ESL Conversation Lesson Points of View

ESL Conversation Lesson Points of View Perspectives is a middle of the road to cutting edge level conversation exercise that requests that understudies rate their assessments from one to ten (1 - unequivocally concur/10 - firmly dissent) on various disputable issues. The worksheet can be utilized in various manners, and for various purposes during any course. The following is a proposal for coordinating this conversation plan into your exercise. Point: Helping understudies express their suppositions and clarify their reasoningActivity: A study hall review on various disputable subjects.Level: Intermediate to cutting edge Framework Points of View Discussion Circulate Points of View sheet. Request that understudies rate their feelings from one to ten: 1 - unequivocally concur/10 - firmly disagree.Divide understudies into little gatherings and request that they talk about their reactions to the statements.Listen in on the different gatherings and take notes on basic language botches while understudies are introducing their different purposes of view.At the finish of the gathering conversations, compose some of the most widely recognized missteps on the board and request that different understudies right the mistakes.Make sure to recommend standard equations for expressing ones supposition if these recipes don't come up during the amendment procedure (for example as I would like to think, Do you truly believe that, As far as Im concerned, etc.)As a class, experience each point requesting somebody who (moderately) unequivocally consents to clarify their perspective. Do likewise for somebody who (generally) emphatically can't help contradict ing the statement.As a subsequent movement, request that understudies compose a short structure on one of the announcements. Perspectives Worksheet Rate your supposition from one to ten on the accompanying articulations. 1 emphatically concur/10 firmly oppose this idea Committing errors in English is OK insofar as individuals comprehend you.My companions should originate from a similar social foundation as I do.It is difficult to have an upbeat family life and an effective career.War isn't a possibility for settling worldwide disputes.Multinational worldwide organizations are to be faulted for most issues on the planet today.Women will never be equivalent to men in the workplace.Marriage is obsolete. There is no requirement for state or church endorsement or acknowledgment of a partnership.Gay marriage is wrong.The capital punishment is adequate in some cases.Celebrities win an excess of money.Foreigners ought not be permitted to vote.The government is liable for ensuring that all residents of a nation have at any rate a base living pay job.Quality of life will significantly improve in the future.Teachers give a lot of homework.Military administration ought to be mandatory.

What to Expect in Graduate School

What's in store in Graduate School You prepared and looked for encounters to build a strong master's level college application. Through difficult work, passing marks, a strong GRE score, heavenly letters of suggestion, and incalculable graduate school interviews, you won admission to aâ program. Set yourself up for whats next including quite a while of extraordinary research, examining, and proficient development. How is graduate school truly? Here are five things to expect as an alumni student.â 1. Successful Graduate Students are Autonomous Graduate school is less organized than school. It requires free reasoning and the activity to make sense of things all alone. You may need to pick your own counselor. It will be up to you, with a little direction, to cut out a territory of research and discover a postulation or exposition point. You will likewise need to network and make proficient contacts which will be basic to progressing in your field and finding a new line of work after graduation. New graduate understudies frequently trust that somebody will instruct them. For achievement in graduate school, be set up to assume responsibility for your own training. 2. Graduate School isn't Like Undergrad Doctoral and aces programs are not at all like school. On the off chance that youre considering graduate school on the grounds that youre doing great in school and appreciate school, know that graduate school will probably be altogether different than the last at least 16 years of school youve experienced. Graduate study, particularly at the doctoral level, resembles an apprenticeship. Rather than sitting in class for several hours every day and afterward being free, graduate school is progressively similar to an occupation that possesses the entirety of your time. Youll spend a lot of your time taking a shot at investigate in your consultant or coaches lab. 3. Graduate School Means Research While school revolved around classes, graduate school bases on investigate. Indeed, youll take courses, yet the reason for doctoral instruction is to figure out how to direct research. The accentuation is on figuring out how to assemble data and develop information autonomously. As an analyst or teacher, quite a bit of your activity will comprise of social affair materials, perusing, considering what youve read, and planning studies to test your thoughts. Graduate school, particularly doctoral training, is frequently groundwork for a profession in explore. 4. Doctoral Study Takes Time A doctoral program is ordinarily a five-to eight-year responsibility. Ordinarily, the principal year is the most organized year with classes and loads of perusing. Most understudies are required to breeze through a lot of extensive tests at different focuses in their program so as to proceed. 5. The Dissertation Determines Your Final Outcome The doctoral paper is the reason for procuring a Ph.D. Youll invest a lot of energy looking for a proposition theme and counselor, and afterward finding out about your subject to set up your paper proposition. When the proposition is acknowledged by your paper board of trustees (normally made out of five employees that you and your counselor have picked dependent on their insight into the field), youre allowed to start your examination study. Youll plug away for a considerable length of time or frequently years until youve directed your exploration, made a few ends, and reviewed everything. After youve completed, youll set up your exposition safeguard: an introduction of your examination to your paper panel where youll answer questions and guard the legitimacy of your work. On the off chance that all works out in a good way, youll leave with another title and some extraordinary letters behind your name: Ph.D.

What is the Legal Age to Work

What is the Legal Age to Work As one grows older, they find that their needs and requirements in order to live a comfortable life also grow.By the time someone is in their teens, their social life becomes important and their expenses increase.In a bid to foot their expenses without having to rely on their parents for an allowance, a teenager might decide to get a job.If you are a teenager thinking about getting a job, the good news is that many employers love teenage workers.Teens are motivated and they have a lot of energy, and you will therefore find lots of employers who are eager to hire teenagers for summer jobs and other part-time jobs.In addition, minor workers generally have the same rights as adult workers.However, before you start sending out applications, it is good to note that there are some laws and regulations that determine the kind of job you can apply for based on your age.These laws and regulations are put in place in order to protect children from working in jobs that may be potentially danger ous or harmful to their health and to ensure that the jobs do not interfere with the child’s education.If you are a teenager looking for work, understanding these laws and regulations will help ensure that you have a positive work experience.Most of the employment restrictions in regards to age are covered under the Fair Labor Standards Act, though many states also have their own independent child labor laws.THE FAIR LABOR STANDARDS ACT Also known as the FLSA, this is an Act that provides guidelines regarding the employment of individuals who have not attained the age of 18.Enacted in 1938, the FLSA sets hours worked, recordkeeping, wage, overtime, and safety requirements for minors working in jobs that are covered by the act.The rules and regulations set out in the FLSA vary depending on the age of the individual and the kind of job involved.Aside from providing guidelines regarding the employment of minors based on their particular age and the kind of job involved, the FLSA also protects minors from working in jobs that have been declared by the Secretary of Labor to be hazardous, such as those involving operation of motor-driven equipment, mining and excavation operations, or those involving exposure to radioactive substances.In addition, the FLSA has some laws and regulations that only apply to certain types of jobs, such as agricultural employment, and several exceptions to some of the general rules stipulated within the statute.As a general rule, the FLSA the age of 14 as the minimum working age for most types of non-agricultural jobs.In other words, minors below the age of 14 are only allowed to work in agricultural jobs.However, there are some exceptions to this rule.Aside from agricultural work, minors below the age of 14 can work in any job if the business is owned by their parents, provided the business is in a non-hazardous industry.In addition, minors below the age of 14 can be employed in jobs such as theatrical productions or performing on tel evision, radio, or movies, newspaper delivery, performing minor chores around a private home, or babysitting.While children between the age of 14 and 15 are legally allowed to work, there are limits to the times of day that they can work and the number of hours they are allowed to work.Generally, they can only work for only up to three hours per day for school days (up to 18 hours per school week), or up to eight hours per day for non-school days (up to 40 hours per week).In addition, minors between the age of 14 and fifteen cannot take shifts during school hours. During the school year (between Labor Day and May 31), children in this age bracket can only work in the hours between 7 a.m. and 7 p.m.During the summer (between June 1 and Labor Day), children within this age bracket can work between 7 a.m. and 9 p.m.There is one exception to the above rules concerning minors between the age of 14 and 15.They can work more hours than stipulated above if they are working for a work-study program through the DOL (Department of Labor) or for a career exploration program that is sponsored by the state.Once children reach the age of 16, many of the employment restrictions are lifted.For instance, the hourly minimums are lifted, allowing these minors to work as many hours per week as they would like.However, they are still restricted against working in jobs considered hazardous by the Secretary of Labor or using certain types of equipment.For instance, while food service is not considered to be a hazardous industry, 16 and 17 year olds working in food service establishments are not allowed to hold jobs that require them to operate power driven meat processing machines, power driven bakery machines, or commercial mixers.Once an individual reaches the age of 18, all employment restrictions are lifted and the person can legally work the number of hours they work and in whatever industry they want to work.Since the individual is no longer a minor, adult employment rights and rules become applicable to them.Aside from the FLSA, many states also have their own child labor laws that may have a higher minimum age for employment compared to the FLSA.In states where this is the case, the law with the higher minimum standard automatically applies.It is also good to note that any non-agricultural employers are also required to post a Minimum Wage Poster issued by the Department of Labor.The poster, which lists the federal minimum wage and minimum age requirements among other information, should be posted in a prominent place at the workplace.AGRICULTURAL EMPLOYMENTWe saw above that 14 is the minimum working age for most types of non-agricultural jobs.When it comes to agricultural jobs, however, different age requirements come into play, though the kind of work and hours of work permitted still vary according to the particular age of the individual.Before we get into the agricultural employment restrictions, it is good to note that these restrictions are also s ubject to parental exception.In other words, minors can be employed in a farm owned or operated by their parents regardless of the minor’s age.When it comes to agricultural employment, there isn’t really a minimum legal working age.Minors under the age of 12 may be employed on a farm provided there is parental consent, they work outside of school hours and provided the employees at the farm are exempt from federal minimum wage provisions.Minors between the ages of 12 and 13 may also be employed on agricultural jobs outside of school hours and provided there is written parental consent or the minor’s parent or caregiver is also employed within the same farm.Once they reach the age of 14, minors can be employed outside of school hours in any agricultural job, except those considered hazardous by the Secretary of Labor.In the above provisions, the term school hours refers to the hours set by the official school calendar of the district in which the minor lives while working in an agricultural position.The FLSA prohibits any exceptions being made that would allow students to be individual children to be released from school early so that they can work in agriculture.However, children can work in agricultural jobs before or after school hours, during weekends, and on any other days when they are not required to attend school.For instance, if the district where a minor lives while working in an agricultural job has set the school hours to be between 9.00 a.m. and 3.00 p.m. the minor is not allowed to work in an agricultural job between 9.00 a.m. and 3.00 p.m. on a school day.However, they can work before this time block or after.The requirements that minors should not work in an agricultural position during school hours applies to all minors living within the district, even if they do not attend public school.This means that even minors who attend private school, those who are schooled at home and those who have completed their formal education are not allowed to work during these hours.Minors who have reached the age of 16 are legally allowed to be employed in any agricultural occupation, including those that the Secretary of Labor has declared as hazardous.There are no hourly requirements for minors above the age of 16 in regards to agricultural employment. They can work at any time, including during school hours.Hazardous Agricultural OccupationsWe have seen above that minors under the age of 16 are not under any circumstances allowed to be employed in agricultural occupations that may be hazardous to their health and well-being.According to the Secretary of Labor, agricultural jobs that are considered hazardous or dangerous to minors below the age of 16 include:Operating tractors that exceed 20 PTO horsepower, or any other occupation that may require the minor to connect or disconnect any parts or implements to or from such tractors.Operating or providing assistance in the operation of any of the following machines:Hay mower, potato digger, cotton picker, corn picker, mobile pea viner, grain combine, hay baler, or forage harvester.Auger conveyer, forage blower, crop dryer, feed grinder, or the unloading mechanism of self-unloading non-gravity type trailer or wagon.Power post driver, power post hole diggers or rotary tiller.Operating or providing assistance in the operation of any of the following machinesA trencher or any other earthmoving machineryForkliftA potato combineA power-driven circular chain or band saw.Working on the farm in a stall, pen, or yard occupied by a:Cow with a newborn calf, or a sow with suckling piglets.A bull, stud horse, or boar that is being reared for breeding purposes.Working in an occupation that requires the felling, skidding, bucking, loading or unloading of timber with a butt diameter exceeding 6 inches.Doing any jobs that may require the use of a ladder or scaffold (such as repairing, painting, picking fruit, pruning trees, building structures, and so on) at a height exceeding 2 0 feet.Driving an automobile, truck, or bus to transport passengers or riding on a tractor as a helper or a passenger.Working inside:A grain, forage, or fruit storage that may contain a toxic or oxygen deficient atmosphere.A silo at any time when a top unloading device is in operating position within the silo or within the first two weeks after silage has been added in the silo, or when a tractor is in operation within the silo for packing purposes.A manure pit.Applying or in any way handling agricultural chemicals that might be toxic (including return or disposal of empty containers, cleaning and decontaminating equipment used in the application, or in any other way helping in the application of such chemicals). The chemicals referred to in this case are those that may be labelled with the word “warning,” or “poison,” or those with a drawing of the danger sign (skull and crossbones).Using or in any way handling a blasting agent, including but not limited to blasting caps, b lack powder, dynamite, primer cord, or sensitized ammonium nitrate.Applying, transferring, transporting, or in any way handling anhydrous ammonia.EMPLOYMENT BY PARENTSYou might have noticed that there is a parental exception for age requirements in both agricultural and non-agricultural jobs.This is because the minimum age requirements stipulated by the Fair Labor Standards Act do not apply to minors employed by their parents or caregivers/guardians.In other words, a minor can be employed by their parent in any occupation regardless of their age, except for occupations in manufacturing and mining where anyone below the age of 18 years is not allowed to work.Many state child labor laws also have similar exceptions when it comes to minors working for their parents and guardians.OTHER RESTRICTIONSAside from the restrictions discussed previously, minors who are 16 and 17 years old are restricted from working in or with the following: cranes, excavators, logging, roofing, mining, manufac turing masonry, explosives, power saws, transport trucks, and radioactive substances.In addition to all the above, 14 and 15 year olds are also restricted from working in or with the following: warehousing, manufacturing, ladder work, baking, janitorial services, public utilities, amusement park attendants, washing windows, and loading trucks.DOCUMENTATION REQUIRED TO WORKSome states will require any person below the age of 18 to have working papers before they can legally be allowed to work.The working papers are legal documents that show that a minor has been certified as employable. They are usually two types of certifications:Age CertificationEmployment CertificationThe rules and regulations regarding the need for working papers will vary depending on your state.In some states, anyone below the age of 18 needs the papers before they can get employment.In other states, the working papers are only required of people below the age of 16. Yet in some other states, you can get hired without the need for working papers, regardless of your age.If you are a teenager looking for work, you can find out whether you need working papers by visiting your state Department of Labor or consulting your school guidance office. Some schools even help students in obtaining these papers.THE HISTORY OF US CHILD LABOR LAWSThe United States has not always had child labor laws.The laws were developed at some point in order to prevent minors from exploitation through child labor.The history of these laws shows how the values of the nation have changed over time.Today, child labor laws are seen as a necessity in guaranteeing that children get education. They help ensure that work experiences enhance the educational process, rather than hindering it.When the first European settlers came to America, they brought with them some new social values, many of which still remain in place even today. One of these is the value of work in society.The European settlers equated idleness with negli gence and irresponsibility, and so it became a norm to have children help out their parents in the farm or with their trade to help support the family.In 1641, a law was passed in Massachusetts Bay Colony requiring families to provide their children and apprentices with education.According to this law, children were supposed to be taught how to read and some form of trade.The idea behind this law was that by providing children with education, it prepared them to grow into hard-working and industrious adults who would positively contribute to the society.Families that could not afford to provide their children with education were forced to have their children enter apprenticeships at young ages so that they could also get educated.With the rise of the Industrial Revolution, America transitioned from a predominantly rural nation to a predominantly urban nation. More people started working in factories than were working in farms.Driven by the need for huge profits, many factories turne d to women and children as a source of cheap labor.Since children could not speak up for themselves, and considering that many families were still dependent on the meager earnings of their children to supplement the family income, the exploitation of children increased while their working conditions grew deplorable over time.Minors, some as young as 6 years, worked for over 12 hours in dangerous and unhealthy conditions for paltry wages.When this became too bad, people started challenging the deplorable working conditions and calling for better treatment of children. In 1836, the State of Connecticut passed a law that made it mandatory for children to attend school for 3 months every year.This social awareness continued growing, and towards the end of the 19th century, over 1600 laws had been passed by different states either limiting or abolishing child labor.However, this did not change the situation much, since many of these laws did not apply to everyone, such as immigrants, whi le others were simply ignored.In the early 20th century, there was renewed fight for social reform.People felt that it was the responsibility of the federal government to protect children, and many women started protesting against children working in factories.Two of the strongest women leading this activism were Marry Harris “Mother” Jones and Florence Kelly.These two women organized numerous protests asking for President Theodore Roosevelt to ban child labor, as well as boycotts of any goods that relied on child labor for production.Their efforts paid off. By 1913, most states, except just 9, had passed laws declaring 14 as the minimum legal age for working in a factory.Still, children were not fully protected from child labor until the Fair Labor Standards Act was enacted in 1938. Today, the country has changed drastically in regards to child labor.Many families have become fairly wealthy, so they are no longer forced to rely on their children to help supplement the family in come.Instead, today majority of the teenagers working today do it primarily to earn their own sending money.WRAPPING UPIf you are a teenager looking for work, you might be wondering whether you are within legal working age.If you are above 14 years, you are legally allowed to work, provided you do not work within school hours and provided you are not seeking employment within industries deemed by the Secretary of Labor to be hazardous.If you are 16 year or older, you can work as many hours as you look, although you are still not allowed to work within industries considered hazardous by the Secretary of Labor.If you are looking for employment within agriculture, you can start working at a much earlier age, though you will need to follow the regulations relating to agricultural employment as explained within this article.Finally, it is good to keep in mind that these regulations are put in place, not to prevent you from legally being employed, but to protect you from being exploited b y employers.

Civil War Failed African American - 902 Words

â€Å"The attempts in the Reconstruction period 1865 to 1877 to solve problems caused by the Civil War failed African American.† To what extent do you agree with this statement? 1. Introduction 1. Background: 1. Reconstruction was not only the plan to rebuild the U.S. after the Civil War, but also the process the federal government used to readmit the Confederate States 2. It was complicated because Lincoln ad Johnson had different ideas on how Reconstruction should be handled. 3. Lincoln had his ten percent plan- a confederate state can be readmitted into the union if ten percent of their population took an oath of allegiance. 4. Johnson insisted that the remaining Confederate states must withdraw their secession, swear allegiance to the Union, annul Confederate war debts, and ratify the Thirteenth amendment. 5. Many of the Reconstruction plans were focused on helping improve the lives of African Americans and giving them rights. Ex: Thirteenth, Fourteenth, and Fifteenth Amendments, Freedmen’s Bureau, and Civil Rights Act of 1866 2. Thesis: Even though African Americans were given many freedoms and rights due to laws, amendments, and acts of congress during Reconstruction, the rise of white supremacy groups, the passing of the Amnesty Act and end of the Freedmen’s Bureau, and Supreme Court decisions that undermined the fourteenth and fifteenth amendments caused Reconstruction to collapse and fail in giving African American the rights intended for them. 2. Though AfricanShow MoreRelatedAfrican Americans in The Civil War Essay656 Words   |  3 PagesAfrican Americans were very questionable at first in the Civil War. The Union Navy had been already been accepting African American volunteers. Frederick Douglass thought that the military would help the African Americans have equal rights if they fought with them. Many children helped in the Civil War also, no matter how old they were. Because the African Americans were unfavorable, black units were not used in combat as they might have been. Nevertheless, the African Americans fought in numerousRead MoreReconstruction Of The United States1181 Words   |  5 Pagesconstitutions, pledged their loyalty to the United States government, and accepted the newly Thirteenth, Fourteenth, and Fifteenth Amendments. However, reconstruction inevitably failed the South. The legislation of Radical Republicans failed to give protection to freed slaves from further persecution of whites; and it also failed to fundamentally refabricate the social atmosphere of the south. Once President Rutherford B. Hayes implemented the removal of all federal troops from southern states, empathizersRead MoreHow Do You Account for the Failure of Reconstruction to Bring Social and Economic Equality of Opportunity to the Former Slaves766 Words   |  4 PagesAfter the Civil War, the southern soldiers were going back to devastated cities, destroyed railroads, and many cities were burned to the ground as a result of Sherman’s march from sea to sea. After the Civil War occurred, the slaves were given freedom from their owners, and slavery was banned. That attempt at reconstruction was not a complete fail, but it took a little bit of time for America to give social and economic equality to slaves. There were many attempts made by several different presidentsRead MoreThe American Civil War And The Civil Rights Movement1725 Words   |  7 PagesAfter the American Civil War (1861-1865), major c hanges which were crucial to the establishment of African Americans in the American society took place. Before the bloody war, slaves were comprised of thirteen percent of the total population of the United States. The treatments they receive from their masters ranged from generous to abusive. The issue of slavery was becoming more and more apparent in social, economic, and most importantly political aspects of the country. In fact, even before theRead MoreThe American Civil War Essay662 Words   |  3 PagesThe Civil War was a war between the North and the South after several states in the south seceded after Lincolns Presidency. The war first started off as states rights but as the war went on and progressed the war was fighting to end slavery. African Americans had an important impact on the Civil War. There was individual African Americans who made an important impact in the civil war. For example Frederick Douglass he was known for being a escape slave and a good public speaker for his effortsRead MoreThe American Civil War1418 Words   |  6 PagesGuns fired, smoke lingering in the air, people dying. The American Civil War had a huge impact on the United States. Two compromises took place before the start of the Civil War. These compromises include the Missouri Compromise and the Compromise of 1850. The Missouri Compromise dealt with the crisis in 1819 over Missouri entering the Union as a slave state. The compromise was â€Å"the first major crisis over slavery, and it shattered a tacit agreement between the two regions that had been in placeRead MoreThe Reconciliation of the North and South after the Civil War1186 Words   |  5 PagesAndrew Johnson signed a Proclamation which promised order and peace to the United States on August 20th, 1865, the Civil War was formally end ed. Though the Confederates had been dominated, there was still a battle to preserve the Southern lifestyle against the impeding Northern republican ideals. President Lincoln had plans to peacefully restore the country to the Union it was prior to the war, but his assassination created set-backs to his plan. While both the North and the South were working toward reconciliationRead MoreWhy Did Reconstruction Fail870 Words   |  4 Pageshistorically known as the time in America, shortly after the Civil War, in which the United States attempted to readdress the inequalities, especially of slavery and many other economic, social and politically issues including the poor relationship between the North and the South of America. These problems were highly significant in America, and a variety of groups in government tried to resolve these problems, but this only led to the Civil War. Unfortunately although there were numerous new constitutionsRead MoreReconstructions Failure809 Words   |  4 Pageswas clear to people in the late 1800s that the Civil War caused many national problems along with problems within the union. However, the Civil War assuaged many problems for the country. For example, slavery was abolished, the supremacy of the national government had been confirmed, and secession had been proved false. Some people may believe that the main reason why the congress’ reconstruction efforts to ensure equal rights to the freedmen failed was because virtually no one in America thoughtRead MoreShort Term Effects Of Reconstruction Essay982 Words   |  4 Pages The end of the Civil War produced many short-term and long-term effects. After the Civil War through 1896, the North and South tried to reunite the United States to avoid being attacked by other countries. While the government tried to solve the problems with rebuilding the nation, their solutions were short term and failed to address the problem. There were many disagreements about Reconstruct ion that lead to conflict in the government and in the South. There were many plans that the government

The Invisible Man By Ellison - 862 Words

In response to police brutality, The Invisible Man was written by Ellison demonstrated that through his life racism was entirely present. Ellison, in fact, was faced with police brutality throughout the novel. Ellison wrote a scene in which his narrator dealt with police brutality after giving a speech at an eviction. The police threatened to shoot him and beat all of them. Ellison wrote that his character had known it was due to the racism during the time period. Even so, the rest of the novel involved rebellion groups in which responded to the police brutality and racism. Ellison wrote the book to demonstrate the racism and brutality within society for African Americans. Even so, the effect of police brutality was involved within the book. This made other African-American questioned their identity as to why they were being beaten and abused. Ellison’s work addressed the response to other police brutalities in earlier times. Then, on January 28, 2015 an African-American man was driving and he stopped at a traffic light while Officer Melendez pulled him over. Dent resisted arrest because he had a suspended license, and then Officer Melendez started to beat him to the ground. Dent was hit in the head fifteen times then the officer placed him in a chock hole causing him to lose his breath and then began to tase him after he was already on the ground lastly the officer bang his head on the hood of the car and Mr. dent Began to bleed from his head. On the police dash cam you canShow MoreRelatedThe Invisible Man By. Ellison1383 Words   |  6 PagesRaplh Ellison’s Invisible Man is an example of African American who is dealing with racism against African Americans in the USA. 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Along his journey, we are also shown how the patriarchyRead MoreInvisible Man By Ralph Ellison1366 Words   |  6 Pagesfighter left standing, amidst unbridled carnage. The titular narrator of Ralph Ellison s novel Invisible Man, is no stranger to those experiences. In the beginning, he is forced to fight several other black boxers for the amusement of many heckling, white spectators. Through the imaginative use of objects, symbols, allusions, and the actions, thoughts, and purposes of the spectators, pugilists and risquà © entertainment, Ellison seeks to express a powerful image of American race rel ations and women sRead MoreInvisible Man By Ralph Ellison1277 Words   |  6 PagesInvisible Man, by Ralph Ellison, is a story about a young African American man whose color renders him invisible. The theme of racism as a hurdle to individual identity is present throughout the story in a variety of examples. From the beginning of the novel the theme of identity is evident as the narrator states, â€Å"All my life I had been looking for something, and everywhere I turned someone tried to tell me what I was† (Ellison, p. 1254). In the midst of living in a racist American society the speakersRead MoreThe Invisible Man By Ralph Ellison3051 Words   |  13 Pagesportrayed through the narrator’s, the invisible man, journey through life. The problems with society are foreshadowed by the racism and the symbols of the color white presented in the paint plant. â€Å"The Invisible Man† by Ralph Ellison depicts the African Americans struggle to be viewed as an equal membe r of society through the narrators struggles through life to discover his individuality or place in society while the white man or the community conspires to â€Å"keep the black man down†. The story follows theRead MoreThe Invisible Man By Ralph Ellison977 Words   |  4 PagesBook Review: Invisible Man Invisible Man is an American Literature novel published by Ralph Ellison in 1952. The novel traces the experiences of a young college black man growing up in Harlem, New York. Attempting to succeed in a predominantly white society, the narrator encounters shocks and disillusionments from being expelled from college to hiding in an underground hole to protect himself from the people above. He lives a repressed life as an â€Å"Invisible Man† for he believes that society ignoresRead MoreThe Invisible Man By Ralph Ellison Essay1613 Words   |  7 Pagesvary from person to person, but often members of the same race are subject to the same expectations. Ralph Ellison’s novel Invisible Man explores the intersections of race and power, especially in a society that is very community oriented, as seen when the actions of an individual are reflected on other members of the race as well. Although Ellison’s protagonist â€Å"the Invisible Man† and other black men d escribed in the novel, on several occasions behave how they are supposed to, however their superiorsRead MoreInvisible Man By Ralph Ellison1032 Words   |  5 Pagesmodern society some people leads, and others will follow. Subjects will conditionally generate their own ideas and realize these ideas rather than just be assigned tasks that question their beliefs. The author Ralph Ellison illustrates it best. Ellison’s realistic fiction Invisible Man perpetuates the manifestation of manipulation over the minorities in this society. As the narrator embraces every identity he has been given, he starts to become more independent, and a leader in his community. WithRead MoreThe Invisible Man By Ralph Ellison Essay2164 Words   |  9 Pagestrying to rebel against the status quo. Protest literature emerged from the Harlem Renaissance in the 1920’s to 1930’s. Protest literature is used to address real socio-political issues and express objections against them. In his novel, The Invisible Man, Ralph Ellison exposes the racism in society by focusing on the culture, in regards to the expected assimilation of African Americans and how the time period largely influenced the mistreatment of the African American population. He also uses symbolsRead MoreInvisible Man By Ralph Ellison1246 Words   |  5 Pagesauthor of Invisible Man, Ralph Ellison, was born March 1st, 1914, and died April 16, 1994. He was born in Oklahoma City and named after Ralph Waldo Emerson, a famous journalist and poet. When Ellison was 3, his father died of a work-related accident, leaving his mother to care for him and his younger brother. As a young boy, he al ways wanted to major in music, and he went to Tuskegee University to become a composer and performer of music. The summer before his senior year in college, Ellison went to

Variables used in Spatial and Regional models Free Essays

Introduction In Geography scale principally concerns space. Scale relates to other ideas, only can we understand scale when it is applied in respect to the totality of the landscape element. In this thesis, I plan to examine how spatial scale problems have been manipulated and resolved. We will write a custom essay sample on Variables used in Spatial and Regional models or any similar topic only for you Order Now I will assess examples of variables used in spatial and regional models at various scales and the methodological dilemmas within spatial analysis and solutions to this. I will also scrutinize the way in which we select scales and some of the trade offs needed in the future to consider continental and global scales. Finally, I argue for a better amalgamation of space and spatial scales into hierarchy supposition. Addressing scale unswervingly, the most frequent form is cartographic scale. Watson (1978) argues; â€Å"†¦ scale is a ‘geographic’ variable almost as sacred as distance† and â€Å"well developed policy has been created to balance the scale versus resolution-information content of a map† (Board 1967). Maps depict the earth’s surface; this raises the concern of how flat maps disfigure spatial relations on the earth’s surface. In turn, the use of ‘analysis’ scale, includes the use of units to measure phenomena, for data analysis and mapping. Essentially this being the scale for observing and acknowledging geographic phenomena. We can argue that this form of ‘occurrence’ scale is the ‘true’ scale of geography, analysing how geographic processes function across the World. It is accepted that a variety of scales of geographic phenomena interrelate; local economies are enclosed with regional economies and rivers are contained within larger hydrological systems for example. Therefore, conceptualizing such hierarchies can be complex for geographers, the traditional method of focusing on a single scale largely continues. Generalization has arisen as a result. This is the view that the world that surrounds us can never be studied or modelled, or represented in all of its full detail and complexity. Perceptibly, scale is of great importance due its consequences for the degree to which geographic ideas are generalized. Generalization is in effect a process of simplification; it includes aspects of collection and development of characteristics and evidence that interest us as geographers. It demonstrates the way in which a study can represent smaller pieces of earth; it tends to be more focused on fine geographic details. For example, if we were to consider the way in which a large scale map will demonstrate more features of the earth’s surface in greater detail than a small-scale map. Geography has often been held under disparagement due to its â€Å"wide nature of topics and deviating points of view† (Hart 1982). Harvey argues that â€Å"Inconvenience arising from the search for causality between human and physical environment ideas and the predictions of spatial patterns† are often discussed (Harvey 1969.) However, Clarke argues that there is a â€Å"widespread connection in terms of the spatial point of view, which cements the study of geography† (Clarke et al 1987). Examples of spatial variables include; â€Å"area, direction, range distance, spatial geometries and patterns, isolation, diffusion, spatial connectivity, spatial associations and scale† (Abler et al. 1971). Mitchelson has described these variables as â€Å"geographic primitives† (Mitchelson, unpublished). Geographical spatial thinking tends to oscillate between two poles as there is no clearly defined geographical or landscape space this had let to the emergence of the concepts of absolute and relative space. The shaping of geographical space is under the influence of both these poles. Harvey argues that absolute space is a synonym of emptiness, Kant supports this by saying that â€Å"space may exist for its own sake independent of matter. Space just ‘is’ and should be viewed as a ‘container for elements of the earth’s surface† (Harvey 1969). In other words, the job of Geography is to fill this ‘container’ with information and ideas. This sums up the Euclidian point of view of absolute scale, usually based on a defined grid system, common in conventional cartography, remote sensing and the mapping sciences. It is relatively easy to view ‘sub containers’ within a ‘container’ and to devise suitable categorization schemes. For example a CBD area may have several districts, areas, or neighbourhoods, all of which may show ever-smaller areal units. With the idea of absolute space, the conception of spatial hierarchies is comparatively uncomplicated. The relativistic point of view, involves two considerations. Initially, space exists only with reference to spatial elements and processes. The ‘relevant’ space is clear by spatial processes taking place, e.g. migration and commuting patterns, dispersion of pollutants and even the diffusion of ideas and information. Scales and regions are defined relatively by the relationship between or amongst spatial patterns forms and functions, processes and rates. This means space is defined in non-Euclidean terms, even â€Å"distance may be relative† (Harvey 1969). Two areas of landscape separated by a barrier may be close in absolute space but very distant in relative space when time, rates, and interactions are considered. Hence, how a functional spatial process region is difficult to map in terms of absolute space. Calls for a more broad-scale study are evident with demand for advanced techniques and applications of geographic information systems (GIS). Broad scale problems can realistically be solved by these techniques, which use absolute space almost exclusively. It has been argued that most modern work in geography involves a â€Å"relative view of space† (Harvey 1969; Abler et al. 1971) due to the spatial processes and mechanisms involved. There have been a lot of recent debates as to the â€Å"appropriate scale of analysis for various processes† (Nir 1987). However, there is an agreement between geographic scholars that changes in scale change the important relevant variables. Furthermore, Mitchelson argues that the â€Å"value of a phenomenon at a particular place is usually driven by causal processes which operate at differing scales† (Mitchelson, unpublished). We can analyse the study of human migration as an example. Often included are variables in relation to labour demand, investment and business climate, and income, i.e. these are group and structural contextual variables. In comparison, intra-urban migration models often involve the age, education and income of individuals. Similarly, looking at how water supply networks are planned in third-world countries, investigations at a national scale often involve urban and regional water demands. In contrast, at a village scale, walking time and the distance to a spout may be unsurpassed concerns. This leads on to behavioural geography, examining the use of space by individuals and the timing of this use. This approach has been termed â€Å"activity space and time space geography† (Carlstein and Thrift 1978). The most routine human activities involve the shortest spaces and time. This is reflected by the view that the â€Å"most frequent movements are of the shortest distance and demonstrate effort-minimization principles† (Zipf 1949). Thus how different spatial activities have radically different time and space scales. Spatial analysis has shown methodological problems. Tobler stated the problem of spatial correlation in his first law of geography: â€Å"near things are more related than distant things† (Tobler, 1969). This is the idea that every spatial element may be correlated. Without Tobler’s idea it could be said that the surface of the earth would appear entirely random. Spatial autocorrelation is the basis for the recognition of spatial variability e.g. ground versus water, field versus woodland, high density versus low density etc. Harvey has further argued that it is often â€Å"useful to search for the level of resolution which maximizes the spatial variability of a phenomenon†. (Harvey 1969). It has also been argued that there is inference of spatial process from spatial form and that most processes are discovered under spatial form, however, empirical results are usually scale specific. In other words â€Å"patterns which appear to be ordered at one scale may appe ar random at other scales† (Miller 1978). However, recently, rules have been developed for optimal spatial sampling and data grouping to reduce the loss of such inference, this can be found in work by Clark and Avery 1976. Watson (1978) argues that a solution to poor spatial data coverage is the â€Å"development of a model of spatial relationships that couples to hierarchical levels†. In other words, not a lot of studies in geography have combined macrospatial and mircospatial levels of analysis because of the incredibly large amount of data needed, producing very complex models. However, we already have many of the data rich variables at near global scales which can then in turn be used as the driving variables in predicting spatial patterns at much broader scales. It may be appropriate to find the appropriate constraints for the spatial hierarchies of concern in order to improve the spatial modelling aspect of Geography. Steyn argues that â€Å"disciplines concerned primarily with processes such as meteorology are able to switch scales very easily† (Steyn, 1981). In comparison, disciplines dealing with phenomenon are often restricted by the size of the actual phenomenon. For example, larger regions tend to incorporate more potential interactions and have a greater degree of centrality bias. In conclusion, the thesis reviews space and time scales from a geographers point of view. It can be found that spatial phenomena comes in a vast variety of different size classes, much work has been conducted across many orders of spatial magnitude. Despite many appeals for multiscaler research e.g. Abler 1987; Miller 1970; and Stone 1968. This is practiced very little, despite evidence that good multiscale work apparently meets data handling thresholds accurately and quickly. As various disciplines under what can be called the umbrella of environmental sciences begin to incorporate diverse spatial dimensions into their research agendas, problems with spatial scale are expected to be encountered. Many of these problems have already been recognized if not solved. Even so, it is still worth noting Clarke’s (1985) admonition, â€Å"No simple rules can automatically select the ‘proper’ scale; for attention.† Essentially, scale is the foundations upon which the home of Geography is built upon. Its various rooms are the arguments and theories behind scale, the floors are the advancements into hierarchical theory. The roof is the final piece solving the spatial dimension scale that places a shelter over Geographers heads and covers us from the elements of inferences in scale. Bibliography Abler, R.F. 1987. What shall we sayTo whom shall we speakAnn. Assoc. Am. Geogr. Abler, R.F., Adams, J. and Gould, P. 1971. Spatial organization: the geographer’s view of the world. Prentice-Hall, Inc., New Jersey. Board, C. 1967. Maps as models. In Models in Geography. pp. 671-726. Methuen and Co., Ltd., London. Carlstein, T. and Thrift, N. 1978. Afterword: towards a time-space structured approach to society and the environment. in Human Activity and Time Geography. pp. 225-263. Clarke, M.J., Gregory, K.J. and Gurnell, A.M. 1987. Introduction: change and continuity in physical geography. In Horizons in Physical Geography. pp. 1-5. Barnes and Noble Books, Totowa, New Jersey. Clarke, W.A.V. and Avery, K.L. 1976. The effects of data aggregation in statistical analysis. Geogr. Harvey, D. 1969. Explanation in Geography. St Martin’s Press, New York. Hart, J.F. 1982. The highest form of the geographer’s art. Ann Assoc. Am. Geogr. 72: 1-29. Miler, D.H. 1978. The factor of scale: ecosystem, landscape mosaic and region. In Sourcebook on the Environment. pp. 63-88. University of Chicago Press, Chicago. Miller, D.H. 1978. The factor of scale: ecosystem, landscape mosaic and region. In Sourcebook on the Environment. pp. 63-88. University of Chicago Press, Chicago. Mitchelson, R.L. Concerns About Scale, unpublished. Nir, D. 1987. Regional geography considered from the systems approach. Geoforum 18(2): 187-202. Steyn, D.G. 1981. On scales in meteorology and climatology. Clim. Bull. 39: 1-8. Stone, K.H. 1968. Scale, Scale, Scale. Econ. Geogr. 44:94. Tobler, W.R. 1969. Geographical filters and their inverses. Geogr.1:234-253. Watson, M.K. 1978. The scale problem in human geography. Geogr. Ann. 60B: 36-47. Zipf, G.K. 1949. Human behaviour and the principle of least effort. Addison-Wesley Press, Camrbdige. How to cite Variables used in Spatial and Regional models, Essay examples

Green Marketing Campaign in Fiji

Question: Discuss about the Green Marketing Campaign in Fiji. Answer: Summarizing Green Marketing Promotion It is an account of the success story in green promotion and campaign attempted by an US based company with its manufacturing unit in Fiji. In fact, the water bottle based enterprise was one of the very first companies, which ventured into the market with an innovative setup (Bowman d'Estries 2015). FIJI Water LLC was to commercialize the artesian water available in Fiji in different parts of the world. Primarily termed as Natures Best, as the water was availed one of the natural sources, which was an aquifer dated 4500 years old from the Yaqara Range of the Nakauvadra Mountains in Fiji (Jeong, Paek Lee, 2013). The annual consumption of bottled water globally accounted to more than 45 million gallon, which enabled FIJI Water LLC to rope in and sustain with their innovative and sound idea of releasing the footprint. FIJI Water LLC incorporated some strategies that helped in influencing the marker to purchase their product. The adopted strategies are: The market segmentation primarily focused on the positive impact of natural resources, which was corroborated with the health conscious group of people. It also appealed to the fitness and health experts who finally could count as an almost equal alternative to carbonated soft drinks. The objective of making drinking water as one of the trendy products was huge success among the youngsters. This was the key to its revenue and demand demographics of bottled water in USA (Fitts, 2016). The social marketing campaign was one of the major factors for the success of this campaign. This is in relation to the effective marketing within the press, in terms of advertising by fitness brands, carbon reduction promotional procedures, and celebrity promotion techniques and of its high mineral value. The skillful and smart packaging which had a blue cap along with a green body and coherent pricing, FIJI Water LLC was one of the most important determinants of the green marketing strategy. The distributional strategies with the optimum utilization of both the online and offline areas along with its promotional opportunities in various high profile events like the Oscars, with the objective of affordable luxury water ( Jones, Murray Overton, 2017). One more reason that is important is its collaboration with the Carbon Disclosure Project, which has been accepted as the healthy strategy for its PR actions, which also includes the recycling phenomenon. It itself was suggested in its tagline, every drop is green (Jones, Murray Overton, 2017). The Reaction Quality of Fiji Green Marketing Campaign The restrictions on the development of such an innovative idea of the reduction of the carbon impacts related to the bottled water products was very surprising and disappointing , therefore by the virtue of this challenge, they introduced the green marketing campaign , a unique marketing technique which will be the initial steps in protecting our environment (Jeong, Paek Lee, 2013). The attempts that are adopted by the bottled water associate; Fiji Water LLC is a very noble approach, which has been one of the important features that are to be considered while determining the success and operational policies of the enterprise. The incorporation of a healthy phenomenon is significant in nature for a corporate concern. It has eventually reacted with the surrounding agents in terms of its demand, vendor, targets, production etc. The presence of the several beneficial structures, which are necessary for the survival of its production and marketing campaign on a global perspective, reacts with the culture and state of the business. References Bowman, D., d'Estries, G. (2015).U.S. Patent No. D722,872. Washington, DC: U.S. Patent and Trademark Office. Fitts, S. (2016).U.S. Patent No. D748,487. Washington, DC: U.S. Patent and Trademark Office. Jeong, H. J., Paek, H. J., Lee, M. (2013). Corporate social responsibility effects on social network sites.Journal of Business Research,66(10), 1889-1895. Jones, C., Murray, W. E., Overton, J. (2017). FIJI Water, water everywhere: Global brands and democratic and social injustice.Asia Pacific Viewpoint.

Master and Margarita free essay sample

Though he may have shown a little bit more of one side than the other, and there are even a few events that will have you thinking to yourself about whether the act from Professor Woland was an act of evil or really a good act that may have just come off as evil at first. I still think that Professor Woland has many great examples of both good and evil that are shown throughout the book. In The Master and Margarita, by Mikail Bulgakov there are many different examples of good and evil. I think that an obvious example of good and evil throughout the whole novel is Professor Woland.Bulgakov makes it clearly known to the reader that Professor Woland is supposed to be the devil. The first example of Professor Woland being the devil is when he predicts the way that Berlioz will die. He says that Berlioz will get his head cut off by a train and a few more pages into the book, Berlioz actually does get his head cut off by a train. We will write a custom essay sample on Master and Margarita or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After this happens, Ivan is very confused and really starts to wonder about the man he knew as Professor Woland. There are still many more examples in the book that prove that make it very evident that the character, Professor Woland, is supposed to be the devil.It seems as if Professor Woland can control anything that he wants to but just chooses to do the wrong thing for the most part. This theme shown by Professor Woland will be shown very many times in this essay. There are some parts in the story where Professor Woland chooses to do the right thing with his powers to control what he wants. The main example that I can think of where Professor Woland uses his power, and it benefits someone besides himself is when he was able to recover the Master’s writing from its ashes after it had been burned by the Master.This benefitted the Master greatly because had Professor Woland not recovered the story from the ashes then the Master never would have been able to get it back and everything that he had already written would have been lost forever. This ends up being a very crucial part in the book. This example shows that there are sometimes where Professor Woland would use his power for good instead of evil. He could have just not helped the Master at all, and he would have just been left with a pile of ashes that used to be his story. Even though this did help Professor Woland, it still had a positive impact on the Master.Had Professor Woland always used his powers for good instead of evil, he would have been able to great things for people throughout the novel. Another example of how Professor Woland does evil in the novel is how he manipulates Likhodeyev so that Professor Woland can have seven performances of black magic at his theatre. Likhodeyev wakes up, and feels very hung over. Professor Woland is standing right there with a piece of paper that has Likhodeyev’s signature on it, stating that Professor Woland may do his performances at Likhodeyev’s theatre.Likhodeyev does not remember signing this at all. Even though he does not remember, he still feels like he must let him do the performances because his signature is on the contract. This is a great example of Professor Woland doing evil because he has manipulated LIkhodeyev. He has definitely not used his power for good in this example. So far throughout my essay, it seems as if most of what Professor Woland does in the book is evil, but there are still some more parts where he uses his power to help out other people.There is an event in the novel where Professor Woland shows both good and evil qualities. This event is Satan’s ball. The ball is full of famous and evil people and Margarita is the hostess. So far this seems like Professor Woland has not done anything wrong yet. The end of the ball is where he does his evil. The ball is where the murder of Baron Maigel takes place. Obviously this is a very evil thing to do because he has taken the life of another person. In my opinion, causing death to someone else is the ultimate evil that one can do.Even though this is a very evil thing to do, Professor Woland still ended up having a good act that helps someone besides himself. The good that Professor Woland does in this event is when he lets Margarita have one wish because she was the hostess of the ball. Her wish is to be with the Master and soon after she makes her wish, Professor Woland makes sure that the Master is right there with her. I think that this is a good thing that Professor Woland did because he got to give Margarita something that she wanted and something that would make her happier.Things like this are what I think Professor Woland should always be using his powers for. Professor Woland also gives everyone their lives back that they wanted, if they wanted to be switched back. Everyone did except for Natasha. This is another good deed that Professor Woland did because he is using his powers to give people what they would like and making them happier. The fact that he did not have to do this but did any way, makes it a good thing that Professor Woland did. One of the main topics from the novel that poses a great example of the theme â€Å"Good Vs.Evil†, is where Professor Woland tries to convey to people that there really is a God and Devil. Many people in the book do not believe in God or the Devil and Professor Woland wants everyone to believe in both of them. I think that this example could be interpreted as both good and/or evil, depending on how you look at it. A good thing about it is that he wants people to believe in God. I guess I am a little bit biased because I am a firm believer that both God and the Devil really do exist. The evil that I see in this is the way that he goes about doing this.In order for Professor Woland to get people to believe him he sometimes has to take the life of other people. I definitely do think that it is a good thing that he wants people to believe in both of them but I do not believe that it is important enough to kill someone over it. The Master could believe that this is a completely good thing because Professor Woland is backing up the Master. Berlioz says that the Master describes God as being too real in his story and this is where Professor Woland comes in and begins to talk about how real God and the Devil really are.As shown in this essay, there are many signs of both good and evil in The Master and Margarita, by Mikail Bulgakov. While there are very clear examples of good and very clear examples of evil, there are still some that are just for the reader to interpret. There were probably a few different characters that I could have used to show the good and evil in the story but I felt that Professor Woland was a perfect character to use to convey the theme, â€Å"Good Vs. Evil†. I felt that Professor Woland fit the criteria for good and evil perfectly.He was the source of much of the good and evil that was shown throughout the book. As for the argument of â€Å"Good Vs. Evil† though, I believe that evil was shown more in this novel. Yes, there were some clear signs of good but it just seemed to me that there was much more evil shown in the book. For the most part, it kind of seemed like the evil usually over took the good. What I mean by this, is if there were something good that Professor Woland did, he usually would have something evil done to someone in the near future.Most of the time, his evil act that followed the good act would be much more severe than the good act that he had just done. Not only was Woland evil in the novel but many of the other characters did some things that definitely had a little bit of evil in them. Had I used every example of good and evil from the novel, the list would have gone on, and on, and on. So, just sticking with Professor Woland in this Essay seemed to have worked out pretty well.

Mating choice and Lonely Hearts Columns Essays

Mating choice and Lonely Hearts Columns Essays Mating choice and Lonely Hearts Columns Paper Mating choice and Lonely Hearts Columns Paper Darwins evolutionary theory stated that all species picked partners who possessed certain characteristics which would offer their offspring a better chance of survival Survival of the fittest.I wanted to see whether both genders offered/requested certain characteristics more or less than the other.I visited a website orientated around dating (mate choices) and accumulated data based upon those who had posted their add on the site.The independent variable was the gender of the person, where as the dependant variable was the number of terms they used in relation to personal appearance, financial resources and age.The results acquired were categorised accordingly in a table, in which I found out that;; Women tended to seek stability in the form of financial resources more than men, where as men tended to offer it more than their female counterparts.; Males tended to seek those who possessed a high level of physical attractiveness more than females. Where as females tended to offer it m ore than males.; Age was a very complex factor with both cases, as those who were young sought those who were older and vice versa. But those who were middle aged tended to seek those who were of their age group.In present day its more of being able to live with someone who can make you happy and give you and your sprouts a good chance in life.TERMINOLOGYLonely-Hearts Column relating to people who are looking for companions or marriage partnersFinancial Resources money/wealthPersonal Appearance physical attributesQuota sampling before the sample is selected the population is divided into appropriate categories from which the sample is selected. Usually with an equal number in each category.Google large search engine on the webBACKGROUNDCharles Darwins theory of evolution presumes the development of life from non-life and stresses a purely naturalistic descent with modification. That is, complex creatures evolve from more simplistic ancestors naturally over time. In a nutshell, as random genetic mutations occur within an organisms genetic code, the beneficial mutations are preserved because they aid survival a process known as natural selection. These beneficial mutations are passed on to the next generation.My hypotheses were based upon the Darwinian theory of Evolution (although many other people had thought of it before him.The purpose of this investigation was to test 3 hypotheses, which were orientated around the mate-choices of males and females, which were found in either Lonely Hearts Columns or on the Internet.There were various factors, which could have a profound effect on my results. The first was that of the location of the information in which I acquired my data from. The second was that of the age group and gender of those who either used a particular website or read a particular publication (newspapers, magazines), in which my data was going to be extrapolated.This investigation aimed to shine light upon whether males and females requested and offered similarly, differently, or equally in relation to mating-choices.HYPOTHESISThere were 3 hypotheses in which my investigation intended to explore. These were: Females request financial resources more than males, where as males offer it more than females. Females offer characteristics relating to Personal Appearance more than males, where as males tend to request it more than females. Females tend to request partners older than themselves, where as males tend to request partners younger than themselves.In relation to my hypotheses, my Null hypotheses were that: There will be no significant difference between the ways in which males and females present and request certain characteristics in regards to lonely-hearts columns.What I intended to measure specifically was the amount of terms relating to financial resources, personal appearance and age in which the two genders used (whilst requesting and offering).METHODThis was a research-based study, which consisted of obtainin g information on those who advertise themselves on the internet (www.dateclub.com).The population, from which my sample was drawn from, was simply all those who used dateclub.com to advertise themselves and search for partners.I used a Quota sampling method in order to obtain my sample, which consisted of 20 males and 20 females of all ages.In relation to allocation to conditions, I divided my sample into 2 (males and females) and then issued corresponding marks in relevant categories according to the number of terminologies used by my sample in relation to personal appearance, financial resources and age.I used Google on the Internet to find a site, which was widely used by both genders (ensuring that I had enough samples for my investigation) in order to sell themselves and also find a perfect match. Once one was found I went into 20 males and 20 female profiles and recorded their data. Which were immediately placed into my table.In order to maintain a high level of control, I mad e sure that all my data was acquired from the same site, on the same day and at the same time. All those who used the site had to be between 18 and 60. So the range of ages was also controlled.The independent variable was the gender of the person, where as the dependant variable was the number of terms they used in relation to personal appearance, financial resources and age.The reasons for my particular choice of methodology were that those who were in search of a mate would be either hard to find or very reluctant to be interviewed by myself. Due to the fact that many would find having to rely on an advertisement in order to find a partner embarrassing. Questionnaires also wouldnt work due to demand characteristics, so the only option which seemed viable, was that of undertaking my own personal research into lonely-hearts columns, which were very easy to find.Adds on the site are constantly added as well as removed, so being unable to know when this occurs, someone else carrying o ut this investigation may acquire results slightly different from that of my own, due to the currency of the data. So this factor could have an effect on the reliability of my data. Which also go for the ads found in newspapers.I chose to measure the data through the allocation of numbers (corresponding to number of terms used) into relevant cells in a table.During my investigation no ethical issues emerged. If there were going to be any it would be that of an invasion of privacy, but due to the fact that people post their traits on the site in order for others to view, the nature of my investigation is ethical.RESULTSTotalsGenderMalesFemalesTotal No of terms relating to Personal Appearance (sought)2617Total No of terms relating to Personal Appearance (offered)3353Total No of terms relating to Financial Resources (sought)38Total No of terms relating to Financial Resources (offered)205Average Difference between Lowest Age range requested and requesters age(31/9) = 3.4(52/17) = 3.1Ave rage Difference between Highest Age range requested and requesters age(37/9) = 4.1(45/17) = 2.6In relation to Personal Appearance, males ask for characteristics relating to it more than females. But on the other hand females offer it far more than males.In relation to Financial Resources, there wasnt a significant difference between the two genders when it came to being sought, although females predominated slightly. But when it came to offering, males did so 75% more than females.In relation to Age, there was hardly any difference with the average lowest age range requested by both genders. However with the average highest age range requested males tended to request much older partners than females.At a young age both genders tend to seek those who are physically appealing. But the older they become the more they tend to disregard personal appearance.Some people requested those who were within an age range, which was younger than theirs.the differences between the highest and lowes t age ranges requested and the requesters age had to be averaged out, due to the fact that a lot of people didnt request anyone within a certain age group. Therefore the table which had the most people requesting someone within a certain age range would most likely have a larger total than the other. So in order to make this a fair test and maintain a high level of control, I decided to average out the differences.(Total of all the differences divided by the number people who requested).As the age ranges seemed to cause the most problems when it came to totalling, it could be said that this is where my methodological flaw lay. As if I knew this would have happened then I would have used a stratified sample to select only those who wanted someone between a certain age range, but at the same time have equal amounts of each gender.The hypothesis, which was orientated around financial resources and personal appearance, conquered with my results. But that of age didnt, thus supporting my null hypothesis. I think this was because for both genders, those who were younger tended to seek those who were older and vice versa. Where as those who were in-between tended to seek those around their own age group, further proving that trends always change over timer.One issue that kept on emerging throughout was that of the results being correlation based rather than that of causality. As in if it was to be a correlation then for example females seeking financial resources more than males wouldnt seem plausible.References and Appendiceswww.darwins-theory-of-evolution.com

CMG401 MOD 4 CA Essay Example | Topics and Well Written Essays - 500 words

CMG401 MOD 4 CA - Essay Example A 15-month base period and four (4) one (1) year options considered on Cost Plus Fixed Fee (CPFF) and Performance-Based Service Contract (PBSC). More than one award set aside for small businesses, subject to submission of a standard technical and cost proposal. The Government established such an award to be in their best interests. The standards required for small business was $7 million. The technical proposal required brief writing, limited to 75 pages typewritten with single-space and single side. In addition, the appendices limited only to single sided 75 pages. It consisted of resumes, references, attachments and exhibits. This constraint was for administrative intentions only, and whenever the limitation exceeded, it formed a ground proposal rejection. With the exception of small businesses, the offerors required to provide a subcontracting plan that complied with the small business subcontracting plan (FAR 52.219-9) which included in the solicitation. A subcontracting plan in the form of an attachment to the solicitation availed through a web link. The proposal required giving full name of the institution, address, and county, Bradstreet No., Tax Identification Number (TIN), and DUN. The address was essential for mailing purposes. Moreover, discretion provided to capture applicants’ attention concerning late proposals, technical proposal instructions al l provided in the solicitation. Any applicant with the intention of submitting the proposal in reaction to the solicitation required to notify the Contract Specialist of the intention, through completion of attached Proposal Intent Response Form. The form was to be submitted before May 22, 2009. Alternatively, it was to be sent to a specific address given below or faxed. The telephone number 301-427-1740 is contacted to reach the Contracts Management Division of the agency in Rockville, Maryland. Queries concerning the solicitation were

Intermediate Macro Writing Assignment Example | Topics and Well Written Essays - 1000 words

Intermediate Macro Writing - Assignment Example This inefficiency and nuisance led to the plunge of several countries who had invested in financial institutions in the U.S, drowning their market commodities and share values and disrupting the entire stock and trade market with a series of sequential bailouts, buyouts, and collapses. (Havemann, The Financial Crisis of 2008, 2015) Of the most affected from this crisis emergence was China, with the most foreign exchange reserves held than required to withstand shocks. However it was found that countries that had accumulated large reserve assets before the crisis, such as China, are more likely to recover GDP growth after such global financial dilemmas. (Dominguez, Global Financial Crisis, 2011) Here we shall investigate to see the cause and effects of this incident in China. China is famously seen as the engine of the world economy, emerging as (once a major contestant), now a renowned leading exporter and generous importer in the past two decades, with its GDP increasing from 1.7-9.5%, a high purchasing power parity (PPP) after market exchange valuation and trade ratios doubling every 4-5 years. Its commodities have the power to lower consumer prices hence having a great impact on prices of goods and services internationally, with exports share raised from 3-10% and worth approximately $1.5 trillion. Chinas super competitiveness has been achieved by its universal trade and business activities that led to its popularity, holding 20% demand of world platinum and 17% pallid. High rank and prosperity was experienced until the downfall of the financial crisis had dawned upon their hard work and achievement. With trillions of dollars worth investment in foreign reserves, accelerating trade surpluses and a two-digit growth rate in the initial months of 2008, China came under the tidal wave of the financial crisis by mid year as banks began

Influence of culture on emotions and communication styles

Influence of culture on emotions and communication styles This paper explores the possibility and the extent of cultures influence on the communication process and styles. Communication is the process through which individuals share ideas and information. Its effectiveness is gauged on the level of understanding by the receiver. Such sharing of ideas and information may be explicit/precise or requiring the receiver to infer/deduce the meaning from the not conclusive message that is passed. The parties communicating, in this case, are human beings with diverse cultural and emotions orientations which act to influence the perceived outcome in the message exchange between such parties. The co-existing factor leads to more complex element of culture (Kapoor, 2003). Culture is simply the way of life of a given people. It will refer to the values, norms and basically the foundation on which a group of people base their reasoning and pluralism on. Cultural values have varying extents of meaning across the various cultural divides. Some divides hav e much emphasis on the values as presented by culture than others. Longitudinally, individuals, within a cultural divide, value their cultural aspects with varying degrees. In considering the possible influence on communication it is important to also consider the constituents of and individual. Emotions can be defined as the textual expressions representing the writes mood and the facial expression. Emotions can alter or improve an interpretation of a plain text. The development of various sets of emotions may vary across cultures and individuals. The evoking of the emotions is largely dependent on a persons personality , which is the sets of characteristic that differentiate a person from the other .An individual will emotionally respond to similar information differently depending on the sender of such information. Emotions being internal can be regulated by an individual in determining the extent that they will be released. Abstract Researches indicate that culture has an influence on the way individuals exchange information and ideas and indeed the way such ideas are interpreted. The definition of communication by including more than one individual depicts a cultural aspect. The involvement of an individual as an entity capable of making an inference from what information has been relayed can as well not be overlooked. There is also a possibility of prior determination of what is to be understood by the hearer. Communication can as well be either direct or indirect, from the second dimension. There is a general idea that Asians are collectivists with the Europeans and Americans being individualists. Researches indicate that people with values at individual-level close to the norms in the culture are happier than those with values less normative. Discussion and Literature review A culture is constituted by, among other elements, individuals. In dissecting the culture, it is indispensable to first consider the individuals and then look at them in the cultural context. Culture entails of those patterns, implicit and explicit, for and of behavior usually acquired and then transmitted by symbols, encompassing the distinctive attainment of human groups, comprising human artifacts, ideas, values and norms that bides (Brown Singelis, 1995). Psychology presents a human being as an entity that can influence and be influenced by the environment. The environment, for purposes of this paper, will be composed of people in the societal setup. As individuals co-exist, they influence each other and develop a boundary that guides them in their relationships. In relating, each individual will first display the self and will probably be influenced by the environment to have a collective representation in the said relationships. Two concepts come into the limelight here; the individualism and the collectivism. Individualism is the expression of someones self. An individuals self will attempts to protect itself from societal intrusion. Individualists reason as entities and explicitly express their ideas to others as well as insist that such ideas be taken as truth. Collectivism is the group context that an individual associates with. A collectivist will, before passing/inferring any information consider the societal values/say in suc h a matter. Such a person will communicate ideas guided by the cultural setting. In both cases, emotions will still exist. The concept of self across cultures Self concept is an essential mediator in cultural behavior patterns. This notion gives room for a more specific role of self in regulation of preference for conversational styles. The self might be linked to some communication styles such as collectivism and individualism that has previously been associated to culture. Subsequent to this, the broad terms of individualism and collectiveness may be used for cultural description while idiocentric and allocentric characterize individuals. The two images describing the self emphasize the connectedness referred to as interdependence relationship and the uniqueness and separateness of individuals referred to as independence of self. This draws the conclusion that the more individualistic a culture is, the higher the probability of sampling the independent self. Similarly, in collectivistic culture, there is a likelihood of people sampling a more interdependent self. Dependence and interdependence of the self determines the behavior characte ristics of an individual (Neumann, Steinhà ¤user Roeder, 2009). It is important to note that culture is a composition of similarities in individuals behavior and as such, a collection of individuals affecting communication style in a similar way indicates a cultural influence on communication. The definition of culture and that of individuals is related in the sense that an individual is a subset of a culture. An individuals characteristics can only be defined in the context of the culture. It is the sum total of a cultures characteristics that creates boundaries within which the concepts of good and bad can be outlined. For example, a culture may have a regard for openness in communication. Individuals who exert silence in conversations appear to exhibit vices in such cultural context. Emotions in the individualistic and collectivist contexts Culture has direct influence towards emotional predictions based on the meanings as well as practices that contexts their occurrence (Mesquita, 2001). His sample included individualists and collectivist in Netherlands. Among the collectivists, emotions were characterized as relational and also contextualized in the phenomena whereas among the individualists, it was characterized as intrapersonal and subjective. His co-relational and procedural study identified some major differences including the interpretation that emotions signals a change of reality among the collectivists as compared to internal, subjective feeling and indeed a little or no implication for belief among the individualists. The findings of the study revealed a concurrence with the hypothesis, that collectivists emotions related to the phenomenon and could only be explained within the contextual relationships and were also a reflection of the said relationships. On the contrary, individualists emotions referred less to their contextual social environment. The research findings further revealed that among the collectivists emotions are shaped in a style similar to ideas as well as practices of the cultural settings of occurrence but underlining the disparity of oneself and others/society among the individualists. Furthermore, the boundaries that exist between subjectivity of emotional experiences and the social reality were found to be thinner in collectivism than in individualism cultures. In communicating with individuals, it becomes necessary to first identify what kind of orientation, whether individualism or collectivism, that they hold. As drawn from the articles findings, this indeed seems to limit the sender of the information to the kind of information that can be received. The idea of collectivism builds a wall inhibiting communication in two ways. First, the sender of information is guided entirely by what has been inculcated by the culture. The assumption in such a person is that the contextual culture is ideally good. There will however be the limitation of the social coverage that the said culture be good or perhaps acceptable. As such, the question of what in the information may be compromised to fit in that particular cultural orientation. Subsequently, collectivism dictates that the two parties involved in a meaningful conversation be culturally related. Second, the receiver of the information is not at an individual liberty to interpret the information so received (Neumann et al, 2009). One has to go back to the cultural files so as to infer the meaning. In both the cases, culture dictates the emotions that individuals develop from information stimuli. It is important to appreciate that though culture is a valuable asset in the global society and indeed the diversity that brings in beauty and indeed minimize global competition; the world is increasingly becoming a global village. Individuals will no longer be restricted to their original interpretation of signs and ideas. Emotions should not be expressed in the cultural contexts only but also on an individual basis. Indeed the possibility of inhibiting both elements in emotional expression should be every persons efforts. Once information is relayed, an individual should try to have and individual interpretation as well as be informed of the collective interpretation depending on the sender of the information. Either way, the need for a background on the sender and the receiver should be availed to the respective parties. Expression of a set of emotional elements once information or idea has been received is a critical issue in understanding an individual whether from the individua lism or collectivism orientation. Almost all emotions are extremely meaningful for purposes of capturing the global thematic features in a situation. These features commonly referred to as appraisals assist in simplification of the complex social situations by reconstituting that complexity into a single strain intrinsically meaningful in the context of the person experiencing them. For example, emotions like pride, anger, guilt and friendly feeling all reflect a significant theme that goes beyond the mere positive or negative evaluations. The themes give a description of individuals perception to their relationship with the surrounding environment. As such, friendly feelings and pride that are positive might be associated with social harmony and personal achievement which are definitely different themes. Findings and Discussion Influence of culture on emotion suppression As aforementioned, individuals exist in societal setups that have capabilities of influencing the way such individuals express or fail to express emotional signs. The concept of emotional suppression is the failure to display ones interpretational responses of information received or limiting the extent of the expression done. According to Butler et al, (2007), Americans of European values orientation would report less emotion suppression than would Americans who held Asian values and that those holding European values would only suppress their emotions for identity protection. The later would associate emotional suppression with high levels of emotional negativity. As such, European values seemed to hold that an individual could only give up the self expression of emotions unhappily. They identified two major barriers in understanding emotional responses in social interactions as self regulating efforts and the culture. Self regulating efforts can be interpreted to mean that an indi vidual applied personal efforts to fail to or limit the emotional expression. Such would be a false expression of the reality within an individual though it would propagate communication flow. The positive that could be associated with the self regulating efforts is that there is liberty of an individual to distinguish which issues to apply emotional suppression. Whether this is ideally acceptable or not, the effectiveness of communication which is between the two parties can be evaluated. This research further narrowed down to two specific issues namely emotion suppression and two groups of participant who were Americans whose cultural orientation was either Asian or European. Existing literature suggested that emotional suppression may be less linked to negative emotion among the Asian cultures in comparison to European culture, whose emotional suppression, also displayed as a safeguarding of the self and an assertion of ones will (Kapoor, 2003). The findings of this research showed that cultural orientations tend predict the differences in frequency and the function of emotional suppression as well as the negative emotion related to it. As drawn the findings, emotional suppression was also found to be a reduction of emotional disclosure. The generalization of these findings may pose a challenge since the sample taken had a similar foundation of culture. Nevertheless, some sectional components of the findings were varied. While communicating, the expression of the receivers emotional expression is dependent on the societal values that the individual holds (Nezlek, Kafetsios Smith, 2008). Much as an individual would want to express the emotional expressions as experienced during a communication, there will always be the element of what the relationship existing between the parties communicating entails. For example, in the smallest element of culture that can either exist between immediate family, members must carefully consider their emotional expressions in efforts to maintain harmony. It is possible that a message passed is not delivered yet there is harmony between people but is ultimately not possible to relay a negative, as perceived by the group, emotional expression and maintain cohesiveness. The ability to balance between regulations of emotional responses and maintain the need for the real self in responding to information relayed would be an ideal venture for every individual. Such a balance would ensure that communication is made effective without losing ones self. Furthermore, emotional responses must be duly regarded useful in the process of communication since they offer the required feedback. Effects of individualism and collectivism on conversational styles Individualism and collectivism dimensions of culture are founded on some varying fundamental issues that may affect the way people communicate. A research conducted sought to come up with a mediation model in attempting to spell out the manner in which culture do influence the communication style from a sample of nine hundred and seventy two individuals across four cultural backgrounds of America, Japan, Korea and Hawaii. According to Park. Kim (2008), that individuals can differ with both independent and the interdependent distinctiveness. The intention was to establish if self-construals were aspects of culture that accounted for the alleged usefulness of conversational constraints. In so doing, its easier to trace possibilities of a linkage between culture and the individual values of either independence or interdependence construals of the self. These conversational constraints are the wide-ranging as well as overarching criteria for selecting a conversational strategy and which influence the construction of a message. In their research they identified a gap where culture is broadly expressed into individualism and collectivism as two contrasting aspects and never as a dimension for explaining why people vary. The research revealed that there is extensive use of interaction strategies intended to provide a protection from the societies influence of the selfs autonomy. Individuals across cultural divides seem to have a thirst for a certain level of independence. Though the degree of independence may also vary, this demonstrates the diminishing trend of culture in communication. The selfs autonomy could only be hindered by the harmonization element that is required in the society. With the continued social civilization, a time may come when individuals will co-exist without necessarily agreeing. This does not at all eliminate the need for communication but emphasizes on the diminishing level of concurrence, between the sender and the receiver in communication, which is usually deemed to be necessary for cultural coexistence. According to Brown Singelis (1995), cultural collectivism compared to individualism tends to be positively associated with the apparent interdependence, but usually unconstructively related to independence. Consistency of culture and the self -concept: Asian Americans and European Americans Contexts According to Chen English (2007), consistency in cultural differences within and across different contexts demonstrates robustness as well as boundaries that exist in cultural differences in the consistency of self-concept, and also the need for examining several forms of stability in self-concept. The hypothesis was that the cultural variances in consistency of self-concept extended to importance of self-view and the self-enhancement. The researches proposed that a low consistence, as aforementioned, do not necessarily indicate insufficient enduring and meaningful self-view but instead a possibility of it coexisting with the firm. Of the two categories of participants, temporal stability among the Asian Americans ratings of self enhancement within the specific relationships was found to be as high as that of the European Americans. The researchers yielded to other researches suggesting that human beings display a certain degree of manipulability and irregularity in their self conce pt across contexts but Asians hold more flexible self concepts (Kitayama Mesquita, 2006). The conclusion was that Asians particularly from the East has a relatively low consistence in their self concept globally which reduces abstractness. In fact, referring to the multifaceted research carried out by Brown Singelis (1995), its clear that development of self-construal is greatly influenced by complex cultures. As drawn from findings, individual dimensions do not necessarily match with the perceived cultural levels. Self-contractual and cultural collectivism is affected by the prevailing socialization norms, practices and institutions where individual separateness is accounted for. During socialization of a child, collectivist mothers tend to encourage empathy and listening in their kids, while under individualists mothers, kids are taught keys words and self-expression skills crucial in promoting cognitive development, problem solving capacity and the perceived autonomy in building friendships. High and low contextualization in communication High contextualization in communication refers to a scenario where much of the information is thought to be internalized in a person or in the physical context. Message is inferred from the context. The parties communicating are thought to be familiar with each others physical context as well as the internal perception of ideas and information being passed. Low context communication refers to the explicit, explanatory and clear use of the accepted codes to pass information. Park and Kim had interest in studying relationships that existed between adherence to European as well as the American cultural backgrounds to communication in Asia. They had the notion that Asian cultures utilize a high context communication as advanced in the 2001s Gudykunt concept of both high and low contexts in communication. A high context communication among the Asians is associated with Confucianism that emphasizes on communication as a tool towards developing harmony as well as maintaining it in interpers onal relationships. Asian values seemed to mediate the identified relationships between collectiveness, which is the solidarity sense in a society, and communication behavior. On the other hand, individualistic values were said to be related to low communication that focuses on uniqueness of an individual and hence use of explicit codes in passing a message (Kapoor, 2003). Indeed, Asians were found to harbor more recognition to collectiveness, emotional self control and conformity to norms as well as humility. The researchers examined three hypotheses, among two hundred, and ten Asian America and hundred and thirty six European America, as follows. First, for both Asian and European Americans, the open and explicit styles of communication were to fit with the low context style of communication. Second, the Asian Americas were to display less use of low context style of communication and instead use high context than the European Americans (Chua et al, 2005). Finally, for both samples taken, and with the element of sex and race, the hypothesis was that high level adherence to Confucius would positively relate to high context while negatively relating to low context styles of communication. The findings were that contrary to the hypothesis, collectiveness was found among the European Americans and the conclusion was that perhaps European Americans belong ed to in-groups that valued assertiveness and self expression. Intentionality in communication Intentionality is the indication of aims, plans, goals and urgency guiding the actions intended to be followed by an individual. Cultural variations may be founded on the societal structure. Such structures may require that individuals actions closely coordinates with those of the other members of society as well as reducing social conflict. Others may motivate setting of ones plans and goals. In contrast, the first structure calls for individuals sensitivity to the environment while the later expects that the environment is sensitive to the individuals. Intentionality is determined by the different perceptions of primary and the secondary controls inhibited within individuals. Primary control provides for the individuals exercise of freedom and control over a persons psychology (Kapoor, 2003). Secondary control implies the inability to separate an object or idea from the field in context. Subsequent to this issue, motivation is in independence to autonomy in thinking for those under influence of primary control whilst guiding those under secondary control. The emphasis of emotions is more on those in secondary controls as such; these groups of individuals associate the tone in the voice during conversation in inferring the meaning. Self determinism in communication Self determinism is the theory asserting that individuals have an entire control of their destiny. Personal responsibility is therefore the key to influencing what is and would happen in the future. The process of communication involves inferring of information whether sent or received. As such, an individual has a responsibility in determining the meaning. Culture must not be taken to cover-up a persons irresponsibility in making sound inferences in the conversations. The influence of culture in communication must be subjected to individuals efforts to control meaning. The search for the reality is a personal responsibility and which is dependent on a persons need to not only coexist with others but also to develop as an individual. Furthermore, the amount of time available in corporate world equates with money. In corporate world, individuals communicating disrespectful of their cultural background are likely to use a more direct, explicit and a clear style of communication. This i s meant to improve time efficiency and save energy. Clear evidence that the world is tending towards direct style of communication is indicated by the use of interpreters when communicating to various parties with diverse cross-cultural backgrounds (Chen English, 2007). In order to effectively identify with such parties culture there is need to hold cultural harmonization forums first. Social status of the communicating parties Power relationship between the communicating parties is also a variable that influences communication. When conducting supervisory roles, communication is usually more direct especially in conflict management than it is among subordinates. The later would use non-confrontational / indirect communication. These two aspects of communication indicate that individuals consider the context within which they are communicating. Whether among the individualists or collectivists, the said aspects appeared to prevail. Though there is no direct relationship between power and culture, the two interacts in the real word. Relationships usually exist between two people who are not at per. Two subordinates though at the same social level are at different levels in terms of who knows more in particular issue concerning the organization. The subordinate who knows more of issue A assumes the role of the more powerful in that issue (Yoon et al, 1996). Respect which is associated with culture since it is an element/value geared towards bringing harmony also exists between people of different power levels. There is also some degree of respect that is shown by an individual who is depending on the other. All these scenarios depict a resultant communication style which is culturally based (Butler et al, 2007). Convergence and divergence in communication Divergence in communication is the disagreement that arises from the receiver of a message between the actual message as per his/her interpretation and the reported interpretation. In conflicting situations, expatriates and their host nations diverge in communication, not only because of the obvious typecast cultures but also by alterations of responses accordingly though the motives vary. Power -distance perspective is the most valid explanation in this phenomenon. Convergence element is strongly displayed by the superior condition of the East whereby direct-indirect peculiarity is diluted by the expatriates who alter their approach to conflict (Brown Singelis, 1995). This is, in both groups, a reaction to urgency. The clarity of communication and the diminished sensitivity to the face needs as compared to the obtuse communication, and the honoring face needs has increasingly acquired more value in situations where time is essence. On the other hand, the abstractness of direct comm unication is assuming a more diplomatic path which serves the needs of a global workplace especially in dealing with a collectivist Asian (Nezlek et al, 2008). Moreover, agreeing to norms does serve and indeed promote a harmonious and mutually respectful workplace. General comments on methodologies and samples Culture as a variable influencing communication cannot be numerically expressed. In general, the methodologies used captured data from the participants and were later generalized to be a representation of a non definite issue. The studies therefore were more of measures of intent behavior instead of the actual behavior patterns. Approximately eighty percent of the sampled participants did not have the Asians collectivism cultural orientation. The participants were tested whether they believed in such an orientation. This definitely affected the consistency of the idea flow from the participants. It appears that the participants were aware of the data that they were supposed to generate. Moreover the samples were too small to correctly constitute a generalization. In a culture based study, the sample should be big and wide in terms of occupation and age composition. As such, the data would be collected not only from the students, as it is the case, but from the wider population. Cultu ral differences are likely to be less pronounced amongst students than it is in other groups (Chua et al, 2005). How negatively or positively skew the data did not get the desired attention that such a data should have. Deductions on such non-vector subjects should be majorly based on the Skewedness and not on mere cross-correlations. The overreliance on previous researches in coming up with deductions is also evident in determining the relationship of emotions and culture on communication. The propagation element increases the error that is supposed to be as minimal as possible. The errors accumulated are loaded onto a new study meaning that from the onset, the study is adversely affected by previous errors. The ideal scenario would have been to carry out the coincidental researches at a reasonably close interval of not more than a year to increase the validity. However the researchers attempts hold a substantial validity which provides a basis for future research and which are currently useful with low error prevalence. Synopsis In conclusion, the aforementioned discussion displays a relationship between emotions, culture and the communication style adopted by individuals. The general consensus is that human beings exhibit, from theories of creation, a common origin. They are also social beings that cannot escape the influence of others in their social life. Although there is evidence of strains of individuals whose energy protect them from influence from others, there is a limit that such a characteristic can endure. For example, individuals against some national ideas will however concur with the wishes of their families or their closest friends. According to Brown Singelis (1995), when relevant intermediate values are considered whilst analyzing communication and culture, the diversity across culture and be justified. These two authors consider the direct effect that culture has on an individual behavior and resulting communication patterns. In fact, culture is seen to influence the psychological make-up of an individual thus affecting the communication behavior exhibited by the person. Even if the said friends are supporting the negation of the national idea, it still remains that those close friends constitute a society and as such a culture. Moreover, when construction of both the society and individual correspond, individuals are more likely to have a more involvement in the society and hence be more affectively involved (Chua et al, 2005). It is important to note that due to the dynamic nature of the communication interactions, intercultural communication standards can be achieved only if the communicating parties mindfully adjust their behavior in communication. As drawn from findings, individual dimensions do not necessarily match with the perceived cultural levels. Self-contractual and cultural collectivism is affected by the prevailing socialization norms, practices and institutions where individual separateness is accounted for. During socialization of a child, collectivist mothers tend to encourage empathy and listening in their kids, while under individualists mothers, kids are taught keys words and self-expression skills crucial in promoting cognitive development, problem solving capacity and the perceived autonomy in building friendships. Prior research which basically encouraged on orthogonal tests on groups in deriving cultural comparisons, tend to effectively open a wider scope in culture study by perhaps encouraging potential researchers in contributing to the elaboration on the correlation that cultural. Recommendations In efforts to achieving better deductions, any cultural and self reacted studies ought to be carried in the very cultural context of the participants. When dealing with the collectivist individuals, it will be better to determine their strength in their cultural orientation. This will perhaps facilitate relations and effective workplace culture which act to boots performance level from team levels tickling down to the entire organization. When conducting such cultural tests or cross-sectional research, attention ought to be laid on the perceived impact that preceding findings would have on the conclusion derived. The as