw a shift in how people gain access to goods and circulate them in the market. The continuous advancement of technologies, particularly those of a social nature, also contributed to the rapid movement of goods and services. The growth was so fast that the market had to find a way to keep up with it. There is also humans’ natural instinct to concentrate solely on their self-interest when it comes to acquiring and using resources. As a result, depletion of these resources is inevitable. Supplies are low, while demand just keeps growing.The call for action was answered by one simple word: sharing. Collaboration.In the book entitled “What’s Mine Is Yours: The Rise of Collaborative Consumption” in 2010, Rachel Botsman and Roo Rogers first introduced the concept of shared social and economic activity. According to them, this “social revolution” entails the utilization of “shared and open resources” across “multiple platforms” in order to create or derive value which, in turn, will benefit the community. According to Botsman, this type of economy puts great stock on trust, which is considered to be its main currency. Without trust, collaboration would not be possible, and sharing economy would fail.It is safe to say that what cemented this new economic mo del in place is the major leaps and bounds taken by information technology in recent years, providing more platforms for collaborative consumption to take place.As sharing economy began to take root, it then spread onto corporate cultures, introducing concepts such as connectivity, openness, community and building bridges. Corporations are now recognizing the importance of relationships â€" and sharing â€" in how they do business.THE FUNDAMENTALS OF SHARING ECONOMYTo gain a better understanding of what sharing economy is, it is time to take a closer look.Principles of Sharing economyEfficiency in the utilization of resources is very important in any economy, and it is no different in shareconomy. Here are some of the guiding principles of sharing economy that everyone should know about.Trust is its main currencyBotsman has reiterated on the importance of trust in creating reputation and building relationships in a sharing economy. In short, for a fair exchange to be successful, the parties to the transaction or exchange must be trustworthy. A supplier must be able to trust its consumers to pay and, in turn, consumers must be able to trust that the supplier will deliver what was agreed upon. Failure on the part of any participant to trust the others â€" and to live up to that trust â€" will lead to the failure of the transaction or exchange.Access over ownershipAs mentioned earlier, it’s not about owning it; it’s about gaining access to it. A consumer no longer has to limit himself into looking for goods that they can own. For example, instead of buying a boat, he can think about renting or borrowing one. In other words, enjoyment of the benefits of a good or service does not require ownership.No value is wastedIt has been said many times before that “unused value = wasted value”. Idle capacity means zero capacity. Imagine a car that is used, say, only one out of five days. This means its utilized value is only up to 20%; the other 80% is value that is wasted, since it is not being utilized up to its maximum potential.Transparency and opennessMainly, this refers to the sharing of information in order to enable users to gain access to resources. A classic example would be the AirBnB network, which is comprised of providers of homes and living spaces. It has actively initiated openness of data, making its database available to larger communities of consumers looking for living spaces, thereby allowing for more possibilities of connections between service or goods providers and consumers.Sharing Economy DriversBusinesses would not adapt sharing economy, if not for certain forces that drive them towards making the shift. Here are some of the reasons why more and more organizations are getting in on the shareconomy bandwagon.Rapid population growth. It’s a two-pronged fork. As the population grows, demand for goods and services also increases, so there is a need to look for alternative ways to address the increasing demand for these resources. On the other hand, the increase in the population, which is at a fast clip everywhere in the world, also opens more doors and presents more opportunities for sharing and collaboration to take place.Rampant spread of poverty. Various crises taking place all over the world inevitably contribute to the rising poverty rates. These resulted to corresponding increases in unemployment and underemployment, as well as inequality in income and purchasing power of consumers. In order to adapt, there is a need to come up with alternative business models and economic structures.Rise of information technologies. The increase of smartphone users is just a small portion of what is now known as the rise of information technologies. Aside from mobile technologies, the huge popularity of social media, and how it figures greatly in consumerism, is also a major driving force of sharing economy. Certainly, it is now easier for people from different parts of the globe to communicate and transac t directly with others.The unstoppable growth of sharing economy or participants in collaborative consumption. This is a classic case of “everyone else is doing it, so why shouldn’t we?” To date, thousands of organizations and companies on a global scale are getting a piece of the shareconomy action, realizing large profits and revenues, and still growing at a fast rate.Sharing Economy Models or StructuresWhen adapted to various organizations and business, sharing economy does not have a single model. In fact, shareconomy allows more room for flexibility, so organizations and business could customize its processes. Here are some of the more common business models adapted in shareconomy.Service Fee modelQuite possibly the most common form of sharing economy structure, this business model entails the organization or the company acting as a matchmaker, matching consumers or buyers to sellers or service/goods providers, for a certain fee for their matchmaking services.Example: Air BnB and HomeAway both match guests to hosts. For every reservation booked via AirBnB or HomeAway, a service fee ranging from 6% to 12% is charged. The hosts are also charged a service fee of 3% of the total price, as payment for AirBnB’s efforts in connecting them to guests.Freemium modelIn this structure, an organization or company offers a service, platform or app for free, but only up to a certain extent. Users are then given the option to upgrade, this time, for a fee.Example: Swap.com, an online service for swapping, trading or simply giving away pre-owned items within the United States offers its basic swap services free of charge. They even offer free storage of items being traded for a period of up to 9 months. When the 9-month period lapses, however, there are several options â€" with corresponding service fees â€" that are available to users.Re-Cycle and â€"SellAlso referred to as On-Sale model, this model has a company that directly acquires goods from customers, and th en resells them for a higher value, after recycling, enhancing or improving them.Example: Gazelle.com is a company that accepts trade-in cell phones and electronics for cash. They purchase gadgets from customers, recycle them, and sell them again. They make it easier for users to get their hands on smartphones at lower prices, while helping out other customers to get rid of their unwanted gadgets, and get paid for it!Advantages or Benefits Derived from Sharing EconomyCirculation of resources. And not just circulation, too, since it also encourages recirculation. This is certainly welcome news especially to concerns regarding the depletion of resources.Full utilization of resources. Thanks to sharing economy, there are no idle capacities or wasted resources. Resources are maximized and unnecessary waste and consumption are minimized and even eliminated.Development of a culture of trust. Companies are now recognizing the importance of building bridges â€" yes, even among and between c ompetitors. Since shareconomy is founded on trust among and between the stakeholders and participants, this economic model will strengthen relationships further.Increase in product or service variation. As more and more are in the act of “sharing”, there is a need to remain competitive. This will then encourage businesses or organizations to come up with variations on their product or service offerings. What sets them apart? What makes them the better choice? What value do they offer that similar companies do not, or could not?Evolution of the role of organizations or companies. In the past, a company probably only had one identity: as a service provider. With shareconomy, it can further expand its role and become a trusted advisor. Take AirBnB, for example. It could simply be a service that matches guests to hosts. However, it now takes on the role of an advisor, providing additional service to help guests make the best choice and get great value for their money. Sharing econom y also brings organizations closer to their target market, which is one of the cardinal rules of marketing: knowing who your customer or market is.Disadvantages or Risks Posed by Sharing EconomyOf course, sharing economy is not without its disadvantages or risks.The biggest disadvantage, by far, also arises from its biggest advantage: since it’s about sharing, the issue on responsibility or accountability, as well as security, will be raised.Security issues. This has partly to do with the element of trust. If one party fails to deliver or keep its end of the bargain, there are serious consequences that must be dealt with. The fact that the platform used is the internet also poses some security risks, particularly in the utilization and sharing of information. Remember that it’s not just payment details (e.g. credit card information, bank details) that will have to be revealed by users; personal identity information will also be involved.Accountability issues. This risk is higher in companies that act as third parties or intermediaries in two-party transactions. There are still possibilities that some accidents or incidents might occur. For example, two apartments were trashed, leading to safety issues and criticisms, and AirBnB, where the host apartment was booked, did not fully take responsibility for the incident. Issues regarding insurance coverages will also come into play, since most companies will naturally want to distance themselves from such occurrences, thereby avoiding liability altogether.In the case of AirBnB, it was apparent how, although it put in place a $50,000 insurance policy against theft and acts of vandalism leading to property damage, any personal liability was excluded.MAJOR PLAYERS IN SHARING ECONOMYThis time, let us take a look at two of the biggest names or leaders when it comes to sharing economy or collaborative consumption. © Flickr | Mila EuropeAirBnBAirBnB calls itself an “online marketplace connecting people looking for unique accommodations to people who provide them”. It currently has listings in over 192 countries all over the world.Service / Product: To connect “hosts” or people who are renting out their homes or living spaces to “guests” or people who are looking for accommodations or places to stay for specific periods of time.Market / Users: Seasoned and budget travelers, couchsurfersHow it works: Hosts provide information or details on spaces they want to rent out, ranging from single rooms to entire houses, to AirBnB, who will then include it in its database as listings. Information provided include, but are not limited to, the property or room type, price or rates, location, facilities or amenities, and any other additional services provided by the host.Travelers or guests have to sign up with AirBnB, browse the listings, and book reservations of their listing of choice. Paymen t details will also be submitted, since payment will be done through AirBnB’s secure payment system, through various modes of payment.AirBnB charges the host a 3% fee as processing fee, and 6% to 12% service fee charged to the guest.ZipCarThis company, which is dubbed as the largest car sharing and car club service in the world, offers a “smarter way to get around the city” by providing cars and vans to those who need them. It provides and alternative to the conventional method of renting cars.Service / Product: Instead of purchasing a car or going to a car rental, customers can now book and drive cars and vans of their choice.Market / Users: Customers who are in need of modes of transportation but are not keen on purchasing their own car or be saddled with poor or limited choices offered by regular car rental businesses.How It Works: Customers must be members of ZipCar, paying as low as $6 per month. They will then get access to a listing of thousands of cars, vans and simila r vehicles in various cities or locations around the globe. They will be issued their Zipcard.Customers get to decide whether to rent the cars by the day or by the hour and, best of all, they can have their pick from the many types of cars.Once a choice has been made, it is as easy as booking a Zipcar for the period desired. Aside from booking online, the service also allows booking to be done using their mobile app.All it takes to have control over the Zipcar is to tap the Zipcard to the windshield.Zipcar offers various rates and plans to suit users’ every need (and financial capability). Membership starts from $6 per month, while driving rates could go from $8 to $10 per hour. The rates already cover expenses for gas and insurance.SHARING ECONOMY AND THE FUTUREAt the moment, sharing economy is still not fully accepted by everyone, since there are still issues that need ironing out. Still, technology is bound to make more advances in the future, taking shareconomy along with it. Already, there are more and more names pitching in and making its presence felt in the shareconomy playing field. Even governments are joining in on the revolution.Naturally, the risks and challenges are also bound to be bigger. Innovators and brilliant minds have to be on their toes constantly, coming up with ideas that will maintain the balance of supply and demand in the marketplace.One thing is for sure, however: sharing economy is not just a fad or a passing trend. It is one that is sure to stay for years â€" nay, decades â€" to come, and we can all expect to see it evolve. We actually look forward to see how it will change over time. Image credits:  Flickr | Mila Europe under Attribution-ShareAlike 2.0 Generic.

The Revitalization Of The Sears Concourse Building

Is it possible for a community to entrust artists with the responsibility of redeveloping a neighborhood? After all, doubts are understandable; artists are better at being artists and developers are best at being developers. As a matter of fact, does an artist/real estate developer even exist? Just the mere thought seems impractical. Although this may be true in most cities, Memphis, Tennessee is currently in the middle of a Renaissance, and artists are leading the way. The anchor of this Renaissance is the revitalization of The Sears Concourse building. The Art Deco 1.5 million square foot structure built in 1927 was once a source of pride for the city, attracting 30,000 visitors at its grand opening to marvel at its decadence and eventually serving as a distribution hub for 50 years. Employing 1500 people and attracting thousands of visitors per day in the department store, it was an economic pillar of the Crosstown neighborhood. However, in 2010, the building standing empty for 22 years, became an eyesore that Crosstown co-founder Todd Richardson describes as â€Å" a beacon of hope that is now a disappointing reminder of unmet expectations for the city†. The surrounding neighborhood would keep hoping sooner or later, someone would eventually solve the dilemma of what to do with so much space that had been empty for so long. Year after year, businesses boarded up, houses deteriorated and neighbors lost hope. No one knew what to do; that is to say, until an artist, art

Lead And Manage Organizational Change - 1478 Words

Lead and Manage organizational change Assessment 1 Introduction Phattha’s burger shop has been established for the past 20 years. The company is located in 86 Jones Road Caulfield Victoria. It offers the popular product mix and ranges of different burgers, sandwiches and salads. It has the high popularity and acceptance within the local and surrounding areas. It has the high popularity rate and acceptance level within the local and surrounding areas. The shop has been rated as the â€Å"Best Gourmet Restaurant† in Melbourne back in 2012. Organization’s vision and mission: Vision: To change the perception of burger as the junk food and transfer customers’ perception of burger as the efficient and healthy food intake. Mission: †¢ To produce the†¦show more content†¦Ã¢â‚¬ ¢ Communities: Contribute to societies and demonstrate corporates social responsibilities. †¢ Diversities: Respect the diversities and give the best of compositions. Establish staff equity programs. †¢ Reinforcement: Encourage staffs to take initiatives and make the required contributions. Apply inclusive workplace culture to empower staffs to lead and manage decision. †¢ Creativities: Pursue new innovative ideas that have the potentials to change the organisations. †¢ Integrities: Act with honesty and honour without sacrificing the qualities and business reputations. †¢ Full controls: Take the proactive measures to ensure all the business stakeholders are looked after and included within the business decision making processes. †¢ OHS: Ensure staffs health and safety meet with the legal requirement to provide a safe and secured workplace. Strengths and weaknesses of existing and potential competitors and allies: Phattha’s burger shop has its existing competitor as Fitz burger shop and Domain burger shop. Fitz burger shop’s strengths Fitz burger shop’s weakness †¢ long business operation experiences †¢ located in business suburbs †¢ low production costs †¢ large car park areas †¢ close to the main transport locations †¢ lack of product ranges and mixes †¢ lack of business creativeness †¢ lack of experiences in marketing and communications †¢ very few market exposure and sizes Domain burger shop’s strengths Domain burger shop’s weakness †¢ excellent customer services

Olladas Critique Paper War is a Tender Thing Final Draft Free Essays

In the case of Disdain Rumples parents, It’s both. How they choose to react to the situation is what determines their destiny. Disdain’s mother shows indifference to a number of political issues in the beginning. We will write a custom essay sample on Olladas Critique Paper War is a Tender Thing Final Draft or any similar topic only for you Order Now Her character is stoic. The way she answers her daughters questions suggests she doesn’t care about any of it at all. The film also introduces that Disdain’s mother is Christian while her father is a Muslim. For Christians, the most important ideal is â€Å"to love your enemies and die in the pursuit of ringing them love†. On the other hand, for Muslims, it’s fighting the enemies of Islam and dying as a martyr of Allah. Sacrifice is an important ideal in both religions but its meaning in each religion is completely opposed. â€Å"A Christian can never be in love with a Muslim†, she says as she talks about the conflict between Christians and Muslims and how it was at fault, in some way, for her separation with Disdain’s father. Moreover, there’s a certainty in her voice, as if no one can have a say in her decision, when she makes up her mind to end heir marriage. But what one fails to recognize while watching her, what one may think is an act of selfishness, is actually an act of selflessness. â€Å"I’d rather we be separated and he be alive than we be together and he be dead. † These are the words of her mother that really struck me. Any woman who loves her husband very much has an extreme fear of losing him but in the film, Disdain’s mother was able to cast out that fear because of her deep love. She prefers to be far from her husband so his life could be spared, so that he could be safe. Personally, saw the film as something astonishingly moving; how it was able to remarkably express that feeling of wanting and loving something or someone you know you cannot possibly have because of all the wars and religious conflicts; how the mother’s strong yet affectionate personality captured the core and soul of the title itself; the way the scenes were shot-?so very frank and forthright. Perhaps its simplicity-?having the camera record what everyone has to say without using special effects or requiring the people to wear make-up or to dress up-?is what makes it exceptional. The pureness of the idea about the coexistence betwixt love and war that Disdain Arum presents in the film is undeniably impressive. Everyone has a different definition of love. Love to one person is letting go even if it hurts. For others, love is to give something up for someone to be in a better situation. But for Disdain’s mother, love is those two definitions put together. It is the very essence of the courage, especially in their situation, to do the right thing even when the cost is great. That, my friend, is fearless love. How to cite Olladas Critique Paper War is a Tender Thing Final Draft, Essays

Introduction to American Business an Example of the Topic Business Essays by

Introduction to American Business Business is a crucial part in the development of societies and is by and large responsible for the economic growth of countries. Hence, when business ventures expand or financially grow in a certain region, it brings about relative effects to the economic status of that region. This in turn affects the capacity of the government or of the existing social institutions to provide for the needs of the citizens within the region. These provisions can manifest in many forms such as the increase in the quality of public and private health care, or an increase in the efficiency of the various social institutions and businesses in conducting their operations to the people in general. Thus, the impact of business, specifically its growth in a specific region, affects the standard of living of the inpiduals and their existing quality of life. Need essay sample on "Introduction to American Business" topic? We will write a custom essay sample specifically for you Proceed The decline in the performance of these business establishments also poses a series of effects to the standard and quality of life of people. In essence, it is enough to note that, although there may be little direct or immediate connection between business and the standard and quality of life, business nevertheless affects these two crucial factors in inpiduals. American business probably dates back way before the founding fathers have built the nation and the generations that followed. Since business can take form even in the simplest instances, business in America may have probably started since the time the native settlers of America. Eventually, commerce, specifically trade, developed among the American colonies of the past which primarily covered the inpidual groups during those times. Our Customers Often Tell Us:How much do I have to pay someone to make my paper online?Professional writers recommend: Academic Papers For SaleCustom Essay Order Cheapest Essay Cheap Essay Help Legitimate Essay Writing Services As years went on, the local commerce and the basic industries expanded which resulted to a wider scope among business establishments (Gabor, 2001). Among these early forms businesses during the period of the American colonies is the trade of the basic commodities such as wheat and other grains. The period of the Industrial revolution eventually shifted the processthe progress of commerce saw the development in the transactions. For instance, mass production became readily available with the rise in the machineries. Later on, the information and communication technology era paved the way for an even swifter means of transporting goods and completing business transactions even across continents. American business of today has become relatively complex although the basic notions of client and provider are still present. The foundation of capitalism can be extracted from its rational philosophy, the concept of self-fulfillment or egoism, and the consideration for the rights of inpiduals ("The Capitalism Site," 2005). Essentially, capitalism is a form of a political structure or system that largely depends on its philosophical groundings. Further, capitalism is a system that is founded on the tenet of the rights of inpiduals exemplified by the fact that the capitalist needs the laborers or similar types thereof in order to make use of his or her capital or investment. In a capitalist society, the structure of the system contains the workers at the base that determine the next corresponding level in the system. It is argued that the roots of capitalism can be traced to the mercantilist scheme (Hooker, 1996). When faced with an ethical dilemma, one question that one can ask oneself is: what is the best option in terms of practicability that must be taken. The idea of practicability can be determined or defined at least in terms of the immediate usefulness of the option in the given situation. For example, when one is faced with the situation of choosing between lying in order to secure the welfare of an employee or telling the truth in order to secure the welfare of the company, one should consider the option which has immediate usefulness, or perhaps the most useful option that has with it a larger positive effect. In this instance, one can choose to tell the truth in order to secure the welfare of the company which translates into securing the welfare of the rest of the employees. In essence, the perceived consequences of the persisting options in an ethical dilemma must be weighed against one another and against the context of the situation in order to weigh the most probable direction to take. Otherwise, one might be lost on which option to take as dilemmas are quite complex to analyze. People take the entrepreneurial challenge for several reasons. These may include financial reasons for the most part, or perhaps people are seeking to enhance their skills in entrepreneurship or their personality. Since entrepreneurship is no easy task, it requires the proper use of critical skills and special abilities as well as the intellectual thinking capacity of the inpidual. Entrepreneurship, hence, also serves as a training ground for the intellect where the mind is refined. Thus, a successful entrepreneur is the inpidual who is not only able to succeed in financial terms but one who is also able to acquire for oneself a more refined intellectual capacity and critical thinking and a better personality. Although monetary income can also serve as the basis for the success of the entrepreneur, the skills one is able to acquire are far beyond compare to wealth. Moreover, a successful entrepreneur is one who has achieved a significant status at least in the local region or area, or in the industry from which he or she belongs. Reputation in the world of entrepreneurship is one that is difficult to attain as it requires skills that are not easy to acquire. Skills such as critical thinking and analysis are only two of these significant skills that the entrepreneur should acquire in order to be successful. Moreover, these skills are not achievable overnightthey require a considerable length of time in order to be acquired or to be mastered. It takes months, years, or even decades for the entrepreneur to be successful or, at the least, be able to obtain significant fraction in the business world. How to achieve these ends is not only a matter of timeit also requires a significant amount of determination and will-power from the inpidual. The ability to successfully navigate the cunning waters of entrepreneurship is just one side of the golden objective of being successful. Maintaining the status of being a successful entrepreneur is another thing, and it requires precision and refined skills all the more. References The Capitalism Site. (2005). Retrieved August 1, 2007 Gabor, A. (2001). The Evolution of the American Business Press and the Companies It Covers. Retrieved August 1, 2007 Hooker, R. (1996). Capitalism. Retrieved August 1, 2007

Peter Paul Rubens Prometheus Bound essays

Peter Paul Rubens Prometheus Bound essays The piece Prometheus Bound is based upon the mythological story of the Titan Prometheus who stole fire from the gods to give to mankind.(web 3) This work, which was completed in 1612, has a very interesting and diverse history. Flemish baroque painter Peter Paul Rubens was born June 28, 1577. By the age of 21 Rubens had become a master painter. At 21, Rubens traveled to Italy to continue his education. It was in Venice where he saw the radiant colors and majestic forms of Titian that influenced the style we see in his Prometheus work. (web1) Prometheus Bound was painted between 1611 and 1612. The more I look at this painting the more I like it but the stranger it becomes. The painting is of an almost naked man chained to a rock and fighting an eagle that is pecking out his liver. This piece symbolizes Baroque art at its purest. Most of the qualities associated with the Baroque are present in this painting. The painting is very dramatic in its portrayal of this struggle between Prometheus and the eagle. When I look at the eagles face I think it is grinning as if it were enjoying ripping out the liver of Prometheus. 2 Prometheus seems to be waiting for the right moment to strike. These characters are drawn diagonally to give the piece the dynamic quality that there is motion and a sense of falling off. You can feel the tension between these two characters when you look at their eyes and how they are fixed upon on another. Another interesting fact regarding this work of art is the addition of its left border. The original paintings left border ended at Prometheus knee. Rubens later added another 18 inches to the left side of the painting by sewing together the canvas. In the addition we can see a morning sky, the rock to which Prometheus is chained, and a lit torch with ...

National Woman Suffrage Association - NWSA

National Woman Suffrage Association - NWSA Founded: May 15, 1869, in New York City Preceded by: American Equal Rights Association (split between American Woman Suffrage Association and National Woman Suffrage Association) Succeeded by: National American Woman Suffrage Association (merger) Key figures: Elizabeth Cady Stanton, Susan B. Anthony. Founders also included Lucretia Mott, Martha Coffin Wright, Ernestine Rose, Pauline Wright Davis, Olympia Brown, Matilda Joslyn Gage, Anna E. Dickinson, Elizabeth Smith Miller. Other members included Josephine Griffing, Isabella Beecher Hooker, Florence Kelley, Virginia Minor, Mary Eliza Wright Sewall, and Victoria Woodhull. Key characteristics (especially in contrast to the American Woman Suffrage Association): condemned passage of the 14th and 15th Amendments, unless they were changed to include womensupported a federal Constitutional Amendment for womens suffragebecame involved in other womens rights issues beyond suffrage, including the rights of working women (discrimination and pay), reform of marriage and divorce laws.had a top-down organizational structuremen could not be full members although they could be affiliated Publication: The Revolution. The motto on the masthead of The Revolution was Men, their rights and nothing more; women, their rights and nothing less! The paper was largely financed by George Francis Train, a womans suffrage advocate also noted for opposing suffrage for African Americans in the campaign in Kansas for womens suffrage (see American Equal Rights Association). Founded in 1869, before the split with the AERA, the paper was short-lived and died in May 1870. The rival newspaper, The Womans Journal, founded January 8, 1870, was much more popular. Headquartered in: New York City Also known as: NWSA, the National About the National Woman Suffrage Association In 1869, a meeting of the American Equal Rights Association showed that its membership had become polarized on the issue of support for ratification of the 14th Amendment. Ratified the previous year, without including women, some of the womens rights activists felt betrayed and left to form their own organization, two days later. Elizabeth Cady Stanton was the first president of the NWSA. All members of the new organization, the National Woman Suffrage Association (NWSA), were women, and only women could hold office. Men could be affiliated, but could not be full members. In September of 1869, the other faction which supported the 14th Amendment despite it, not including women, formed its own organization, the American Woman Suffrage Association (AWSA). George Train supplied significant funding for the NWSA, usually called the National. Before the split, Frederick Douglass (who joined the AWSA, also called the American) had denounced the use of funds from Train for womens suffrage purposes, as Train opposed black suffrage. A newspaper headed by Stanton and Anthony, The Revolution, was the organ for the organization, but it folded very quickly, with the AWSA paper, The Womans Journal, much more popular. The New Departure Before the split, those who formed the NWSA had been behind a strategy originally proposed by Virginia Minor and her husband. This strategy, which the NWSA adopted after the split, relied on using the equal protection language of the 14th Amendment to assert that women as citizens already had the right to vote. They used language similar to the natural rights language used before the American Revolution, about taxation without representation and governed without consent. This strategy came to be called the New Departure. In many locations in 1871 and 1872, women attempted to vote in violation of state laws. A few were arrested, including famously Susan B. Anthony in Rochester, New York. In the case of United States v. Susan B. Anthony, a court upheld Anthonys guilty verdict for committing the crime of attempting to vote. In Missouri, Virginia Minor had been among those who attempted to register to vote in 1872. She was turned down, and sued in state court, and then appealed all the way to the United States Supreme Court. In 1874, a unanimous verdict by the court declared in Minor v. Happersett that while women were citizens, suffrage was not a necessary privilege and immunity to which all citizens were entitled. In 1873, Anthony summarized this argument with her landmark address, Is It a Crime for a U.S. Citizen to Vote? Many of the NWSA speakers who lectured in various states took up similar arguments. Because the NWSA was focusing on the federal level to support womens suffrage, they held their conventions in Washington, D.C., even though headquartered in New York City. Victoria Woodhull and the NWSA In 1871, the NWSA heard an address at its gathering from Victoria Woodhull, who testified the previous day before the U.S. Congress supporting woman suffrage. The speech was based on the same New Departure arguments that Anthony and Minor acted upon in their attempts to register and vote. In 1872, a splinter group from the NWSA nominated Woodhull to run for president as a candidate of the Equal Rights Party. Elizabeth Cady Stanton and Isabella Beecher Hooker supported her run and Susan B. Anthony opposed it. Just before the election, Woodhull released some salacious allegations about Isabella Beecher Hookers brother, Henry Ward Beecher, and for the next few years, that scandal continued with many in the public associating Woodhull with the NWSA. New Directions Matilda Joslyn Gage became president of the National in 1875 through 1876. (She was Vice President or head of the Executive Committee for 20 years.) In 1876, the NWSA, continuing its more confrontational approach and federal focus, organized a protest at the national exhibition celebrating the centennial anniversary of the nations founding. After the Declaration of Independence was read at the opening of that exposition, the women interrupted and Susan B. Anthony made a speech on womens rights. The protestors then presented a Womens Declaration of Rights and some Articles of Impeachment, arguing that women were being wronged by the absence of political and civil rights. Later that year, after months of gathering signatures, Susan B. Anthony and a group of women presented to the United States Senate petitions signed by more than 10,000 advocating womens suffrage. In 1877, the NWSA initiated a federal Constitutional Amendment, written mostly by Elizabeth Cady Stanton, which was introduced into the Congress every year until it passed in 1919. Merger Strategies of the NWSA and AWSA began to converge after 1872. In 1883, the NWSA adopted a new constitution allowing other woman suffrage societies including those working at the state level to become auxiliaries. In October of 1887, Lucy Stone, one of the founders of the AWSA, proposed at that organizations convention that merger talks with the NWSA be initiated. Lucy Stone, Alice Stone Blackwell, Susan B. Anthony and Rachel Foster met in December and agreed in principle to proceed. The NWSA and AWSA each formed a committee to negotiate the merger, which culminated in the 1890 beginning of the National American Woman Suffrage Association. To give gravitas to the new organization, three of the best-known leaders were elected to the three top leadership positions, although each was aged and somewhat ailing or otherwise absent: Elizabeth Cady Stanton (who was in Europe for two years) as president, Susan B. Anthony as vice president and acting president in Stantons absence, and Lucy Stone as head of the Executive Committee.

Iphone 5 Scenario Essay Example | Topics and Well Written Essays - 1000 words

Iphone 5 Scenario - Essay Example With respect to the scenario under review, Apple is reportedly the first company to adopt and use relative technology, second generation LTE thin chips from Qualcomm Company. This has given it an upper hand and a competitive edge against its competitors in the telecommunications sector. Using the latest technology, it has been able to explore technological resources and use these in addressing wide ranging and emerging consumer needs. One of the devices that it has manufactured and which it wishes to sell includes the iPhone 5. The main aim for this is to present to the consumer base a smart telecommunication device with ideal features. The purpose of this paper is to undertake research regarding consumer perceptions and expectations of this product. Findings would be instrumental in ensuring that the product is customized to meet consumer needs. This will ensure that its performance in the market is optimal. In addition, the research would provide useful insights regarding consumer trends and changes in tastes and preferences. Based on this, Apple will be able to use its creativity in ensuring that relative needs and preferences and met accordingly. Besides this, market research will provide important information about the innovations of apple’s competitors. ... nship, Breen and Dukta (1998) found out that a significant percentage of the population fancy latest electronic products which meet their tastes and preferences. This can be used to explain why most of the users of iPhone 4S are not happy with the latest development. Ideally, they will be forced to purchase the new product in order to be at par with the market trends and lifestyle expectations. Previous trends regarding the performance of iPhone 4S in the market indicate that the sale of iPhone 5 would be a success. In this respect, a significant percentage of the population that purchased iPhone 4S had never used an iPhone before (Johnson, 2011). Market research ascertains that although iPhone 4 met most of the consumer needs, its low battery and storage capacity limits its effectiveness. Consumers are, thus, still searching for a product that would meet their needs, tastes and preferences in this respect. In their review, Hair, Wolfinbarger, Bush and Ortinau (2009) posit that iPhon e 5 provides the best opportunity for Apple to address these needs. Statistical evidence shows that a significant 35% of the consumer base has promised to buy the product immediately it is introduced in the market (Johnson, 2011). Aggressive marketing can go a long way in increasing this to a greater percentage. Previous trends indicate that consumers tend to gain confidence with a product after it is introduced and tested in the market. Research tools are instrumental in collecting vital data from the respondents. At this point, it is worth appreciating that the data collected is instrumental in credible decision making. It should therefore not only be comprehensive but also representative of the views of the consumer base. This would ensure that decisions made are based on informed

Cost Accounting and Cost Accounting System Assignment

Cost Accounting and Cost Accounting System - Assignment Example 2008). The most important feature of a cost accounting system is the regularity with which relevant cost information is provided to users. There are two types of cost accounting systems the job order cost and process order systems. Job order cost system operates by provides I cost information in regard to each quantity of product/ service in batches. It is mostly applicable in factories with wide variety of product/service lines e.g. accounting firms and apparel manufacturing industry. Secondly, process order cost system refers to the process of accumulating costs by department or process in a factory. It is applicable mostly in cases of continuous productions such as oil refineries and food processing industries. Several companies use both types of cost accounting systems due to the diversity of their product/services pressing and the need for a cost system that provides relevant decision making information. In addition, it enhances flexibility and accuracy contributing to a more effective operational and strategic

Liberation Of Women In Foreign Countries :: essays research papers fc

Liberation of Men’s â€Å"Better Half†   Ã‚  Ã‚  Ã‚  Ã‚   Throughout history, stereotypes of women- ideological, ethnic, and sexual- seem to exist in all societies. Today and throughout history, women have benn viewed on many, many different ways. Throughout most of history, and in most cultures and societies, women were viewed as â€Å"the weaker half† and their purpose was to run the house and take care of things such as cooking and the kids. Via much reform in the United States, American women today are for the most part, viewed as equals to men, and given an equal chance to succeed in life. Unfortunately, many countries and regions of the world, even today, treat women terribly and with no respect.   Ã‚  Ã‚  Ã‚  Ã‚  The subject of women and their placement in Chinese society has been an ongoing topic for years, dating back to the beginning of China, as we know it. In China it has taken an entire political movement to reveal the importance of one half of the human race. In many books such as William Hinton’s Fanshen, Jack Belden’s China Shakes the World, and Edgar Snow’s Red Star Over China, the changing placement of Chinese women is a major part of the story. Women fought and started working, women spoke out and marched and they stood up for themselves. The idea of women’s Liberation (women obtaining equal status with men) in China was a long and hard fought struggle that took much fighting and brave people.   Ã‚  Ã‚  Ã‚  Ã‚  Women’s Liberation in China began with the democratic revolution (attempt to overturn the feudal rule of a landlord class), and completed in the socialist revolution. With the increasing amount of bankruptcy in the rural economy over the past few years, men’s domination over women has been weakened. â€Å"The authority of the husband is getting shakier every day†. (Ching-Ling, 202)   Ã‚  Ã‚  Ã‚  Ã‚  The speed of the Women’s Liberation movement closely resembled the advance of the democratic revolution. In 1930, women’s status was apparently raised because of the eve of the war against Japanese aggression. At the time, there were already schools where co-education was established. Some, not just a few, were employed as doctors, teachers and hospital nurses. At this time, there were many women engaged in textile industries, but they were discriminated against because they received lower wages than their male counterparts.   Ã‚  Ã‚  Ã‚  Ã‚  At the end of the war against the Japanese, (around 1950) under the Communist government, the movement was accelerated. Women began to work in all different fields, even the military.

Learning Diversity Essay

After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson & Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich & Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson & Eller (1999, p121) posit that the term diversity mean: Whereas Borich & Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson & Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson & Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson & Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson & Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich & Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: – Honey and Munford Learning Styles Inventory, – Kolb Learning style inventory, – Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan & Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby & Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan & Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?

The Blind Side Character Analysis - 1213 Words

Football, family, and hard work are some themes that can be seen in the movie, The Blind Side. This movie is revolving a high-school African American boy named Michael who is â€Å"adopted† into a southern white family. Soon, Michael is breaking stereotypes as is his adoptive family. He is turned into an all-American football player which leads him to the Baltimore Ravens in the NFL. Sociologically, the movie is all about different groups of people and their opinions of Michael. This is not only because of his race but also where he grew up. The Blind Side not only gives the audience a warm heartfelt story but also to never judge someone on appearance or where they came from. The Blind Side gives us a sociological view of different social†¦show more content†¦Many tried to explain it was a bad idea for the sake of their safety and their social reputation. Both social structure and group dynamic play a vital role in the movie. The characters in this movie include Micha el Oher, Leigh Anne Tuohy, Sean Tuohy, Sean Tuohy Jr. (S.J), and Collins Tuohy. There are other minor characters as well, like the coach of the football team and the tutor Ms. Sue. Michael and Leigh Anne have one of the most important relationships in the movie. From Michael Leigh Anne learns the different perspective of how Michael had to grow up. As she sees this, she starts to evaluate her own life in such as way. Especially when she sees how her peer group of mothers tried to change her mind about letting Michael live with her family. This would be the concept agents of socialization which is people or group that affect our self-concept, attitude, behaviors, or other orientations toward life. Another significant relationship is Michael and Sean Tuohy (S.J) with their brother-like bond. How Michael was accepted by S.J very quickly without a second glance of how it looked from an outsider’s view. 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